Questões de Vestibular Sobre interpretação de texto | reading comprehension em inglês

Foram encontradas 5.175 questões

Ano: 2019 Banca: Universidade Presbiteriana Mackenzie Órgão: MACKENZIE Prova: Universidade Presbiteriana Mackenzie - 2019 - MACKENZIE - Vestibular Mackenzie - Grupos I, IV, V e VI |
Q1793330 Inglês

78d928ff6d20ef089534.png (608×218)

SOURCE: http://www.englishact.com.br/2018/04/calvin-and-hobbes-comic-strips.html access on Oct 7th, 2019.


By the answer Calvin gives to the Maths problem, we are sure that:
Alternativas
Ano: 2019 Banca: Universidade Presbiteriana Mackenzie Órgão: MACKENZIE Prova: Universidade Presbiteriana Mackenzie - 2019 - MACKENZIE - Vestibular Mackenzie - Grupos I, IV, V e VI |
Q1793329 Inglês
Read the following strip and answer question:
667bea06eda5e7b2440f.png (608×208)
Imagem associada para resolução da questão
SOURCE: http://www.englishact.com.br/2018/04/calvin-and-hobbes-comic-strips.html access on Oct 7th, 2019.
From the strip we can infer that:
Alternativas
Ano: 2019 Banca: Universidade Presbiteriana Mackenzie Órgão: MACKENZIE Prova: Universidade Presbiteriana Mackenzie - 2019 - MACKENZIE - Vestibular Mackenzie - Grupos I, IV, V e VI |
Q1793327 Inglês

Read the text and asnwer questions:

HOME

They rose up like men. We saw them. Like men they stood.

We shouldn’t have been anywhere near that place. Like most farmland outside Lotus, Georgia, this here one had plenty scary warning signs. The threats hung from wire mesh fences with wooden stakes every fifty or so feet. But when we saw a crawl space that some animal had dug—a coyote maybe, or a coon dog—we couldn’t resist. Just kids we were. The grass was shoulder high for her and waist high for me so, looking out for snakes, we crawled through it on our bellies. The reward was worth the harm grass juice and clouds of gnats did to our eyes, because there right in front of us, about fifty yards off, they stood like men. Their raised hooves crashing and striking, their manes tossing back from wild white eyes. They bit each other like dogs but when they stood, reared up on their hind legs, their forelegs around the withers of the other, we held our breath in wonder. One was rust-colored, the other deep black, both sunny with sweat. The neighs were not as frightening as the silence following a kick of hind legs into the lifted lips of the opponent. Nearby, colts and mares, indifferent, nibbled grass or looked away. Then it stopped. The rust-colored one dropped his head and pawed the ground while the winner loped off in an arc, nudging the mares before him.

As we elbowed back through the grass looking for the dug-out place, avoiding the line of parked trucks beyond, we lost our way. Although it took forever to re-sight the fence, neither of us panicked until we heard voices, urgent but low. I grabbed her arm and put a finger to my lips. Never lifting our heads, just peeping through the grass, we saw them pull a body from a wheelbarrow and throw it into a hole already waiting. One foot stuck up over the edge and quivered, as though it could get out, as though with a little effort it could break through the dirt being shoveled in. We could not see the faces of the men doing the burying, only their trousers; but we saw the edge of a spade drive the jerking foot down to join the rest of itself. When she saw that black foot with its creamy pink and mud-streaked sole being whacked into the grave, her whole body began to shake. I hugged her shoulders tight and tried to pull her trembling into my own bones because, as a brother four years older, I thought I could handle it. The men were long gone and the moon was a cantaloupe by the time we felt safe enough to disturb even one blade of grass and move on our stomachs, searching for the scooped-out part under the fence. When we got home we expected to be whipped or at least scolded for staying out so late, but the grown-ups did not notice us. Some disturbance had their attention.

Since you’re set on telling my story, whatever you think and whatever you write down, know this: I really forgot about the burial. I only remembered the horses. They were so beautiful. So brutal. And they stood like men.

