Multiple Choice Questions 2015

8/19/2019 Multiple Choice Questions 2015

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MULTIPLE CHOICE

QUESTIONSAugust 09, 2014


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Type 1 - questions of literal comprehension

Answers are explicit in the text; they are essential preliminaries to work a text because if thetext is not understood it is pointless to move to more sophisticated exercises.

Type 2 – questions involving reorganisation and reinterpretationStudents are required to get the literal information from the whole of the text and put themtogether so as to reinterpret and reorganise information.

Type 3 – questions of inference

More difficult than other forms of questions, because it requires from the student hisunderstanding between lines!.

Type 4 – questions of evaluation

Students must consider what the writer is trying to show or do through the text and howfar he has achieved it. "hese are, usually, the most sophisticated questions, not onlystudents have to analyse his response and the ob#ective reasons for it but also measure itagainst the presupposed intention of the writer.

Type 5 – questions of personal response"his kind of question gives emphasis on the readers! reaction to the content of the text.Students are asked to give their opinion about the content and moreover ask them whythey feel like that. "extual evidence cannot be ignored so those responses are not basedonly on the readers! considerations but it involves the reader with the writer.

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Pré-ENEM Frei Seráfco


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ENEM $odem cair quest%es envolvendo compreens&o,

interpreta'&o, vers&o, tradu'&o, sin(nimos, ant(nimos,falsos cognatos, forma'&o de palavras, peculiaridadesde alguns voc)bulos e gram)tica impl*cita.

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MULTIPLE CHOICE

QUESTIONSSAMPLES


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Type 1 - questions of literal comprehension

Answers are explicit in the text; they are essential preliminaries to work a text because ifthe text is not understood it is pointless to move to more sophisticated exercises.

And in +apan, where officialunemployment used to beall but unknown, tens ofthousands of people on

temporary contracts are

losing not just their jobs

but also the housing provided by theiremployers.

p'&o- b

xample-!"#$%T – %& – 2'1'( p) *( question 2+ %egundo ote,to no .ap/o

a/ o n0mero oficial de desempregados 1 desconhecido.

b/ milhares de pessoas est&o perdendo seus empregos esua moradia.c/ grande parte dos trabalhadores possui contratostempor)rios de trabalho.d/ os empregadores omitem o n0mero de postos detrabalho porque muitos n&o s&o oficiais.

e/ os desempregados est&o lutando para manter suascasas.

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Type 2 – questions involving reorganisation and reinterpretation

Students are required to get the literal information from the whole of the text and put themtogether so as to reinterpret and reorganise information.

$0$ e,erc)( p) 21( p) 2( question 3+)

fter reading the te,t e can state about the

programme official assessment that

a/ it will be scheduled when all children receivetheir laptops.

b/ it is not going to run until the teachers! trainingstarts.

c/ it has been running since 2334.d/ it started on the first semester of 2353.e/ it is scheduled for the end of 2353.

6oraida $ortillo23 +uly 2353

78/ 9e added that the firstofficial assessment of :$ in$eru is scheduled for the end ofthis year.Accessed-August 52th, 2353?

p'&o-

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Type 3 – questions of inference

More difficult than other forms of questions, because it requires from the student hisunderstanding between lines!.

"$. – 2'1'( p) 3( p) 2 question 2+

Spider@Man would have to go a little bit“darker” than its predecessors to accurately

capture the Carnage story [...] (l. 18-1!

"he preview writer!s opinion is that theupcoming movie should evoke the followingsensation-7A/ great anger 7B/ deep regret7/ violent disgust

7C/ intense sadness

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Homem-Aranha 4 teria que

ir um pouco mais escuro !oque seus antecessores paracapturar com precis"o ahist#ria $arnage%

a &itt&e 'it !ar(er ) um poucomais triste



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Type 4 – questions of evaluation

Students must consider what the writer is trying to show or do through the text and how farhe has achieved it. "hese are, usually, the most sophisticated questions, not only studentshave to analyse his response and the ob#ective reasons for it but also measure it against the presupposed intention of the writer.

