Questões de Vestibular Sobre vocabulário | vocabulary em inglês

Foram encontradas 579 questões

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Q1378954
Inglês Vocabulário | Vocabulary , Sinônimos | Synonyms ,
Ano: 2012 Banca: ULBRA Órgão: ULBRA Prova: ULBRA - 2012 - ULBRA - Vestibular - Primeiro Semestre |
Q1378954 Inglês

A linking word that can best substitute the word despite, in “[d]espite the findings of this new study, the difficulty of smoking cessation based on sex should not be discounted”, is:
Alternativas
Q1367110
Inglês Interpretação de texto | Reading comprehension , Vocabulário | Vocabulary ,
Ano: 2012 Banca: UEM Órgão: UEM Prova: UEM - 2012 - UEM - Vestibular - PAS - Etapa 3 - Conhecimentos Gerais - Inglês |
Q1367110 Inglês

Texto

When superyacht chic meets hybrid technology

By Eoghan Macguire, for CNNAutor



(Disponível em: <http://edition.cnn.com/2012/05/15/tech/hybrid-superyacht/index.html?hpt=itr_tl>. Acessado em: 16/05/2012)

Concerning the vocabulary it is correct to affirm that


the words “mariner” (line 10), “builder” (line 17), “guests” (line 48), and “crew members” (line 49) all refer to people.

Alternativas
Q1367107
Inglês Interpretação de texto | Reading comprehension , Vocabulário | Vocabulary ,
Ano: 2012 Banca: UEM Órgão: UEM Prova: UEM - 2012 - UEM - Vestibular - PAS - Etapa 3 - Conhecimentos Gerais - Inglês |
Q1367107 Inglês

Texto

When superyacht chic meets hybrid technology

By Eoghan Macguire, for CNNAutor



(Disponível em: <http://edition.cnn.com/2012/05/15/tech/hybrid-superyacht/index.html?hpt=itr_tl>. Acessado em: 16/05/2012)

Concerning the vocabulary it is correct to affirm that


the words “reconcile” (line 2), “fuse” (line 14) and “combine” (line 22) refer to the act of joining the facilities of a superyacht with the concern of protecting the environment.

Alternativas
Q1367098
Inglês Substantivos e compostos | Nouns and compounds , Pronomes | Pronouns , Vocabulário | Vocabulary , Aspectos linguísticos | Linguistic aspects
Ano: 2012 Banca: UEM Órgão: UEM Prova: UEM - 2012 - UEM - Vestibular - PAS - Etapa 3 - Conhecimentos Gerais - Inglês |
Q1367098 Inglês

Texto

When superyacht chic meets hybrid technology

By Eoghan Macguire, for CNNAutor



(Disponível em: <http://edition.cnn.com/2012/05/15/tech/hybrid-superyacht/index.html?hpt=itr_tl>. Acessado em: 16/05/2012)

According to the text it is correct to affirm that


the words “emissions” (line 8), “consumption” (line 9), “production” (line 16), “completion” (line 18), and “performance” (line 36) are all nouns which respectively derive from the words “emit”, “consume”, “product”, “complete”, “perform” and “maintain” which are all verbs.

Alternativas
Q1364272
Inglês Verbos | Verbs , Vocabulário | Vocabulary ,
Ano: 2012 Banca: UEM Órgão: UEM Prova: UEM - 2012 - UEM - Vestibular - PAS - Etapa 1 - Inglês |
Q1364272 Inglês

Texto

Human Rights

BBC Learning English News Word


(Texto adaptado. Disponível em: http://downloads.bbc.co.uk/worldservice/learningenglish/n ewswords/100211_nw_human_rights_text.pdf Acessado em: 16/05/2012) 

Em relação ao vocabulário do texto, é correto afirmar que


the base form of the verb “denied” (line 33) is deny.

Alternativas
Q1364270
Inglês Vocabulário | Vocabulary ,
Ano: 2012 Banca: UEM Órgão: UEM Prova: UEM - 2012 - UEM - Vestibular - PAS - Etapa 1 - Inglês |
Q1364270 Inglês

Texto

Human Rights

BBC Learning English News Word


(Texto adaptado. Disponível em: http://downloads.bbc.co.uk/worldservice/learningenglish/n ewswords/100211_nw_human_rights_text.pdf Acessado em: 16/05/2012) 

Em relação ao vocabulário do texto, é correto afirmar que


the word “legal” (line 11) has the meaning of being friendly in the text.