SOURCE: Excerpted from MORRISON, Toni. Home (2012), Harmondsworth: Penguin, 2012.

In the excerpt: “The grass was shoulder high for her and waist high for me so, looking out for snakes, we crawled through it on our bellies.” We can understand that:
Alternativas
Ano: 2019 Banca: Universidade Presbiteriana Mackenzie Órgão: MACKENZIE Prova: Universidade Presbiteriana Mackenzie - 2019 - MACKENZIE - Vestibular Mackenzie - Grupos I, IV, V e VI |
Q1793326 Inglês

Read the text and asnwer questions:

HOME

They rose up like men. We saw them. Like men they stood.

We shouldn’t have been anywhere near that place. Like most farmland outside Lotus, Georgia, this here one had plenty scary warning signs. The threats hung from wire mesh fences with wooden stakes every fifty or so feet. But when we saw a crawl space that some animal had dug—a coyote maybe, or a coon dog—we couldn’t resist. Just kids we were. The grass was shoulder high for her and waist high for me so, looking out for snakes, we crawled through it on our bellies. The reward was worth the harm grass juice and clouds of gnats did to our eyes, because there right in front of us, about fifty yards off, they stood like men. Their raised hooves crashing and striking, their manes tossing back from wild white eyes. They bit each other like dogs but when they stood, reared up on their hind legs, their forelegs around the withers of the other, we held our breath in wonder. One was rust-colored, the other deep black, both sunny with sweat. The neighs were not as frightening as the silence following a kick of hind legs into the lifted lips of the opponent. Nearby, colts and mares, indifferent, nibbled grass or looked away. Then it stopped. The rust-colored one dropped his head and pawed the ground while the winner loped off in an arc, nudging the mares before him.

As we elbowed back through the grass looking for the dug-out place, avoiding the line of parked trucks beyond, we lost our way. Although it took forever to re-sight the fence, neither of us panicked until we heard voices, urgent but low. I grabbed her arm and put a finger to my lips. Never lifting our heads, just peeping through the grass, we saw them pull a body from a wheelbarrow and throw it into a hole already waiting. One foot stuck up over the edge and quivered, as though it could get out, as though with a little effort it could break through the dirt being shoveled in. We could not see the faces of the men doing the burying, only their trousers; but we saw the edge of a spade drive the jerking foot down to join the rest of itself. When she saw that black foot with its creamy pink and mud-streaked sole being whacked into the grave, her whole body began to shake. I hugged her shoulders tight and tried to pull her trembling into my own bones because, as a brother four years older, I thought I could handle it. The men were long gone and the moon was a cantaloupe by the time we felt safe enough to disturb even one blade of grass and move on our stomachs, searching for the scooped-out part under the fence. When we got home we expected to be whipped or at least scolded for staying out so late, but the grown-ups did not notice us. Some disturbance had their attention.

Since you’re set on telling my story, whatever you think and whatever you write down, know this: I really forgot about the burial. I only remembered the horses. They were so beautiful. So brutal. And they stood like men.

SOURCE: Excerpted from MORRISON, Toni. Home (2012), Harmondsworth: Penguin, 2012.

Considering the text, answer the question: Who were they in: “Like men they stood.” (1st line)
Alternativas
Ano: 2019 Banca: Instituto Consulplan Órgão: FIMCA Prova: Instituto Consulplan - 2019 - FIMCA - Vestibular de Medicina - Edital nº 01/ 2020 |
Q1790466 Inglês
Science Education in the United States of America

(Audrey B. Champagne.)