6$ - . – 2'11( p) 13( p) 2( question1+

7hat does the passage imply8

a/ Bursts of information improve people!s abilityto focus. b/ Scientists play with the primitive human

impulsesof responding to immediate opportunities andthreats.c/ $eople feel bored when they talk on their cell phones or read their emails, nevertheless they areaddicted to it.d/ Deeling excited at work and among familymembers demands creativity.e/ Being constantly fed with different stimuli frommultiple sources may make people unable to getrid of such excitement.

SOLUÇÃO:A a&ternati*a resume a i!+ia

centra& !o teto muitosest.mu&os tecnogicos /e-mai&,&igaes *ia ce&u&ar, etc% geram*.cio 3s pessoas%

Opção: E

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Type 5 – questions of personal response

"his kind of question gives emphasis on the readers! reaction to the content of the text.Students are asked to give their opinion about the content and moreover ask them why theyfeel like that. "extual evidence cannot be ignored so those responses are not based only onthe readers! considerations but it involves the reader with the writer.

2) fter reading the te,t e can conclude that the

main aim of the netor9 is

a/ to build a tool to fight against the globalwarming.

b/ to draw national attention to deforestation inAmaEonia.

c/ to create a problematic issue both in BraEil andaround the world.

d/ to negotiate deforestation among national andinternational FGs

e/ to have an effect on the government!s climate policies.

"he network, called thelimate bservatory, aims to become a vehicle forinfluencing government viewsand policies on climatechange.

p'&o-

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‘ENEM ANSWERS

2014’09 August 2014


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Reading

Enem exam

English X PROVAS Explanations in Portuguese/English or

synonyms Focus on the questions

Locating the core of the questions

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TEMAS DE TEXTOSOs textos tratam de temas variados,

tais como: textos literrios ! trechos de

romance, poesia, poema, f"ula,par"ola, #c$%o, etc&' textos ligados (s ci)ncias "iol*gicas,

exatas e humanas'

textos extra+dos de peri*dicos, comorevistas, ornais, almanaques,anurios, etc&'

textos ligados ( tecnologia e ( m+dia

-meios de comunica$%o.&

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PONTOS GRAMATICAIS lgumas quest0es s%o espec+#cas de

gramtica& 1as, muitas ve2es, o

candidato n%o se d conta de que seusconhecimentos gramaticais est%o sendotestados atrav3s do texto&

Refer)ncia gramatical

Refer)ncia pronominal 4onun$0es 5o2 passiva

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$0$ - 2'1' – p) 42 – #iva la #ida

H used to rule the worldSeas would rise when H gave the word Fow in the morning and H sleep alone

Sweep the streets H used to ownH used to roll the dice

Deel the fear in my enemy!s eyes:isten as the crowd would sing

IFow the old king is deadJ :ong live the kingJKne minute H held the key

Fext the walls were closed on meAnd H discovered that my castles standLpon pillars of salt and pillars of sand

=8>MA"HF, . Niva la vida, oldplay. Hn- Niva la vida or Ceath and all his friends. $arlophone, 233O.

:etras de m;sicas abordam temas que de certa forma podem ser refor


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TAMANO DOS TEXTOS 6%o existe um tamanho padroni2ado de

texto& Em um mesmo exame, pode haver

textos longos e outros curtos ou m3dios&4onv3m salientar que as quest0esformuladas so"re um texto, na maioria dasve2es, seguem a ordem em que os t*picos

s%o apresentados no texto&

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VOCA!"#$RIO DOSTEXTOS 7uanto mais palavras o candidato conhecer,

melhor ser seu desempenho& aquisi$%o devoca"ulrio 3 um tra"alho paciente e deve serconstante& memori2a$%o das palavras pode serfeita de diversas maneiras: listas de palavras,leituras, c*pias, visuali2a$%o -voca"ulrio porimagens., letras de m8sica, cartas, etc&