Alternativas
Q1364269
Inglês Pronomes | Pronouns , Vocabulário | Vocabulary ,
Ano: 2012 Banca: UEM Órgão: UEM Prova: UEM - 2012 - UEM - Vestibular - PAS - Etapa 1 - Inglês |
Q1364269 Inglês

Texto

Human Rights

BBC Learning English News Word


(Texto adaptado. Disponível em: http://downloads.bbc.co.uk/worldservice/learningenglish/n ewswords/100211_nw_human_rights_text.pdf Acessado em: 16/05/2012) 

Em relação ao vocabulário do texto, é correto afirmar que


“one” (line 11) is used as a pronoun.

Alternativas
Q1357049
Inglês Interpretação de texto | Reading comprehension , Vocabulário | Vocabulary ,
Ano: 2012 Banca: FADBA Órgão: Fadba Prova: FADBA - 2012 - Fadba - Vestibular |
Q1357049 Inglês

WHAT CAUSES CLIMATE CHANGE?


(Leia o texto para responder a questão)


Floods in Mozambique. Forest fires in Indonesia. Hurricanes in Florida. Storms in the Uk.


Extreme weather events are predicted to became more frequent because of climate changes.


Climate change or global warming is caused by increased levels of carbon dioxide (CO2) and other polluting gases in our atmosphere. The gases trap heat by forming a blanket around the Earth – like the glass of a greenhouse. Once released, the greenhouse gases stay in the atmosphere for many years. As they build up, the planet’s temperature rises. Greenhouse gases are released by burning fossil fuels – coal, oil and gas – and by cutting down forests.


Choose the best option to fill the gaps

Heat from the sun is ------------ by the gases in our atmosphere.
Alternativas
Q1357048
Inglês Interpretação de texto | Reading comprehension , Vocabulário | Vocabulary ,
Ano: 2012 Banca: FADBA Órgão: Fadba Prova: FADBA - 2012 - Fadba - Vestibular |
Q1357048 Inglês

WHAT CAUSES CLIMATE CHANGE?


(Leia o texto para responder a questão)


Floods in Mozambique. Forest fires in Indonesia. Hurricanes in Florida. Storms in the Uk.


Extreme weather events are predicted to became more frequent because of climate changes.


Climate change or global warming is caused by increased levels of carbon dioxide (CO2) and other polluting gases in our atmosphere. The gases trap heat by forming a blanket around the Earth – like the glass of a greenhouse. Once released, the greenhouse gases stay in the atmosphere for many years. As they build up, the planet’s temperature rises. Greenhouse gases are released by burning fossil fuels – coal, oil and gas – and by cutting down forests.


Choose the best option to fill the gaps

Flood, hurricanes, forest fires, and ---------- are examples of extreme weather.
Alternativas
Q1278809
Inglês Interpretação de texto | Reading comprehension , Vocabulário | Vocabulary , Sinônimos | Synonyms ,
Ano: 2012 Banca: UECE-CEV Órgão: UECE Prova: UECE-CEV - 2012 - UECE - Vestibular - Língua Inglesa - 1º Dia - 2ª fase |
Q1278809 Inglês
T E X T 

    SPEAKING two languages rather than just one has obvious practical benefits in an increasingly globalized world. But in recent years, scientists have begun to show that the advantages of bilingualism are even more fundamental than being able to converse with a wider range of people. Being bilingual, it turns out, makes you smarter. It can have a profound effect on your brain, improving cognitive skills not related to language and even shielding against dementia in old age. 

