Questões de Inglês do ENEM

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5.311 questões encontradas. Mostrando a página 62 de 266.

• 7D3D1973-EA

  Inglês

  Interpretação de texto | Reading comprehensionInstituto Federal de Alagoas · 2019MédioEntre para guardar nos favoritos

  Big education publisher to end printed textbooks  

  
  

  The world's largest education publisher, Pearson, has said it will gradually phase out printed textbooks. It has taken a decision to make all of its learning resources "digital first". Pearson said the future of the industry is in e-books and digital services. Pearson CEO John Fallon explained more about the company's future direction. He told the BBC: "We are now over the digital tipping point. Over half our annual revenues come from digital sales, so we've decided, a little bit like in other industries like newspapers or music or in broadcast, that it is time to flick the switch in how we primarily make and create our products." He added: "I am increasingly confident and excited about this." Pearson said a huge advantage of digital books is that they can be continually updated, _________3 means teachers will always have access to the latest versions of textbooks. Mr. Fallon said Pearson would stop its current business model of revising printed course books every three years. He said this model has dominated the industry for over four decades and is now past its use-by date. Fallon said: "We learn by engaging and sharing with others, and a digital environment enables you to do that in a much more effective way." He added the digital books will appeal to the "Netflix and Spotify generation". Textbook writers are worried they will earn less from their books as digital products are sold on a subscription basis.

  
  

  Source: https://breakingnewsenglish.com/1907/190718- textbooks.html Captured on: 26/07/19

  Read the statements below:

  
  

  I. Pearson has stopped printing textbooks.
  II. The publisher has profits of over 50% from digital sales.
  III. Printed course books are revised by Pearson every three years.

  
  

  According to the text, choose the only correct alternative:

  Escolha uma alternativa para a questão 7d3d1973-ea

  A

  Only I is true.

  B

  Only II is true.

  C

  I and II are true.

  D

  I and III are true.

  E

  II and III are true.

  Responder
• CAFD8071-E6

  Inglês

  Interpretação de texto | Reading comprehensionCentro universitário FAG · 2019DifícilEntre para guardar nos favoritos

  Why a global Language?

  
  

  
  

      ‘English is the global language.’ – A headline of this kind must have appeared in a thousand newspapers and magazines in recent years. ‘English Rules’ is an actual example, presenting to the world an uncomplicated scenario suggesting the universality of the language’s spread and the likelihood of its continuation. (…)

      These are the kinds of statement which seem so obvious that most people would give them hardly a second thought. Of course English is a global language, they would say. You hear it on television spoken by politicians from all over the world. Wherever you travel, you see English signs and advertisements. Whenever you enter a hotel or restaurant in a foreign city, they will understand English, and there will be an English menu. (…)

      But English is news. The language continues to make news daily in many countries. And the headline isn’t stating the obvious. For what does it mean, exactly? Is it saying that everyone in the world speaks English? This is certainly not true, as we shall see. Is it saying, then, that every country in the world recognizes English as an offcial language? This is not true either. So what does it mean to say that a language is a global language? Why is English the language which is usually cited in this connection? How did the situation arise? And could it change? Or is it the case that, once a language becomes a global language, it is there forever?

      These are fascinating questions to explore, whether your frst language is English or not. If English is your mother tongue, you may have mixed feelings about the way English is spreading around the world. You may feel pride, that your language is the one which has been so successful; but your pride may be tinged with concern, when you realize that people in other countries may not want to use the language in the same way that you do, and are changing it to suit themselves. We are all sensitive to the way other people use (it is often said, abuse) ‘our’ language. Deeply held feelings of ownership begin to be questioned. Indeed, if there is one predictable consequence of a language becoming a global language, it is that nobody owns it any more. Or rather, everyone who has learned it now owns it – ‘has a share in it’ might be more accurate – and has the right to use it in the way they want. This fact alone makes many people feel uncomfortable, even vaguely resentful. ‘Look what the Americans have done to English’ is a not uncommon comment found in the letter-columns of the British press.

      But similar comments can be heard in the USA when people encounter the sometimes striking variations in English which are emerging all over the world. And if English is not your mother tongue, you may still have mixed feelings about it. You may be strongly motivated to learn it, because you know it will put you in touch with more people than any other language; but at the same time you know it will take a great deal of effort to master it, and you may begrudge that effort. Having made progress, you will feel pride in your achievement, and savour the communicative power you have at your disposal, but may none the less feel that mother-tongue speakers of English have an unfair advantage over you. (…)

      These feelings are natural, and would arise whichever language emerged as a global language. They are feelings which give rise to fears, whether real or imaginary, and fears lead to conflict. Language is always in the news, and the nearer a language moves to becoming a global language, the more newsworthy it is. So how does a language come to achieve global status?