Entretanto, n%o 3 necessrio dominar todas aspalavras de um texto para compreender amensagem& 1uitas ve2es, o leitor 9adivinha9 osigni#cado de um termo pelo contexto& Por3m, hpalavras que podem enganar o leitor& Porexemplo, se lhe for perguntado o que signi#ca9temerrio9, talve2 voc) diga que 3 sinnimo de

temeroso, medroso, receoso& Engano&

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EXEMP#OS DE INTERPRETA%&O ;ohn n%o tinha medo de nada& Enfrentava as

situa$0es dif+ceis e perigosas com audcia e

valentia& Era mesmo um rapa2 muito 'e(erário& Logo,


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INTERPRETA%&O X COMPREENS&O

Para interpretar, 3 necessrio compreender "em& interpreta$%o pode ser uma conclus%o, uma dedu$%o

a respeito de um fato, uma hist*ria, um prov3r"io,uma situa$%o, etc&

=ma "oa tradu$%o n%o 3 o principal requisito parauma interpreta$%o efetiva&

4ompreens%o tradu$%o

>nterpreta$%o ! infer)ncia e dedu$%o

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TRAD"%&O X

INFER*NCIA

Muitas quest%es verificam a capacidade do candidato para traduEir um texto de modo aidentificar a resposta. xemplo-

A dictionary is a book containing a selection of the words of a language, usuallyarranged alphabetically, giving information about their meanings, pronunciations,

etymologies, inflected forms, etc., expressed in either the same or another language.PebsterQs ncyclopedic Lnabridged Cictionary, Gramercy Books, FR, 5O, p. 33.

Ce acordo com o texto, um dicion)rio 1a/ uma sele'&o de l*nguas. b/ um livro que cont1m uma sele'&o de palavras de uma l*ngua.c/ um compTndio sobre a alfabetiEa'&o.d/ um livro que explica apenas as palavras de uma l*ngua estrangeira.e/ um livro que informa sobre as l*nguas do mundo.

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GFA"S

Uuando se compara a l*ngua portuguesa V inglesa, h) in0meros voc)bulos

cognatos, geralmente procedentes do latim. xemplos- absurd @ absurdo police @ pol*cia permission @ permiss&o

DA:SS GFA"S eventually @ finalmente to intend @ pretender large @ grande silicon @ sil*cio to pretend @ fingir Lnion @ sindicato

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eventualmente @ occasionaly entender @ understand largo @ wide silicone @ silicone


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1arque a alternativa que corresponda ( tradu$%o dasenten$a a"aixo& They eventually intended to visit the large

Silicon Valley in the United States.

a. Por #m, eles entenderam que queriam visitar o largo5ale do ?ilicone nos Estados =nidos&

". Eles eventualmente entenderam o tamanho do 5aledo ?ilicone nos Estados =nidos& c. Eles #nalmente tentaram visitar o largo 5ale do

?il+cio nos Estados =nidos& d. Eles eventualmente pretendiam visitar o 5ale do

?ilicone nos Estados =nidos& e. Eles #nalmente pretendiam visitar o grande 5ale do

?il+cio nos Estados =nidos&

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FIG"RING TE ANS+ERSO"T

@ipos de respostas:

Extrapolantes Aesmem"rada >ncompleta Fora de contexto

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=ur currency 2'12+

Australia was the first country in the world to have a complete system of bank notes madefrom plastic 7polymer/. "hese notes provide much greater security againstcounterfeiting. "hey also last four times as long as conventional paper 7fibrous/ notes.

"he innovative technology with which Australian bank notes are produced W developedentirely in Australia W offers artists brilliant scope for the creation of images that reflectthe history and natural environment of Australia. At the same time, the polymer notes arecleaner than paper notes and easily recyclable. Australia!s currency comprises coins of X,53, 23 and X3 cent and one and two dollar denominations; and notes of X, 53, 23, X3 and533 dollar denominations.

ALS"A:HA GNFMF". About Australia. Cispon*vel em- www.newEealand.com.

