Revisão para ENEM

Prévia do material em texto

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INGLÊS: Interpretação e
Vocabulário
1) (ENEM 2022) As my o�cial bio reads, I was
made in Cuba, assembled in Spain, and imported
to the United States — meaning my mother,
seven months pregnant, and the rest of my family
arrived as exiles from Cuba to Madrid, where I
was born. Less than two months later, we
emigrated once more and settled in New York
City, then eventually in Miami, where I was raised
and educated. Although technically we lived in
the United States, the Cuban community was
culturally insular in Miami during the 1970s,
bonded together by the trauma of exile. What’s
more, it seemed that practically everyone was
Cuban: my teachers, my classmates, the
mechanic, the bus driver. I didn’t grow up feeling
di�erent or treated as a minority. The few kids
who got picked on in my grade school were the
ones with freckles and funny last names like
Dawson and O’Neil.
BLANCO, R. Disponível em: http://edition.cnn.com. Acesso em: 9 dez.
2017 (adaptado)
Ao relatar suas vivências, o autor destaca o(a)
a) qualidade da educação formal em Miami.
b) prestígio da cultura cubana nos Estados
Unidos.
c) oportunidade de qualificação profissional
em Miami.
d) cenário da integração de cubanos nos
Estados Unidos.
e) fortalecimento do elo familiar em
comunidades estadunidenses.
2) (ENEM 2013)
Do one thing for diversity and inclusion
The United Nations Alliance of Civilizations
(UNAOC) is launching a campaign aimed at
engaging people around the world to Do One
Thing to support Cultural Diversity and Inclusion.
Every one of us can do ONE thing for diversity
and inclusion; even one very little thing can
become a global action if we all take part in it.
Simple things YOU can do to celebrate the
World Day for Cultural Diversity for Dialogue
and Development on May 21.
1. Visit an art exhibit or a museum
dedicated to other cultures.
2. Read about the great thinkers of other
cultures.
3. Visit a place of worship di�erent than
yours and participate in the celebration.
4. Spread your own culture around the world
and learn about other cultures.
5. Explore music of a di�erent culture. There
are thousands of things that you can do,
are you taking part in it?
UNITED NATIONS ALLIANCE OF CIVILIZATIONS. Disponível em:
www.unaoc.org. Acesso em: 16 fev. 2013 (adaptado).
Internautas costumam manifestar suas opiniões
sobre artigos on-line por meio da postagem de
comentários. O comentário que exemplifica o
engajamento proposto na quarta dica da
campanha apresentada no texto é:
a) “Lá na minha escola, aprendi a jogar
capoeira para uma apresentação no Dia
da Consciência Negra.”
b) “Outro dia assisti na TV uma reportagem
sobre respeito à diversidade. Gente de
todos os tipos, várias tribos. Curti
bastante.”
c) “Eu me inscrevi no Programa Jovens
Embaixadores para mostrar o que tem de
bom em meu país e conhecer outras
formas de ser.”
d) “Curto muito bater papo na internet.
Meus amigos estrangeiros me ajudam a
aperfeiçoar minha proficiência em língua
estrangeira.”
e) “Pesquisei em sites de culinária e preparei
uma festa árabe para uns amigos da
escola. Eles adoraram, principalmente, os
doces!”
3) (ENEM PPL 2022)
Letter to the Editor
Michael Gerson’s Oct. 19 Tuesday Opinion column,
“The state laboratory of idiocracy strikes again”
did not highlight the disservice done to the Black
community or any other minority group a�ected
by White history. I wonder about how this will
manipulate the perceptions of minorities in the
eyes of students. The misguided stereotypes and
assumptions perpetuated by these curriculum
restrictions will likely prevent Black Americans
from expressing themselves safely.
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It’s plausible to assume that continued
miseducation over generations could create a
sense of false comfort for Black Americans.
Without proper access to history, minorities
might begin to forget the oppression they have
faced and the injustices they are currently
dealing with. Lacking this vital historical
education only serves to continue the
longstanding issue of misinformation in modern
generations.
The problems are only the start of the issues that
could begin to plague the American education
system.
Riley Kilcarr, Springfeld.
Disponível em: www.washingtonpost.com. Acesso em: 29 out. 2021.
O autor dessa carta se reporta ao editor de um
jornal para
a) criticar uma matéria.
b) manipular estudantes.
c) atacar uma comunidade.
d) revelar uma premonição.
e) propagar desinformação.
4) (ENEM PPL 2010)
Disponível em: http://www.weblogcartoons.com. Acesso em: 13 jul. 2010.
Os aparelhos eletrônicos contam com um número
cada vez maior de recursos. O autor do desenho
detalha os diferentes acessórios e características
de um celular e, a julgar pela maneira como os
descreve, ele
a) prefere os aparelhos celulares com flip,
mecanismo que se dobra, estando as
teclas protegidas contra eventuais danos.
b) apresenta uma opinião sarcástica com
relação aos aparelhos celulares repletos
de recursos adicionais.
c) escolhe seus aparelhos celulares
conforme o tamanho das teclas,
facilitando o manuseio.
d) acredita que o uso de aparelhos
telefônicos portáteis seja essencial para
que a comunicação se dê a qualquer
instante.
e) julga essencial a presença de editores de
textos nos celulares, pois ele pode
concluir seus trabalhos pendentes fora do
escritório.
5) (ENEM PPL 2010)
Hip hop music
Hip hop music is a musical genre which
developed as part of hip hop culture, and is
defined by key stylistic elements such as rapping,
DJing, sampling (or synthesis), scratching and
beatboxing. Hip hop began in the South Bronx of
New York City in the 1970s. The term rap is often
used synonymously with hip hop, but hip hop
denotes the practices of an entire subculture.
Disponível em: http://en.wikipedia.org. Acesso em: 8 jul. 2010.
Brazilian hip hop is one of the world's major hip
hop scenes, with active rap, break dance, and
grafitti scenes, especially in São Paulo, where
groups tend to have a more internacional style,
influenced by old school hip hop and gangsta rap.
Brazilian rap has served as a reflection of
political, social, and racial issues plaguing the
disenfranchised youth in the suburbs of São
Paulo and Rio. The lyrical content, band names,
and song names used by Brazilian hip hop artists
often connote the socio–political issues
surrounding their communities.
Disponível em: http://en.wikipedia.org. Acesso em: 8 jul. 2010
(fragmento).
Sendo a música uma das formas de
manifestação cultural de um país, o rap
brasileiro, a partir das informações do texto, tem
sido caracterizado
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