    Science education in the United States of America is in the midst of an unprecedented reform movement-unprecedented because the movement is driven by national standards developed with support from the federal government. The standards for science education are redefining the character of science education from kindergarten to the postgraduate education of scientists and science teachers. Unlike the education in most countries of the world, education of students in kindergarten through grade twelve in the United States is not the responsibility of the federal government but is controlled by the individual states. States have the right to regulate all elements of the curriculum-the content all students are expected to learn, the structural organization of programs across all grades, the structural organization of the yearly curriculum in each subject, teaching methods, and textbooks. Historically, and even now, the states jealously guard all their rights and resist efforts by the federal government to exercise control over matters that are the responsibility of the states. The federal government's involvement in education has been to identify matters of national priority and to provide funds and other resources to the states to meet the national priorities. So, for instance, in the late 1960s and early 1970s, when the United States felt that its perceived preeminence in scientific research and its national safety were threatened, science education was identified as a national priority. The primary purpose of the federal government's initiatives was to encourage and upgrade the science education of young people who would become practicing scientists. This effort was not perceived by the states as an erosion of their rights because it was a response to a threat to the nation and was targeted on the science education of a relatively few students. The current situation is quite different.
    The federal government's underwriting of the development of national standards for education has the potential for shifting the control of the curriculum from the states to the federal government. This initiative, supported by the National Association of Governors, is the result of the concern of political, business and industrial leaders with the poor quality of education across the nation and with the effect this poor quality has on the U.S. position in the world economy. The goal of the standards movement from the prospective of political, business, and industrial leaders is to strengthen education so that the schools will produce graduates with the knowledge and skills required of them to be productive in the workplace.
   The pedagogy and attitudes of many teachers and professors alike has been that science is for the few. So little concern or effort was applied to make science interesting or to make learning it easy. Consequently, only highly motivated and highly intelligent students survived science courses. Thus it appears education in the natural sciences develops individuals who reason well, are critical thinkers, are creative problem solvers-in short, are intelligent. But, we must ask, does education in the natural sciences produce smarter people or do smart people survive science as it is taught? While historically the answer to the question may well have been survival, the national standards are based on the beliefs that science is for all and can produce smarter people.

(Available: https://files.eric.ed.gov/fulltext/EJ608194.pdf. Adapted.)
The goal of the standards movement is to:
Alternativas
Ano: 2019 Banca: Instituto Consulplan Órgão: FIMCA Prova: Instituto Consulplan - 2019 - FIMCA - Vestibular de Medicina - Edital nº 01/ 2020 |
Q1790464 Inglês
Science Education in the United States of America

(Audrey B. Champagne.)

    Science education in the United States of America is in the midst of an unprecedented reform movement-unprecedented because the movement is driven by national standards developed with support from the federal government. The standards for science education are redefining the character of science education from kindergarten to the postgraduate education of scientists and science teachers. Unlike the education in most countries of the world, education of students in kindergarten through grade twelve in the United States is not the responsibility of the federal government but is controlled by the individual states. States have the right to regulate all elements of the curriculum-the content all students are expected to learn, the structural organization of programs across all grades, the structural organization of the yearly curriculum in each subject, teaching methods, and textbooks. Historically, and even now, the states jealously guard all their rights and resist efforts by the federal government to exercise control over matters that are the responsibility of the states. The federal government's involvement in education has been to identify matters of national priority and to provide funds and other resources to the states to meet the national priorities. So, for instance, in the late 1960s and early 1970s, when the United States felt that its perceived preeminence in scientific research and its national safety were threatened, science education was identified as a national priority. The primary purpose of the federal government's initiatives was to encourage and upgrade the science education of young people who would become practicing scientists. This effort was not perceived by the states as an erosion of their rights because it was a response to a threat to the nation and was targeted on the science education of a relatively few students. The current situation is quite different.
    The federal government's underwriting of the development of national standards for education has the potential for shifting the control of the curriculum from the states to the federal government. This initiative, supported by the National Association of Governors, is the result of the concern of political, business and industrial leaders with the poor quality of education across the nation and with the effect this poor quality has on the U.S. position in the world economy. The goal of the standards movement from the prospective of political, business, and industrial leaders is to strengthen education so that the schools will produce graduates with the knowledge and skills required of them to be productive in the workplace.
   The pedagogy and attitudes of many teachers and professors alike has been that science is for the few. So little concern or effort was applied to make science interesting or to make learning it easy. Consequently, only highly motivated and highly intelligent students survived science courses. Thus it appears education in the natural sciences develops individuals who reason well, are critical thinkers, are creative problem solvers-in short, are intelligent. But, we must ask, does education in the natural sciences produce smarter people or do smart people survive science as it is taught? While historically the answer to the question may well have been survival, the national standards are based on the beliefs that science is for all and can produce smarter people.