Acesso em- 4 deE. 2355.

governo da Austr)lia, por meio de seu Cepartamento de Assuntos strangeiros, divulgainova'%es tecnolYgicas desse pa*s. Associando as informa'%es apresentadas na busca pelotema, percebe@se que o texto se refereA V educa'&o ambiental na Austr)lia. 7fora do contexto/B ao sistema monet)rio australiano.

aos expoentes da arte australiana. 7fora do contexto/C V situa'&o econ(mica da Austr)lia. 7extrapolante/ ao controle banc)rio australiano. 7fora do contexto/

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SAMPLE TEXTSAugust 09, 2014


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$bonics 2'12+

"he word bonics is made up of two words. bony, which means black and phonics, whichrefers to sound. Ht is a systematic rule@governed natural speech that is consistent as anyother language in sentence structure. "his is referred to as syntax. Phat makes this

speech pattern uniquely different to Iso calledK American Standard nglish is its verb tenseor lack of it. An example of this can be seen in the sentence, I9e is sick todayK. "his samesentence translated in bonics would read, I9e sick todayK. As you can see the verb has been omitted. 9owever, this speech pattern is consistently used. Ma#or controversy hasarisen whether or not bonics is a separate language or simply a dialect. Hn doing myresearch, H have found that most linguists take the position that bonics is a dialect. Phatdistinguishes dialect from language is that in dialect two speakers share most or some of

the same vocabulary and is recogniEable and understandable. Hn contrast, separatelanguages are present only when the inability to communicate verbally occurs.

Cispon*vel em- www.writework.com. Acesso em- 54 ago. 2355 7adaptado/.

A lingu*stica 1 a ciTncia que se interessa pela linguagem humana em seus mais diferentesaspectos, e assim nos a#uda a pensar sobre a diversidade cultural e lingu*stica. Fesse texto,a quest&o da diversidade lingu*stica 1 discutida por meioA da polTmica em torno da legitima'&o do eb(nico como uma l*ngua.B da dificuldade de aceita'&o do eb(nico como uma mistura de l*nguas. do reconhecimento conquistado pelos afro americanos falantes do eb(nico.C do desprest*gio do dialeto eb(nico socialmente marcado pelos linguistas. do impedimento de compreens&o entre falantes de dialetos distintos.

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7FM 2355/ :ast Monday was a really awful day. H got to school late because H hadmissed the bus. "hen H had a Math test and did badly because H hadn!t studied for it. "hingswent from bad to worse- while H was waiting for the bus home H realised H had lost my

money so H had to walk home. H really wanted to go to the cinema with my parents thatevening but by the time H got home they had already gone out. H put my dinner in the oven,went to watch "N and fell asleep. Phen H woke up an hour later, there was a terrible smelland smoke coming up the stairs- H had forgotten to take my dinner out of the oven.

ANC, A.; GP, M. 9igh Dlyer. :ongman, 5Z.

A inten'&o do narrador, nesse texto, 1

A descrever o incidente na coEinha.B #ustificar a perda de uma prova. lamentar a perda da aula.C reclamar do atraso do (nibus. relatar um dia de problemas.

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ULS"[ 7FM 2355/

Mary Mac!s mother!s making Mary Mac marry me.My mother!s making me marry Mary Mac.

Pill H always be so Merry when Mary!s taking care of me\Pill H always be so merry when H marry Mary Mac\

7from a song by arbon :eaf/Cispon*vel em- http-]]www.uebersetEung.at. Acesso em- 24 #un. 2355.

trava@l*ngua, al1m de funcionar como um exerc*cio de pron0ncia, tamb1m podeabordar assuntos relacionados V sociedade. Fo texto, o tema abordado refere@seA V uni&o de duas pessoas que se amam h) anos.B V decis&o de Mary Mac de se casar com seu amor. aos cuidados de Mary Mac com seu futuro esposo.C Vs d0vidas do filho sobre a felicidade apYs o casamento.

V felicidade da m&e com rela'&o ao casamento da filha.