  (Source: CRYSTAL, David. English as a global language. 2 ed. United Kingdom: Cambridge University Press, 2003.

  According to the text, what is the one predictable consequence of a language becoming a global language?

  Escolha uma alternativa para a questão cafd8071-e6

  A

  Everybody will learn this language as a mother-tongue.

  B

  Everybody who has learned the language has a share on it.

  C

  Everybody who has learned the language will never have a share on it.

  D

  Everybody who is a native speaker of the language will have a share on it.

  E

  Everybody will never master it.

  Responder
• CAFA2A67-E6

  Inglês

  Interpretação de texto | Reading comprehensionCentro universitário FAG · 2019MédioEntre para guardar nos favoritos

  Why a global Language?

  
  

  
  

      ‘English is the global language.’ – A headline of this kind must have appeared in a thousand newspapers and magazines in recent years. ‘English Rules’ is an actual example, presenting to the world an uncomplicated scenario suggesting the universality of the language’s spread and the likelihood of its continuation. (…)

      These are the kinds of statement which seem so obvious that most people would give them hardly a second thought. Of course English is a global language, they would say. You hear it on television spoken by politicians from all over the world. Wherever you travel, you see English signs and advertisements. Whenever you enter a hotel or restaurant in a foreign city, they will understand English, and there will be an English menu. (…)

      But English is news. The language continues to make news daily in many countries. And the headline isn’t stating the obvious. For what does it mean, exactly? Is it saying that everyone in the world speaks English? This is certainly not true, as we shall see. Is it saying, then, that every country in the world recognizes English as an offcial language? This is not true either. So what does it mean to say that a language is a global language? Why is English the language which is usually cited in this connection? How did the situation arise? And could it change? Or is it the case that, once a language becomes a global language, it is there forever?

      These are fascinating questions to explore, whether your frst language is English or not. If English is your mother tongue, you may have mixed feelings about the way English is spreading around the world. You may feel pride, that your language is the one which has been so successful; but your pride may be tinged with concern, when you realize that people in other countries may not want to use the language in the same way that you do, and are changing it to suit themselves. We are all sensitive to the way other people use (it is often said, abuse) ‘our’ language. Deeply held feelings of ownership begin to be questioned. Indeed, if there is one predictable consequence of a language becoming a global language, it is that nobody owns it any more. Or rather, everyone who has learned it now owns it – ‘has a share in it’ might be more accurate – and has the right to use it in the way they want. This fact alone makes many people feel uncomfortable, even vaguely resentful. ‘Look what the Americans have done to English’ is a not uncommon comment found in the letter-columns of the British press.

      But similar comments can be heard in the USA when people encounter the sometimes striking variations in English which are emerging all over the world. And if English is not your mother tongue, you may still have mixed feelings about it. You may be strongly motivated to learn it, because you know it will put you in touch with more people than any other language; but at the same time you know it will take a great deal of effort to master it, and you may begrudge that effort. Having made progress, you will feel pride in your achievement, and savour the communicative power you have at your disposal, but may none the less feel that mother-tongue speakers of English have an unfair advantage over you. (…)

      These feelings are natural, and would arise whichever language emerged as a global language. They are feelings which give rise to fears, whether real or imaginary, and fears lead to conflict. Language is always in the news, and the nearer a language moves to becoming a global language, the more newsworthy it is. So how does a language come to achieve global status?

  (Source: CRYSTAL, David. English as a global language. 2 ed. United Kingdom: Cambridge University Press, 2003.

  The text above states that

  Escolha uma alternativa para a questão cafa2a67-e6

  A

  the English language is becoming a global language whether people like it or not.

  B

  the English language will never become a global language.

  C

  the English language is spoken by everyone in the world.

  D

  nobody in foreign countries speaks the English language.

  E

  the English language is used wrongly by non-native speakers.

  Responder
• CAF62A0A-E6

  Inglês

  Interpretação de texto | Reading comprehensionCentro universitário FAG · 2019MédioEntre para guardar nos favoritos

  Why a global Language?

  
  

  
  

      ‘English is the global language.’ – A headline of this kind must have appeared in a thousand newspapers and magazines in recent years. ‘English Rules’ is an actual example, presenting to the world an uncomplicated scenario suggesting the universality of the language’s spread and the likelihood of its continuation. (…)

      These are the kinds of statement which seem so obvious that most people would give them hardly a second thought. Of course English is a global language, they would say. You hear it on television spoken by politicians from all over the world. Wherever you travel, you see English signs and advertisements. Whenever you enter a hotel or restaurant in a foreign city, they will understand English, and there will be an English menu. (…)

      But English is news. The language continues to make news daily in many countries. And the headline isn’t stating the obvious. For what does it mean, exactly? Is it saying that everyone in the world speaks English? This is certainly not true, as we shall see. Is it saying, then, that every country in the world recognizes English as an offcial language? This is not true either. So what does it mean to say that a language is a global language? Why is English the language which is usually cited in this connection? How did the situation arise? And could it change? Or is it the case that, once a language becomes a global language, it is there forever?