(Available: https://files.eric.ed.gov/fulltext/EJ608194.pdf. Adapted.)
The text states that:
Alternativas
Q1785730 Inglês
Read the dialogue to answer.
Doctor: Have you ever fainted before? Patient: Yes, the last time you told me your fees.
(Available in:https://pages2cool.blogspot.com.)
Mark the item that does NOT match the dialogue:
Alternativas
Q1785729 Inglês
Read the dialogue to answer.
Doctor: Please, take your seat. What is your problem? Patient: Hello Doctor, please, can you give me your certificate? Doctor: Why? Patient: I took two weeks leave in my office. They asked me to get a “Doctor Certificate”.
(Available in: https://pages2cool.blogspot.com.)
We learn from the dialogue that:
Alternativas
Ano: 2019 Banca: UFRGS Órgão: UFRGS Prova: UFRGS - 2019 - UFRGS - Vestibular - UFRGS - Física, Literatura e Inglês |
Q1785242 Inglês
Instrução: A questão está relacionada ao texto abaixo.  

Adapted from: SONTAG, Susan. Agaínst
lnterpretatlon and Other Essays. Penguin Modern
Classics, Straus and Giroux, 2009. p. 3-4.
Consider the following propositions for rephrasing the sentence Whether we conceive of the work of art on the model of a picture or on the model of a statement, content still comes first (I. 50-53).
I - Content still comes first regardless of whether we conceive of the work of an art on the model of a picture or on the model of a statement. II - Content, whether conceived on the model of a picture ar on the model of a statement, still comes first. III - Whether being conceived the work of art on the model of a picture or on the model of a statement, content still comes first.
If applied to the text, which ones would be correct and keep the literal meaning?
Alternativas
Ano: 2019 Banca: UFRGS Órgão: UFRGS Prova: UFRGS - 2019 - UFRGS - Vestibular - UFRGS - Física, Literatura e Inglês |
Q1785240 Inglês
Instrução: A questão está relacionada ao texto abaixo.  

Adapted from: SONTAG, Susan. Agaínst
lnterpretatlon and Other Essays. Penguin Modern
Classics, Straus and Giroux, 2009. p. 3-4.
Consider the following statements.
I -The word it(I. 22) refers to art(I. 21) II -The word lt (I. 39) refers to the defense of art (I. 39) III- The word its (I. 56) refers to art (I. 57)
Which ones are correct?
Alternativas
Ano: 2019 Banca: UFRGS Órgão: UFRGS Prova: UFRGS - 2019 - UFRGS - Vestibular - UFRGS - Física, Literatura e Inglês |
Q1785239 Inglês
Instrução: A questão está relacionada ao texto abaixo.  

Adapted from: SONTAG, Susan. Agaínst
lnterpretatlon and Other Essays. Penguin Modern
Classics, Straus and Giroux, 2009. p. 3-4.
Select the alternative in which the word even has the sarne rneaning and grarnrnatical class as in the fragrnent even the best palnting of a bed would be only an "imitatlon of an lmitation. `` (L. 14-15).
Alternativas
Ano: 2019 Banca: UFRGS Órgão: UFRGS Prova: UFRGS - 2019 - UFRGS - Vestibular - UFRGS - Física, Literatura e Inglês |
Q1785238 Inglês
Instrução: A questão está relacionada ao texto abaixo.  

Adapted from: SONTAG, Susan. Agaínst
lnterpretatlon and Other Essays. Penguin Modern
Classics, Straus and Giroux, 2009. p. 3-4.
Consider the staternents about the uses of the word that in the following segments retrieved frorn the text.
I - ln must have been that it was incantatory(I. 01-02), it belongs to the sarne word class as in that of the Greek philosophers (I. 04). II - ln that of the Greek phi/osophers (I. 04), it belongs to the sarne word class as in proposed that art was mlmesls, lmitation of reality (I. 04-05). III- ln must have been that lt was incantatory (I. 01-02), it belongs to the sarne word class as in proposed that art was mlmesls, lmitation of reality (I. 04-05).
Which ones are correct? 
Alternativas
Ano: 2019 Banca: UFRGS Órgão: UFRGS Prova: UFRGS - 2019 - UFRGS - Vestibular - UFRGS - Física, Literatura e Inglês |
Q1785237 Inglês
Instrução: A questão está relacionada ao texto abaixo.  