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ULS"[ X 7FM 2355/%lumdog illionaire

Canny Boyle!s ISlumdog MillionaireK hits the ground running. "his is a breathless,exciting story, heartbreaking and exhilarating at the same time, about a Mumbai orphanwho rises from rags to riches on the strength of his lively intelligence. "he film!s

universal appeal presents the real Hndia to millions of moviegoers for the first time."he real Hndia, supercharged with a plot as reliable and eternal as the hills. "he film!ssurface is so daEEling that you hardly realiEe how traditional it is underneath.But it!s the buried structure that pulls us through the story like a big engine on a short train.By the real Hndia, H don!t mean an unblinking documentary like :ouis Malle!s IalcuttaK orthe recent IBorn Hnto Brothels.K H mean the real Hndia of social levels that seem to beseparated by centuries. Phat do people think of when they think of Hndia\ n the one

hand, Mother "eresa, ISalaam BombayJK and the wretched of the earth. n the other, theIMasterpiece "heaterK@style images of IA $assage to Hndia,K IGandhiK and I"he +ewel inthe rown.K"he film uses daEEling cinematography, breathless editing, driving music and headlongmomentum to explode with narrative force, stirring in a romance at the same time.

B", . Cispon*vel em- http-]]rogerebert.suntimes.com. Acesso em- 55 abr. 2355 7adaptado/.

texto trata do premiado filme indiano ISlumdog MillionaireK. Segundo a resenha

apresentada, a histYria retrata uma ^ndia real, uma veE queA retrata sentimentos universais compartilhados por algumas culturas.B revela a tradicional separa'&o de classes sociais em um cen)rio inovador. se assemelha a document)rios anteriormente produEidos por outros cineastas.C representa o car)ter rom_ntico da cultura indiana expressa em suas produ'%es. aproxima a nova cinematografia indiana de filmes grandiosos produEidos em outros

pa*ses.

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7FM 235`/

$lacas como a da gravura s&o usadas para orientar os usu)rios de um espa'o urbano. ssa placa, especificamente, tem a fun'&o de avisar que somente

A as despesas feitas com estacionamento s&o deduEidas.B os donos de carro entram no estacionamento do parque. o propriet)rio autoriEa a valida'&o do estacionamento.C os rebocadores precisam de permiss&o para entrar no local. os ve*culos autoriEados podem estacionar naquela )rea.

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ULS"[ 2 7FM 235`/The art of happiness

Fearly every time you see him, he!s laughing or at least smiling. And he makes everyone

else around him feel like smiling. 9e!s the Calai :ama, the spiritual and temporal leader of"ibet, a Fobel $riEe winner, and an increasingly popular speaker and statesman. Phy is heso popular\ ven after spending only a few minutes in his presence you can!t help feelinghappier. Hf you ask him if he!s happy, even though he!s suffered the loss of his country, theCalai :ama will give you an unconditional yes. Phat!s more, he!ll tell you that happinessis the purpose of life, and that Ithe very motion of our life is towards happinessK. 9ow toget there has always been the question. 9e!s tried to answer it before, but he!s never had

the help of a psychiatrist to get the message across in a context we can easily understand.

:AMA, C.; L":, 9. "he Art of 9appiness- a handbook for living. $utnam Books, 5O.

$elo t*tulo e pela sinopse do livro de :ama e utler, constata@se que o tema da obra 1A o sucesso dos autores no "ibet.B a busca da felicidade no cotidiano. o $rTmio Fobel recebido por :ama.C a lideran'a de Calai :ama no "ibet. a discuss&o de :ama e seu psiquiatra.

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ULS"[ ` 7FM 235`/yberbullying is harassment through electronic means such as telephone text messages, social mediasuch as Dacebook and "witter or online blogs and bulletin boards. Hn normal bullying, students aregiven a daily break from the torment as bully and victim each go to their separate homes. But forvictims of cyberbullying, there is no reprieve, as the abuse enters into their private lives. Hn the LS,there are at least states that have anti@bullying laws on the books. Phile only six of them use the

actual word IcyberbullyingK, `5 others have laws that specifically mention Ielectronic harassmentK.$rosecution in the L is a little more difficult. Phile all schools are required to have anti@bullying policies in place, cyberbullying itself is not named as a criminal offence. ffenders in the L wouldhave to be charged under various other laws, including the $rotection from 9arassment Act of 233`."his makes prosecution much more difficult.Authorities agree that in order to stop cyberbullying, there has to be parental involvement. $arents needto be vigilant about their children!s access to technology. "hey should monitor their children!s use ofsocial media, especially children under the age of 5. Bullies are not going to simply disappear, but

parents can go a long way in protecting their children from being bullied.GoJ nglish, ano HH, n. 5 7fragmento/.