      These are fascinating questions to explore, whether your frst language is English or not. If English is your mother tongue, you may have mixed feelings about the way English is spreading around the world. You may feel pride, that your language is the one which has been so successful; but your pride may be tinged with concern, when you realize that people in other countries may not want to use the language in the same way that you do, and are changing it to suit themselves. We are all sensitive to the way other people use (it is often said, abuse) ‘our’ language. Deeply held feelings of ownership begin to be questioned. Indeed, if there is one predictable consequence of a language becoming a global language, it is that nobody owns it any more. Or rather, everyone who has learned it now owns it – ‘has a share in it’ might be more accurate – and has the right to use it in the way they want. This fact alone makes many people feel uncomfortable, even vaguely resentful. ‘Look what the Americans have done to English’ is a not uncommon comment found in the letter-columns of the British press.

      But similar comments can be heard in the USA when people encounter the sometimes striking variations in English which are emerging all over the world. And if English is not your mother tongue, you may still have mixed feelings about it. You may be strongly motivated to learn it, because you know it will put you in touch with more people than any other language; but at the same time you know it will take a great deal of effort to master it, and you may begrudge that effort. Having made progress, you will feel pride in your achievement, and savour the communicative power you have at your disposal, but may none the less feel that mother-tongue speakers of English have an unfair advantage over you. (…)

      These feelings are natural, and would arise whichever language emerged as a global language. They are feelings which give rise to fears, whether real or imaginary, and fears lead to conflict. Language is always in the news, and the nearer a language moves to becoming a global language, the more newsworthy it is. So how does a language come to achieve global status?

  (Source: CRYSTAL, David. English as a global language. 2 ed. United Kingdom: Cambridge University Press, 2003.

  Taking into account the textual genre approach, we can say the text “Why a global language”? is

  Escolha uma alternativa para a questão caf62a0a-e6

  A

  an abstract.

  B

  a political speech.

  C

  an academic writing.

  D

  a novel.

  E

  a comic strip.

  Responder
• 29AF9874-E6

  Inglês

  Artigos | ArticlesUniversidade Estadual de Montes Claros - MG · 2019FácilEntre para guardar nos favoritos

  THE STORY OF ELLIS ISLAND

  Mass migrations have marked the history of the human race ever since people began to dream of a better life 

  

  Disponível em: <https://linguapress.com/advanced/ellis-island.htm>. Acesso em: 7 out. 2019. Adaptado.
  

  Os termos destacados no trecho “But a century ago, the USA welcomed immigrants, most of them people from Europe who were migrating in mass, looking for a better life in the USA.” (linhas 2-4) classificam-se, respectivamente, em: 

  Escolha uma alternativa para a questão 29af9874-e6

  A

  Adjective, noun, preposition, adverb.

  B

  Verb, pronoun, article, article.

  C

  Adverb, article, adjective, preposition.

  D

  Pronoun, adverb, preposition, verb.

  Responder
• 29A82CAC-E6

  Inglês

  Passado perfeito progressivo | Past perfect continuousUniversidade Estadual de Montes Claros - MG · 2019MédioEntre para guardar nos favoritos

  THE STORY OF ELLIS ISLAND

  Mass migrations have marked the history of the human race ever since people began to dream of a better life 

  

  Disponível em: <https://linguapress.com/advanced/ellis-island.htm>. Acesso em: 7 out. 2019. Adaptado.
  

  A única alternativa cuja forma verbal NÃO expressa um fato ocorrido no passado é:

  Escolha uma alternativa para a questão 29a82cac-e6

  A

  “[...] the small island in New York Harbor was, for millions of would-be immigrants, their first experience of the promised land.” (Linhas 4-5)

  B

  “And so it was that the man who finally led his family through the door and onto the ferry packed with a jostling crowd of new Americans was not Franz Schumacher any more [...]” (Linhas 19-20)  

  C

  “[...] even if he still didn't understand more than a couple of words of English.” (Linha 21) 

  D

  “[...] as Donald Trump tries to set up new physical and administrative barriers against people wanting to enter the USA [...]” (Linhas 1-2)  

  Responder
• 29A495F2-E6

  Inglês

  Interpretação de texto | Reading comprehensionUniversidade Estadual de Montes Claros - MG · 2019MédioEntre para guardar nos favoritos

  THE STORY OF ELLIS ISLAND

  Mass migrations have marked the history of the human race ever since people began to dream of a better life 

  

  Disponível em: <https://linguapress.com/advanced/ellis-island.htm>. Acesso em: 7 out. 2019. Adaptado.
  

