Questões de Inglês para Vestibular

cód. #2886

COPESE - UFT - Inglês - 2019 - Vestibular - Segundo Semestre - Língua Portuguesa, Inglês e Matemática

PRAY WITH THE POPE, FROM YOUR IPHONE
    "Click to pray" are not words you'd expect to come out of the pope's mouth.
    But that's what onlookers heard during the traditional Sunday address from Pope Francis, as he introduced ClickToPray, an app for communal prayer aimed at young people.
   "The Internet and social media are a resource of our time," the pope said. From a balcony overlooking St. Peter's Square, Francis then gestured to a tablet. Father Frédéric Fornos, international director of the pope's Worldwide Prayer Network, held up the device for the crowd to see.
    "Here," Francis said, "I'll insert the intentions and the prayer requests for the mission of the Church." He tapped the screen several times before glancing up at Fornos.
    "Did I do it?" he asked.
    The pope has made earnest efforts to embrace technology, tweeting frequently and calling the Web "a gift from God." Now he's given his followers a convenient way to turn on their smart devices and see what the leader of the Catholic Church is praying for at any given time.
    "Pray every day," reads the app when it opens. "Pray together with others. Give to the community."
      More than 18,000 people have clicked on the pope's prayer intention for January. The prayer, "Young People and the Example of Mary," focuses on young Catholics, especially in Latin America.         But the app is more democratic than the pope's Sunday address, with a timeline of prayers from other users that you can scroll through, similar to a social media feed. People write prayers for weddings, celebrations, illnesses and more, and others can click to pray with them or leave a comment.
       A prayer in English asks for employment "where I can make a difference," while another in Italian seeks an end to international borders. Prayers in Spanish, French, Portuguese and German have also been posted to the app, ranging from precise requests to generic expressions of love and fraternity.
       In his address, Pope Francis specifically called on young people to download the app. The pope has long sought to make the Church relevant for younger generations, as the proportion of Catholics declines across the world. […]

Available at: https://www.npr.org/2019/01/20/687001314/pray-with-the-pope-fromyour-iphone 
According to the text, it is INCORRECT to affirm:

A) posted prayers are only available in English.

B) Pope Francis is active in social media.

C) ClickToPray allows users to post prayer intentions.

D) the app encourages young people to pray more.

A B C D E

cód. #2887

COPESE - UFT - Inglês - 2019 - Vestibular - Segundo Semestre - Língua Portuguesa, Inglês e Matemática

PRAY WITH THE POPE, FROM YOUR IPHONE
    "Click to pray" are not words you'd expect to come out of the pope's mouth.
    But that's what onlookers heard during the traditional Sunday address from Pope Francis, as he introduced ClickToPray, an app for communal prayer aimed at young people.
   "The Internet and social media are a resource of our time," the pope said. From a balcony overlooking St. Peter's Square, Francis then gestured to a tablet. Father Frédéric Fornos, international director of the pope's Worldwide Prayer Network, held up the device for the crowd to see.
    "Here," Francis said, "I'll insert the intentions and the prayer requests for the mission of the Church." He tapped the screen several times before glancing up at Fornos.
    "Did I do it?" he asked.
    The pope has made earnest efforts to embrace technology, tweeting frequently and calling the Web "a gift from God." Now he's given his followers a convenient way to turn on their smart devices and see what the leader of the Catholic Church is praying for at any given time.
    "Pray every day," reads the app when it opens. "Pray together with others. Give to the community."
      More than 18,000 people have clicked on the pope's prayer intention for January. The prayer, "Young People and the Example of Mary," focuses on young Catholics, especially in Latin America.         But the app is more democratic than the pope's Sunday address, with a timeline of prayers from other users that you can scroll through, similar to a social media feed. People write prayers for weddings, celebrations, illnesses and more, and others can click to pray with them or leave a comment.
       A prayer in English asks for employment "where I can make a difference," while another in Italian seeks an end to international borders. Prayers in Spanish, French, Portuguese and German have also been posted to the app, ranging from precise requests to generic expressions of love and fraternity.
       In his address, Pope Francis specifically called on young people to download the app. The pope has long sought to make the Church relevant for younger generations, as the proportion of Catholics declines across the world. […]

Available at: https://www.npr.org/2019/01/20/687001314/pray-with-the-pope-fromyour-iphone 
Referring to the text, the word address in the sentence: “…traditional Sunday address from Pope Francis”, 2nd paragraph, is related to all the following alternatives, EXCEPT:

A) sermon.

