Questões de Vestibular
Sobre vocabulário | vocabulary em inglês
Foram encontradas 579 questões
Ano: 2019
Banca:
Instituto Consulplan
Órgão:
FIMCA
Prova:
Instituto Consulplan - 2019 - FIMCA - Vestibular de Medicina - Edital nº 01/ 2020 |
Q1790468
Inglês
Texto associado
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.)
Analyse the items usage in the text. Mark the one which is
a modifier.
Ano: 2019
Banca:
Instituto Consulplan
Órgão:
FIMCA
Prova:
Instituto Consulplan - 2019 - FIMCA - Vestibular de Medicina - Edital nº 01/ 2020 |
Q1790467
Inglês
Texto associado
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.)
For Instance (L22) sets:
Ano: 2019
Banca:
Instituto Consulplan
Órgão:
FIMCA
Prova:
Instituto Consulplan - 2019 - FIMCA - Vestibular de Medicina - Edital nº 01/ 2020 |
Q1790465
Inglês
Texto associado
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.)
“Meet” (L22) does NOT mean:
Ano: 2019
Banca:
Instituto Consulplan
Órgão:
FASEH
Provas:
Instituto Consulplan - 2019 - FASEH - Vestibular de Medicina - Tipo 01
|
Instituto Consulplan - 2019 - FASEH - Vestibular de Medicina |
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:
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:
Ano: 2019
Banca:
UFRGS
Órgão:
UFRGS
Prova:
UFRGS - 2019 - UFRGS - Vestibular - UFRGS - Física, Literatura e Inglês |
Q1785242
Inglês
Texto associado
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?
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?
Ano: 2019
Banca:
UFRGS
Órgão:
UFRGS
Prova:
UFRGS - 2019 - UFRGS - Vestibular - UFRGS - Física, Literatura e Inglês |
Q1785232
Inglês
Texto associado
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
( ) 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
Ano: 2019
Banca:
UFRGS
Órgão:
UFRGS
Prova:
UFRGS - 2019 - UFRGS - Vestibular - UFRGS - Física, Literatura e Inglês |
Q1785230
Inglês
Texto associado
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 apresenta termos que, conforme empregados no texto, pertencem à mesma
classe de palavras.
Ano: 2019
Banca:
UFRGS
Órgão:
UFRGS
Prova:
UFRGS - 2019 - UFRGS - Vestibular - UFRGS - Física, Literatura e Inglês |
Q1785227
Inglês
Texto associado
Instrução: A questão está
relacionada ao texto abaixo.
Adaptado de: MUNRO, Alice. Chance.
In: Runaway. London: Vintage, 2013. p. 52-53.
Assinale a alternativa que poderia substituir
adequadamente o segmento slough off (l. 54).
Ano: 2019
Banca:
UFRGS
Órgão:
UFRGS
Prova:
UFRGS - 2019 - UFRGS - Vestibular - UFRGS - Física, Literatura e Inglês |
Q1785225
Inglês
Texto associado
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
( ) 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
Ano: 2019
Banca:
UFRGS
Órgão:
UFRGS
Prova:
UFRGS - 2019 - UFRGS - Vestibular - UFRGS - Física, Literatura e Inglês |
Q1785223
Inglês
Texto associado
Instrução: A questão está
relacionada ao texto abaixo.
Adaptado de: MUNRO, Alice. Chance.
In: Runaway. London: Vintage, 2013. p. 52-53.
Associe as palavras da coluna da esquerda a seus respectivos sinônimos na coluna da direita, de
acordo com o sentido com que estão empregadas no texto.
( ) stingy (l. 30) ( ) snub (l. 36) ( ) dreariness (l. 53)
1. miserable 2. upturned 3. despair 4. meager 5. narrow 6. joylessness
A sequência correta de preenchimento dos parênteses, de cima para baixo, é
( ) stingy (l. 30) ( ) snub (l. 36) ( ) dreariness (l. 53)
1. miserable 2. upturned 3. despair 4. meager 5. narrow 6. joylessness
A sequência correta de preenchimento dos parênteses, de cima para baixo, é
Ano: 2019
Banca:
UDESC
Órgão:
UDESC
Prova:
UDESC - 2019 - UDESC - Vestibular - Biologia, Matemática, Língua Estrangeira e Língua Portuguesa |
Q1404654
Inglês
Texto associado
Available at: www.calendarlabs.com/holidays/brazil/carnival. Accessed on March 25th, 2019
Answer the question below according to Text.
Mark the correct alternative which contains the right meaning of the words.
Ano: 2019
Banca:
UDESC
Órgão:
UDESC
Prova:
UDESC - 2019 - UDESC - Vestibular - Biologia, Matemática, Língua Estrangeira e Língua Portuguesa |
Q1404651
Inglês
Available at: www.comics.azcentral.com. Accessed on March 28th, 2019.