     This view of bilingualism is remarkably different from the understanding of bilingualism through much of the 20th century. Researchers, educators and policy makers long considered a second language to be an interference, cognitively speaking, that hindered a child’s academic and intellectual development. 
    They were not wrong about the interference: there is ample evidence that in a bilingual’s brain both language systems are active even when he is using only one language, thus creating situations in which one system obstructs the other. But this interference, researchers are finding out, isn’t so much a handicap as a blessing in disguise. It forces the brain to resolve internal conflict, giving the mind a workout that strengthens its cognitive muscles. 
    Bilinguals, for instance, seem to be more adept than monolinguals at solving certain kinds of mental puzzles. In a 2004 study by the psychologists Ellen Bialystok and Michelle MartinRhee, bilingual and monolingual preschoolers were asked to sort blue circles and red squares presented on a computer screen into two digital bins — one marked with a blue square and the other marked with a red circle. 
    In the first task, the children had to sort the shapes by color, placing blue circles in the bin marked with the blue square and red squares in the bin marked with the red circle. Both groups did this with comparable ease. Next, the children were asked to sort by shape, which was more challenging because it required placing the images in a bin marked with a conflicting color. The bilinguals were quicker at performing this task. 
    The collective evidence from a number of such studies suggests that the bilingual experience improves the brain’s so-called executive function — a command system that directs the attention processes that we use for planning, solving problems and performing various other mentally demanding tasks. These processes include ignoring distractions to stay focused, switching attention willfully from one thing to another and holding information in mind — like remembering a sequence of directions while driving.
    Why does the tussle between two simultaneously active language systems improve these aspects of cognition? Until recently, researchers thought the bilingual advantage stemmed primarily from an ability for inhibition that was honed by the exercise of suppressing one language system: this suppression, it was thought, would help train the bilingual mind to ignore distractions in other contexts. But that explanation increasingly appears to be inadequate, since studies have shown that bilinguals perform better than monolinguals even at tasks that do not require inhibition, like threading a line through an ascending series of numbers scattered randomly on a page.
    The key difference between bilinguals and monolinguals may be more basic: a heightened ability to monitor the environment. “Bilinguals have to switch languages quite often — you may talk to your father in one language and to your mother in another language,” says Albert Costa, a researcher at the University of PompeuFabra in Spain. “It requires keeping track of changes around you in the same way that we monitor our surroundings when driving.” In a study comparing German-Italian bilinguals with Italian monolinguals on monitoring tasks, Mr. Costa and his colleagues found that the bilingual subjects not only performed better, but they also did so with less activity in parts of the brain involved in monitoring, indicating that they were more efficient at it. 
    The bilingual experience appears to influence the brain from infancy to old age (and there is reason to believe that it may also apply to those who learn a second language later in life). 
    In a 2009 study led by Agnes Kovacs of the International School for Advanced Studies in Trieste, Italy, 7-month-old babies exposed to two languages from birth were compared with peers raised with one language. In an initial set of trials, the infants were presented with an audio cue and then shown a puppet on one side of a screen. Both infant groups learned to look at that side of the screen in anticipation of the puppet. But in a later set of trials, when the puppet began appearing on the opposite side of the screen, the babies exposed to a bilingual environment quickly learned to switch their anticipatory gaze in the new direction while the other babies did not. 
    Bilingualism’s effects also extend into the twilight years. In a recent study of 44 elderly Spanish-English bilinguals, scientists led by the neuropsychologist Tamar Gollan of the University of California, San Diego, found that individuals with a higher degree of bilingualism — measured through a comparative evaluation of proficiency in each language — were more resistant than others to the onset of dementia and other symptoms of Alzheimer’s disease: the higher the degree of bilingualism, the later the age of onset.
    Nobody ever doubted the power of language. But who would have imagined that the words we hear and the sentences we speak might be leaving such a deep imprint? 

Source: www.nytimes.com
As to the meaning of the words “stemmed”, “tussle”, “gaze”, and “onset” in the text, it is expressed respectively in
Alternativas
Q1278808
Inglês Vocabulário | Vocabulary , Sinônimos | Synonyms ,
Ano: 2012 Banca: UECE-CEV Órgão: UECE Prova: UECE-CEV - 2012 - UECE - Vestibular - Língua Inglesa - 1º Dia - 2ª fase |
Q1278808 Inglês
T E X T 

    SPEAKING two languages rather than just one has obvious practical benefits in an increasingly globalized world. But in recent years, scientists have begun to show that the advantages of bilingualism are even more fundamental than being able to converse with a wider range of people. Being bilingual, it turns out, makes you smarter. It can have a profound effect on your brain, improving cognitive skills not related to language and even shielding against dementia in old age. 