B) oration.

C) speech.

D) domicile.

A B C D E

cód. #2888

COPESE - UFT - Inglês - 2019 - Vestibular - Segundo Semestre - Língua Portuguesa, Inglês e Matemática

PRAY WITH THE POPE, FROM YOUR IPHONE
    "Click to pray" are not words you'd expect to come out of the pope's mouth.
    But that's what onlookers heard during the traditional Sunday address from Pope Francis, as he introduced ClickToPray, an app for communal prayer aimed at young people.
   "The Internet and social media are a resource of our time," the pope said. From a balcony overlooking St. Peter's Square, Francis then gestured to a tablet. Father Frédéric Fornos, international director of the pope's Worldwide Prayer Network, held up the device for the crowd to see.
    "Here," Francis said, "I'll insert the intentions and the prayer requests for the mission of the Church." He tapped the screen several times before glancing up at Fornos.
    "Did I do it?" he asked.
    The pope has made earnest efforts to embrace technology, tweeting frequently and calling the Web "a gift from God." Now he's given his followers a convenient way to turn on their smart devices and see what the leader of the Catholic Church is praying for at any given time.
    "Pray every day," reads the app when it opens. "Pray together with others. Give to the community."
      More than 18,000 people have clicked on the pope's prayer intention for January. The prayer, "Young People and the Example of Mary," focuses on young Catholics, especially in Latin America.         But the app is more democratic than the pope's Sunday address, with a timeline of prayers from other users that you can scroll through, similar to a social media feed. People write prayers for weddings, celebrations, illnesses and more, and others can click to pray with them or leave a comment.
       A prayer in English asks for employment "where I can make a difference," while another in Italian seeks an end to international borders. Prayers in Spanish, French, Portuguese and German have also been posted to the app, ranging from precise requests to generic expressions of love and fraternity.
       In his address, Pope Francis specifically called on young people to download the app. The pope has long sought to make the Church relevant for younger generations, as the proportion of Catholics declines across the world. […]

Available at: https://www.npr.org/2019/01/20/687001314/pray-with-the-pope-fromyour-iphone 
In accordance with the text, it is CORRECT to affirm:

A) the pope unveiled on Twitter his intents to harm younger generations.

B) the pope endorses the extinguishment of the Web and smart devices.

C) the pope is interested in the power of technology to reach out to young people.

D) the pope is unenthusiastic about dealing with prayer apps and young Catholics.

A B C D E

cód. #3918

INEP - Inglês - 2019 - Vestibular - Terceira Etapa

Leia o texto abaixo e responda à questão.

Disponível em: https://www.bbc.com/news/newsbeat-48277942
Qual das expressões abaixo pode substituir a conjunção ALTHOUGH (linha 17), sem prejuízo para o significado da frase?

A) Despite that.

B) Moreover.

C) But.

D) Therefore.

E) Thus.

A B C D E

cód. #3919

INEP - Inglês - 2019 - Vestibular - Terceira Etapa

Leia o texto abaixo e responda à questão.

Disponível em: https://www.bbc.com/news/newsbeat-48277942
Por que Maisie Williams alega ter crescido sob os olhos do público?

A) Porque ela começou sua carreira em comerciais, ainda criança.

B) Porque ela fez parte de um seriado longo em que sua personagem sobreviveu a todas as temporadas.

C) Porque ela ainda criança, fez o papel principal em uma série famosa.

D) Porque ela fez parte de um seriado que dava saltos temporais.

E) Porque ela ainda jovem, trabalhou em um seriado famoso, pois parecia mais velha.

A B C D E

cód. #3920

INEP - Inglês - 2019 - Vestibular - Terceira Etapa

Leia o texto abaixo e responda à questão.

Disponível em: https://www.bbc.com/news/newsbeat-48277942
As palavras PRETEND (linha 2) e CHARACTER (linha 10) são falsos cognatos cujos reais significados são, respectivamente,

A) pretender e caráter.

B) fingir e personagem.

C) pretencioso e características.

D) pretendente e chaveiro.

E) pretender e característica.