Answer the question according to Text.
The expression: “I`m sold, Nate”, in the second picture, means:
Ano: 2019
Banca:
UNICENTRO
Órgão:
UNICENTRO
Prova:
UNICENTRO - 2019 - UNICENTRO - Vestibular - Língua Inglesa |
Q1403980
Inglês
Texto associado
Backpacs” (title) - a large bag carried on the back.
“strap” (l. 2) - a strip of leather, cloth or other flexible material.
“lugging” (l. 5) - carrying something with great effort. “prof” (l. 8) - professor.
“sprains” (l. 18) - injuries.
“strains” (l. 18) - severe demands on physical strengh.
Based on the language aspects in the text, it is correct to say
that
Q1399577
Inglês
Texto associado
Leia o texto para responder à questão.
America’s social-media addiction is getting worse
(Sources: Pew Research Centre; e Marketer)
A survey in January and February 2019 from the Pew Research Centre, a think tank, found that 69% of American adults use Facebook; of these users, more than half visit the site “several times a day”. YouTube is even more popular, with 73% of adults saying they watch videos on the platform. For those aged 18 to 24, the figure is 90%. Instagram, a photo-sharing app, is used by 37% of adults. When Pew first conducted the survey in 2012, only a slim majority of Americans used Facebook. Fewer than one in ten had an Instagram account.
Americans are also spending more time than ever on social-media sites like Facebook. There is evidence that limiting such services might yield health benefits. A paper published last year by Melissa Hunt, Rachel Marx, Courtney Lipson and Jordyn Young, all of the University of Pennsylvania, found that limiting social-media usage to 10 minutes a day led to reductions in loneliness, depression, anxiety and fear. Another paper from 2014 identified a link between heavy social-media usage and depression, largely due to a “social comparison” phenomenon, whereby users compare themselves to others and come away with lower evaluations of themselves.
(www.economist.com, 08.08.2019. Adaptado.)
No trecho do segundo parágrafo “largely due to a ‘social
comparison’ phenomenon”, a expressão sublinhada pode ser
substituída, sem alteração de sentido, por
Ano: 2019
Banca:
PUC - RJ
Órgão:
PUC - RJ
Prova:
PUC - RJ - 2019 - PUC - RJ - Vestibular - Inglês - 1º Dia - Manhã - Grupos 1, 2, 4 e 5 |
Q1397091
Inglês
Texto associado
Adapted from https://www.bbc.com/news/world-47722427
In relation to word meanings, one can state that
Ano: 2019
Banca:
Cepros
Órgão:
CESMAC
Prova:
Cepros - 2019 - CESMAC - Prova de Medicina-2020.1- 1° DIA |
Q1391676
Inglês
Texto associado
In a prospective, randomised, controlled trial to determine
whether comprehensive lifestyle changes affect coronary
atherosclerosis after 1 year, 28 patients were assigned to an
experimental group (low-fat vegetarian diet, stopping
smoking, stress management training, and moderate
exercise) and 20 to a usual-care control group. 195
coronary artery lesions were analysed by quantitative
coronary angiography. The average percentage diameter
stenosis regressed from 40.0 (SD 16.9)% to 37.8 (16.5)% in
the experimental group yet progressed from 42.7 (15.5)% to
46.1 (18.5)% in the control group. When only lesions greater
than 50% stenosed were analysed, the average percentage
diameter stenosis regressed from 61.1 (8.8)% to 55.8
(11.0)% in the experimental group and progressed from
61.7 (9.5)% to 64.4 (16.3)% in the control group. Overall,
82% of experimental-group patients had an average change
towards regression. Comprehensive lifestyle changes may
be able to bring about regression of even severe coronary
atherosclerosis after only 1 year, without use of lipidlowering drugs
Read the text below and answer the following question based on it.
Can lifestyle changes reverse coronary
heart disease? The Lifestyle Heart Trial.
Abstract
Adaptado de:
<https://www.ncbi.nlm.nih.gov/pubmed/1973470> Acessado
em 27 de outubro de 2017.
In “Comprehensive lifestyle changes may be able to
bring about regression…” may expresses:
Q1386890
Inglês
[…] “whereas our bees can collect data for hours […] (Singular Form)
Q1386888
Inglês
[…]”requires only a tiny battery” […] (Synonym)
Q1386882
Inglês
“P.S. If you really are a fake, don’t tell me.” (Meaning)
Q1386881
Inglês
“Dear Great Pumpkin, I am looking forward to your arrival on that Halloween night.” (Synonym)
Conheça nossos planos