     This view of bilingualism is remarkably different from the understanding of bilingualism through much of the 20th century. Researchers, educators and policy makers long considered a second language to be an interference, cognitively speaking, that hindered a child’s academic and intellectual development. 
    They were not wrong about the interference: there is ample evidence that in a bilingual’s brain both language systems are active even when he is using only one language, thus creating situations in which one system obstructs the other. But this interference, researchers are finding out, isn’t so much a handicap as a blessing in disguise. It forces the brain to resolve internal conflict, giving the mind a workout that strengthens its cognitive muscles. 
    Bilinguals, for instance, seem to be more adept than monolinguals at solving certain kinds of mental puzzles. In a 2004 study by the psychologists Ellen Bialystok and Michelle MartinRhee, bilingual and monolingual preschoolers were asked to sort blue circles and red squares presented on a computer screen into two digital bins — one marked with a blue square and the other marked with a red circle. 
    In the first task, the children had to sort the shapes by color, placing blue circles in the bin marked with the blue square and red squares in the bin marked with the red circle. Both groups did this with comparable ease. Next, the children were asked to sort by shape, which was more challenging because it required placing the images in a bin marked with a conflicting color. The bilinguals were quicker at performing this task. 
    The collective evidence from a number of such studies suggests that the bilingual experience improves the brain’s so-called executive function — a command system that directs the attention processes that we use for planning, solving problems and performing various other mentally demanding tasks. These processes include ignoring distractions to stay focused, switching attention willfully from one thing to another and holding information in mind — like remembering a sequence of directions while driving.
    Why does the tussle between two simultaneously active language systems improve these aspects of cognition? Until recently, researchers thought the bilingual advantage stemmed primarily from an ability for inhibition that was honed by the exercise of suppressing one language system: this suppression, it was thought, would help train the bilingual mind to ignore distractions in other contexts. But that explanation increasingly appears to be inadequate, since studies have shown that bilinguals perform better than monolinguals even at tasks that do not require inhibition, like threading a line through an ascending series of numbers scattered randomly on a page.
    The key difference between bilinguals and monolinguals may be more basic: a heightened ability to monitor the environment. “Bilinguals have to switch languages quite often — you may talk to your father in one language and to your mother in another language,” says Albert Costa, a researcher at the University of PompeuFabra in Spain. “It requires keeping track of changes around you in the same way that we monitor our surroundings when driving.” In a study comparing German-Italian bilinguals with Italian monolinguals on monitoring tasks, Mr. Costa and his colleagues found that the bilingual subjects not only performed better, but they also did so with less activity in parts of the brain involved in monitoring, indicating that they were more efficient at it. 
    The bilingual experience appears to influence the brain from infancy to old age (and there is reason to believe that it may also apply to those who learn a second language later in life). 
    In a 2009 study led by Agnes Kovacs of the International School for Advanced Studies in Trieste, Italy, 7-month-old babies exposed to two languages from birth were compared with peers raised with one language. In an initial set of trials, the infants were presented with an audio cue and then shown a puppet on one side of a screen. Both infant groups learned to look at that side of the screen in anticipation of the puppet. But in a later set of trials, when the puppet began appearing on the opposite side of the screen, the babies exposed to a bilingual environment quickly learned to switch their anticipatory gaze in the new direction while the other babies did not. 
    Bilingualism’s effects also extend into the twilight years. In a recent study of 44 elderly Spanish-English bilinguals, scientists led by the neuropsychologist Tamar Gollan of the University of California, San Diego, found that individuals with a higher degree of bilingualism — measured through a comparative evaluation of proficiency in each language — were more resistant than others to the onset of dementia and other symptoms of Alzheimer’s disease: the higher the degree of bilingualism, the later the age of onset.
    Nobody ever doubted the power of language. But who would have imagined that the words we hear and the sentences we speak might be leaving such a deep imprint? 