Ce acordo com o texto, nos stados Lnidos, alguns estados tTm leis espec*ficas para ass1dio viameios eletr(nicos. +) no eino Lnido, a instaura'&o de processos contra praticantes decyberbullying1 mais dif*cil porqueA as v*timas precisam recorrer a outras leis existentes, pois o cyberbullying n&o 1 consideradocrime.

B as leis que regulamentam o uso da internet e dos meios eletr(nicos de comunica'&o s&oinexistentes. os pais das v*timas n&o tTm interesse em denunciar os agressores de seus filhos Vsautoridades competentes.C os estudantes com idade inferior a 5O anos n&o podem sofrer acusa'%es de pr)tica decyberbullying ou bullying. as leis como a de $rote'&o contra Atos de Ass1dio de 233` estabelecem que o cyberbullying

n&o 1 crime.

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ULS"[ 7FM 235`/

Cispon*vel em- www.arcamax.com. Acesso em- 2Z fev. 2352.

"irinhas s&o constru*das a partir de contextos sociais e podem promover reflex%es diversas.ssa tirinha provoca no leitor uma reflex&o acerca daA divis&o de espa'o com os pais.B perda da aten'&o dos pais. submiss&o aos pais.C ausTncia dos pais. semelhan'a com os pais.

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ULS"[ X 7FM 235`/ Movie- 9i#ras "he "hird Gender Cirector- Cevika Lrvashi Bhis1Curation- 2 minutes9i#ras are the outcastes of Hndian society and live on its fringes. "hese eunuchs 7originallyonly castrated males/ were once employed by sultans and mahara#as to guard the women intheir harems. Fow shunned by society, they are treated with less respect than the Calits, oruntouchables. onsidered neither men nor women, 9i#ras have no constitutional rights.urrently, there is an ongoing debate in Hndia regarding whether or not they should begranted the status of a third gender.Most hi#ras are genetically born as men, but believe they are women within. "he rest are

hermaphrodites with some abnormality in genitalia. Dor those born men, becoming a hi#rais a painful process that involves removing the entire genitalia in a secret ceremony that isoften undergone without any anesthetic.urrently, most hi#ras have only three ways in which they can make a living- prostitution, begging, and as performing shamans removing bad luck and]or spells from suspiciousHndian households. Sex work is one of the only options for hi#ras because there are fewemployment opportunities available to them. 9i#ras are most commonly seen knocking oncar windows, begging for money at stoplights. Although hi#ras are feared for theirdissimilarities, they are also revered for their alleged mystical abilities. Most Hndianfamilies seek their blessings during any auspicious ceremony such as a birth, a wedding, orthe building of a new house.

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As pariahs of society, they are sub#ected to pre#udice that is often translated into verbalabuse, humiliation, extreme discrimination, and violence in public as well as privatevenues. H have documented a short film to create awareness of the plight of this segment of

society and allow their voices to be heard. H was privileged to share this community!s innerlife and have tried to capture its stark reality as a friend rather than a voyeur. "he filmingtook place from +une 233O to September 233O in various cities and locations in Hndia.

Cispon*vel em- www.engendered.org. Acesso em- 2X fev. 2352.

filme 9i#ras "he "hird Gendertem como ob#etivo chamar aten'&o para a situa'&ovivida por um segmento da sociedade indiana, os hi#ras. Ce acordo com o que se captura

dessas voEes no filme e do que se lT no texto, esse segmento reivindicaA os mesmos direitos dos dalits, ou intoc)veis.B o direito constitucional de sair da marginalidade. um processo mais humano de mudan'a de sexo.C a regulamenta'&o de suas atuais fun'%es sociais. o reconhecimento de suas habilidades m*sticas.

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P é ENEM F i S áf

Multiple Choice Questions 2015

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