Adapted from: SONTAG, Susan. Agaínst
lnterpretatlon and Other Essays. Penguin Modern
Classics, Straus and Giroux, 2009. p. 3-4.
Mark the statements below with T (true) or F (false), according to the text.
( ) Plato's theory suggests that the value of art is questionable. ( ) Art has been expected to justify itself since people had their earliest experience with it. ( ) Rather than seen as a representation of reality, art is nowadays regarded as a subjective expression by most artists. ( ) The dichotomy between form and content does not prevail, regardless of the contemporary view of art as subjective expression.
The sequence should read, from top to bottom,
Alternativas
Ano: 2019 Banca: UFRGS Órgão: UFRGS Prova: UFRGS - 2019 - UFRGS - Vestibular - UFRGS - Física, Literatura e Inglês |
Q1785236 Inglês
Instrução: A questão está relacionada ao texto abaixo.  

Adapted from: SONTAG, Susan. Agaínst
lnterpretatlon and Other Essays. Penguin Modern
Classics, Straus and Giroux, 2009. p. 3-4.
Which alternative contains a correct statement about the text?
Alternativas
Ano: 2019 Banca: UFRGS Órgão: UFRGS Prova: UFRGS - 2019 - UFRGS - Vestibular - UFRGS - Física, Literatura e Inglês |
Q1785234 Inglês
Instrução: A questão está relacionada ao texto abaixo. 

Adaptado de
< https:/ /www.3quarksdaily.com/3quarks
daily / 2019 / 06/ dressed-by-shahidha-bari-and
the-pocket-two-books-on-thesecret-life-of
clothes.html>.
Acesso em: 19 jul. 2019.
Considere as seguintes afirmações sobre o texto.
I - Roupas novas nos dão satisfação e nos fazem sentir inteligentes desde o momento em que as compramos. II - A expressão waltlng for f/esh and blood (l. 46-47) denota a expectativa por parte das mulheres de que a roupa se ajuste ao corpo. III - O vestido é apresentado como uma peça de vestuário associada a diferentes situações da vida da mulher e a aspectos de sua identidade.
Quais estão corretas?
Alternativas
Ano: 2019 Banca: UFRGS Órgão: UFRGS Prova: UFRGS - 2019 - UFRGS - Vestibular - UFRGS - Física, Literatura e Inglês |
Q1785232 Inglês
Instrução: A questão está relacionada ao texto abaixo. 

Adaptado de
< https:/ /www.3quarksdaily.com/3quarks
daily / 2019 / 06/ dressed-by-shahidha-bari-and
the-pocket-two-books-on-thesecret-life-of
clothes.html>.
Acesso em: 19 jul. 2019.
Assinale com V (verdadeiro) ou F (falso) as afirmações abaixo, acerca do texto.
( ) O trecho Bari wants us to think not so much about what clothes say as how they make us feel (l. 20-21) pode ser substituído por Bari wants us to think more of how clothes make us feel rather than of what they say, sem prejuízo da correção gramatical e do significado original do texto. ( ) O segmento it is (l. 47) pode ser omitido, sem prejuízo da correção gramatical e do significado original do texto. ( ) O trecho It is this sense of the dress as an alternative se/f that(I. 47-48) pode ser substituído por This sense of the dress as an alternative self is what, sem prejuízo da correção gramatical e do significado original do texto. ( ) A palavra since (l. 29) pode ser substituída por as from, sem prejuízo de correção gramatical e do significado original do texto.
A sequência correta de preenchimento dos parênteses, de cima para baixo, é
Alternativas
Ano: 2019 Banca: UFRGS Órgão: UFRGS Prova: UFRGS - 2019 - UFRGS - Vestibular - UFRGS - Física, Literatura e Inglês |
Q1785231 Inglês
Instrução: A questão está relacionada ao texto abaixo. 