Source: www.nytimes.com
An example of a pair of words/terms that appear in the text with similar meaning is
Alternativas
Q334022
Inglês Interpretação de texto | Reading comprehension , Vocabulário | Vocabulary ,
Ano: 2012 Banca: CESPE / CEBRASPE Órgão: UNB Prova: CESPE - 2012 - UNB - Vestibular - Língua Inglesa 01 |
Q334022 Inglês
Imagem 003.jpg

Judge the items from 19 through 27 based on to the text above.
The words “poisonous” (L.2), “smog” (L.3), “low-sulfur fuel” (L.14) and “soot” (L.34) convey the idea of “pollutant”.
Alternativas
Q334021
Inglês Verbos | Verbs , Vocabulário | Vocabulary , Sinônimos | Synonyms ,
Ano: 2012 Banca: CESPE / CEBRASPE Órgão: UNB Prova: CESPE - 2012 - UNB - Vestibular - Língua Inglesa 01 |
Q334021 Inglês
Imagem 003.jpg

Judge the items from 19 through 27 based on to the text above.
In the last paragraph, the verb “lodge” (L.34) conveys the same meaning as the verb damage.
Alternativas
Q334009
Inglês Vocabulário | Vocabulary , Sinônimos | Synonyms ,
Ano: 2012 Banca: CESPE / CEBRASPE Órgão: UNB Prova: CESPE - 2012 - UNB - Vestibular - Língua Inglesa 01 |
Q334009 Inglês
Imagem 002.jpg

Judge the items that follow according to the text above.

The expression “wear and tear” (L.32) means unacceptable.
Alternativas
Q334005
Inglês Vocabulário | Vocabulary , Sinônimos | Synonyms ,
Ano: 2012 Banca: CESPE / CEBRASPE Órgão: UNB Prova: CESPE - 2012 - UNB - Vestibular - Língua Inglesa 01 |
Q334005 Inglês
Imagem 001.jpg

Judge the following items according to the text above.
The word “runoff” is a synonym for wastewater.
Alternativas
Q290108
Inglês Interpretação de texto | Reading comprehension , Vocabulário | Vocabulary ,
Ano: 2012 Banca: PUC - RJ Órgão: PUC - RJ Prova: PUC - RJ - 2012 - PUC - RJ - Vestibular - Biologia e Inglês 02 |
Q290108 Inglês
Imagem 002.jpg



The author explains the expression “dumb phone” (L. 19) as

Alternativas
Q290106
Inglês Vocabulário | Vocabulary , Sinônimos | Synonyms ,
Ano: 2012 Banca: PUC - RJ Órgão: PUC - RJ Prova: PUC - RJ - 2012 - PUC - RJ - Vestibular - Biologia e Inglês 02 |
Q290106 Inglês
Imagem 002.jpg



Mark the CORRECT statement concerning the meanings of the words extracted from the text.

Alternativas
Q283951
Inglês Interpretação de texto | Reading comprehension , Vocabulário | Vocabulary ,
Ano: 2012 Banca: PUC - RJ Órgão: PUC - RJ Prova: PUC - RJ - 2012 - PUC - RJ - Vestibular - Biologia e Inglês 01 |
Q283951 Inglês
Imagem 004.jpg

Mark the CORRECT statement concerning the meanings of the words extracted from the text.

Alternativas
Q283947
Inglês Interpretação de texto | Reading comprehension , Vocabulário | Vocabulary ,
Ano: 2012 Banca: PUC - RJ Órgão: PUC - RJ Prova: PUC - RJ - 2012 - PUC - RJ - Vestibular - Biologia e Inglês 01 |
Q283947 Inglês
Imagem 004.jpg

The author defines “neoteny” as (L. 42)

Alternativas
Q278479
Inglês Vocabulário | Vocabulary ,
Ano: 2012 Banca: PUC - RS Órgão: PUC - RS Prova: PUC - RS - 2012 - PUC - RS - Vestibular - Prova 02 |
Q278479 Inglês
Imagem 064.jpg
The best definition for the verb “facing” (line 18), as it is used in the text, is
Alternativas
Respostas
401: C
402: E
403: C
404: E
405: C
406: E
407: C
408: D
409: C
410: B
411: A
412: E
413: E
414: E
415: E
416: B
417: E
418: A
419: D
420: B
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