A B C D E

cód. #4178

FAG - Inglês - 2019 - Vestibular - Segundo Semestre - Medicina

Text 2


Text 2a. Second Language Learning


    One of the principles of all learning is that we make sense of new information and ideas by relating them to our previous knowledge. There are two main kinds of previous language knowledge which second language learners can use in order to make sense of the new language they encounter: the first is their knowledge of their mother tongue and the second is the knowledge they already possess about the second language itself.
LITTLEWOOD, W. Second Language Learning. In DAVIES, A. e ELDER, C. The Handbook of Applied Linguistics, pp.504/5, Blackwell Publishing, 2010.

Text 2b. National Curriculum Parameters


    Every text is organized within a specific genre according to its communicative purposes, as part of the conditions of discourse production, which generate social uses that determine any and every text. Genres are, therefore, historically determined, and constitute relatively stable forms of utterances available in a culture. (National Curriculum Parameters, Brasil, 1988, p.21) (adaptado) Answer the two questions below considering also texts "Second Language Learning" and "National Curriculum Parameters", above.
When approaching foreign language texts 2a and 2b, the learner will most frequently use his/her previous knowledge of the mother tongue to account for any difficulties, which may include dealing with genres. About the use of previous knowledge and the study of genres in foreign language education, it is correct to say that:

A) The unexperienced learner will not use foreign language previous knowledge to deal with genres because they are difficult for beginners to understand and should be focused only in intermediate classes.

B) Genres used in the foreign language classroom may have their communicative purposes attenuated in order to function as a learning device.

C) Once the learner understands how each genre is organized he/she will be able to read any text related to them because they do not change.

D) The use of mother tongue knowledge to help the foreign language learning process has always been considered an advantageous possibility.

E) Some authors advocate that genres consist of the materialization of text types.

A B C D E

cód. #4179

FAG - Inglês - 2019 - Vestibular - Segundo Semestre - Medicina

Text 2


Text 2a. Second Language Learning


    One of the principles of all learning is that we make sense of new information and ideas by relating them to our previous knowledge. There are two main kinds of previous language knowledge which second language learners can use in order to make sense of the new language they encounter: the first is their knowledge of their mother tongue and the second is the knowledge they already possess about the second language itself.
LITTLEWOOD, W. Second Language Learning. In DAVIES, A. e ELDER, C. The Handbook of Applied Linguistics, pp.504/5, Blackwell Publishing, 2010.

Text 2b. National Curriculum Parameters


    Every text is organized within a specific genre according to its communicative purposes, as part of the conditions of discourse production, which generate social uses that determine any and every text. Genres are, therefore, historically determined, and constitute relatively stable forms of utterances available in a culture. (National Curriculum Parameters, Brasil, 1988, p.21) (adaptado) Answer the two questions below considering also texts "Second Language Learning" and "National Curriculum Parameters", above.
Choose the correct option about some features of the texts 2a and 2b above:

A) In Text "National Curriculum Parameters", the discourse marker "therefore" may be replaced by "nevertheless", without prejudice to the coherence of the text.

B) In Text "Second Language Learning", the pronoun "them" refers to "principles".

C) In Text "National Curriculum Parameters", the pronoun "which" refers to "Every text".

D) In Text "Second Language Learning", the verb "can" may be replaced by "should", without prejudice to the meaning of the sentence.

E) In Text "Second Language Learning", the use of pronouns related to the second person plural establishes some proximity between the writer and the reader.

A B C D E

cód. #4180

FAG - Inglês - 2019 - Vestibular - Segundo Semestre - Medicina

De acordo com o texto 1, a função do “central executive” é:

A) acessar as áreas cerebrais relacionadas à capacidade motora.

B) captar impulsos cerebrais relacionados às atividades vocacionais.

C) armazenar as memórias de longo prazo e as orientações de espaço.

D) determinar as informações nas quais concentraremos nossa atenção

E) nenhuma das alternativas anteriores.

A B C D E

cód. #4181

FAG - Inglês - 2019 - Vestibular - Segundo Semestre - Medicina

Segundo o texto 1, pesquisas recentes acerca da memória de trabalho pretendem.

A) descrever seu papel no cérebro e no processo de memória de curto prazo.

B) investigar sua influência no desempenho escolar das crianças.

C) compreender sua atuação e aprimorar seu funcionamento.

D) entender seu mecanismo para ajudar a desenvolver padrões educacionais.

E) nenhuma das alternativas anteriores.

A B C D E

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