Adaptado de
< https:/ /www.3quarksdaily.com/3quarks
daily / 2019 / 06/ dressed-by-shahidha-bari-and
the-pocket-two-books-on-thesecret-life-of
clothes.html>.
Acesso em: 19 jul. 2019.
Considere as seguintes afirmações acerca do vocabulário do texto.
I - A expressão give yellow a go (l. 08) indica que amarelo não é uma cor popular para roupas. II - A expressão wear and tear (l. 30) diz respeito aos vários ternos rasgados durante a gravação do filme em que Cary Grant atuou. IlI - O paralelismo das ocorrências da palavra enough permite afirmar que, na construção enough enough (l. 57), o primeiro termo funciona como um adjetivo, ao passo que o segundo é um advérbio.
Quais estão corretas?
Alternativas
Ano: 2019 Banca: UFRGS Órgão: UFRGS Prova: UFRGS - 2019 - UFRGS - Vestibular - UFRGS - Física, Literatura e Inglês |
Q1785229 Inglês
Instrução: A questão está relacionada ao texto abaixo. 

Adaptado de
< https:/ /www.3quarksdaily.com/3quarks
daily / 2019 / 06/ dressed-by-shahidha-bari-and
the-pocket-two-books-on-thesecret-life-of
clothes.html>.
Acesso em: 19 jul. 2019.
Assinale a alternativa que preenche adequadamente a lacuna da linha 33.
Alternativas
Ano: 2019 Banca: UFRGS Órgão: UFRGS Prova: UFRGS - 2019 - UFRGS - Vestibular - UFRGS - Física, Literatura e Inglês |
Q1785225 Inglês
Instrução: A questão está relacionada ao texto abaixo.  

Adaptado de: MUNRO, Alice. Chance.
In: Runaway. London: Vintage, 2013. p. 52-53.
Assinale com V (verdadeiro) ou F (falso) as afirmações abaixo, acerca do texto.
( ) A palavra would (l. 32) indica a recorrência de uma situação. ( ) A palavra as (l. 43) poderia ser substituída tanto por given that quanto por due to, sem prejuízo da correção gramatical e do significado original do texto. ( ) O segmento who needed them more, since they had families to support (l. 49-50) poderia ser substituído por who needed them more, inasmuch as they had families to support, sem prejuízo da correção gramatical e do significado original do texto. ( ) o easier segmento Odd choices were simply for men, most of whom would sti/1 find women g/ad to marry them (l. 55-57) poderia ser substituído por Odd choices were simply easier for those men who would still find women glad to marry them, sem prejuízo da correção gramatical e do significado original do texto.
A sequência correta de preenchimento dos parênteses, de cima para baixo, é
Alternativas
Ano: 2019 Banca: UFRGS Órgão: UFRGS Prova: UFRGS - 2019 - UFRGS - Vestibular - UFRGS - Física, Literatura e Inglês |
Q1785224 Inglês
Instrução: A questão está relacionada ao texto abaixo.  

Adaptado de: MUNRO, Alice. Chance.
In: Runaway. London: Vintage, 2013. p. 52-53.
Considere as seguintes afirmações acerca da descrição física de Juliet no texto.
I - O cabelo de Juliet não consegue manter um determinado penteado, mesmo com o auxílio de produto específico. II - Os adjetivos fair-skinned (l. 31), light-brown (1. 32) e bright (l. 36) denotam cores claras. III- A timidez e a retração de Juliet são sugeridas pela cabeça baixa e pela facilidade com que seu rosto fica corado.
Quais estão corretas?
Alternativas
Respostas
841: A
842: C
843: B
844: D
845: A
846: A
847: D
848: B
849: A
850: A
851: D
852: C
853: A
854: D
855: B
856: A
857: C
858: C
859: B
860: A