  O pronome “them” (Linha 7), refere-se a(à):

  Escolha uma alternativa para a questão 29a495f2-e6

  A

  Franz and Ulrike Schumacher and their three children.

  B

  Hamburg-Amerika line steamship.

  C

  the stormy North Atlantic Ocean.

  D

  Germany.

  Responder
• 29A049BD-E6

  Inglês

  Interpretação de texto | Reading comprehensionUniversidade Estadual de Montes Claros - MG · 2019DifícilEntre para guardar nos favoritos

  THE STORY OF ELLIS ISLAND

  Mass migrations have marked the history of the human race ever since people began to dream of a better life 

  

  Disponível em: <https://linguapress.com/advanced/ellis-island.htm>. Acesso em: 7 out. 2019. Adaptado.
  

  De acordo com o texto, é CORRETO afirmar:

  Escolha uma alternativa para a questão 29a049bd-e6

  A

  No início do século XX, a maior parte dos imigrantes que chegavam aos Estados Unidos era proveniente da América Central, Ásia e África.

  B

  Assim como Franz e Ulrike Schumacher, a maioria dos imigrantes que desembarcavam em Ellis Island pretendiam acumular riquezas para, então, retornar aos seus países de origem.

  C

  Há um século, pode-se dizer que os Estados Unidos da América eram muito mais receptivos em relação aos imigrantes do que são agora.

  D

  Frank Shoemaker possuía grande habilidade no idioma falado nos Estados Unidos.

  Responder
• 18412C67-E6

  Inglês

  Ensino da Língua Estrangeira InglesaCentro universitário FAG · 2019DifícilEntre para guardar nos favoritos

  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:

  Escolha uma alternativa para a questão 18412c67-e6

  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.

  Responder
• 183D6105-E6

  Inglês

  Interpretação de texto | Reading comprehensionCentro universitário FAG · 2019DifícilEntre para guardar nos favoritos

  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:

  Escolha uma alternativa para a questão 183d6105-e6

  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.

  Responder
• 18384696-E6

  Inglês

  Interpretação de texto | Reading comprehensionCentro universitário FAG · 2019DifícilEntre para guardar nos favoritos

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

  Escolha uma alternativa para a questão 18384696-e6

  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.

  Responder
• 1833D449-E6

  Inglês

  Interpretação de texto | Reading comprehensionCentro universitário FAG · 2019MédioEntre para guardar nos favoritos

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

  Escolha uma alternativa para a questão 1833d449-e6

  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.

  Responder
• 258452B1-E6

  Inglês

  Interpretação de texto | Reading comprehensionfaculdade independente do Nordeste · 2019MédioEntre para guardar nos favoritos

  Analise os pronomes presentes nas seguintes sentenças:

  I. Is this book your?

  II. James gave me those books. I really liked it.

  III. Patty gave her brother a cassette and he gave she a video.

  IV. It’s your decision, not ours.

  V. I like this house but her windows are broken.

  Escolha a alternativa que contenha a resposta correta:

  Escolha uma alternativa para a questão 258452b1-e6

  A

  I, II e V estão corretas.

  B

  II e III estão corretas.

  C

  Só a IV está correta.

  D

  III, IV e V estão corretas.

  E

  Só a V está correta.

  Responder
• 2580C4A4-E6

  Inglês

  Pronomes interrogativos | Question wordsfaculdade independente do Nordeste · 2019MédioEntre para guardar nos favoritos

  Complete as perguntas abaixo com o pronome interrogativo adequado:

  
  

  I. _____ was this house built? In 1980.

  II. ______ hit you? Martha’s brother hit me.

  III. __________ do you study English? Twice a week.

  IV. __________ sisters do you have? Two. Their names are Paola and Marianne.

  V. __________ is your school? Only 2 Km.

  
  

  Assinale a alternativa com a seqüência correta de respostas:

  Escolha uma alternativa para a questão 2580c4a4-e6

  A

  When – Who – How often – How many – How far

  B

  When – What – How many – Who – Where

  C

  Where – Who – How many – How many – What

  D

  When – Who – Which – Who – What

  E

  What – What – How – How much – How old

  Responder
• 257DB5B8-E6

  Inglês

  Aspectos linguísticos | Linguistic aspectsfaculdade independente do Nordeste · 2019MédioEntre para guardar nos favoritos

  Analise os tempos verbais nas frases seguintes:

  
  

  ( )I. Ann was sat in an armchair watching television.

  ( )II. The police stops me on my way last night.

  ( )III. I’m hungry. I’m wanting something to eat.

  ( )IV. You’re always watched TV. You should do something more active.

  ( )V. Rice don’t grow in cold climates.

  
  

  Assinale a alternativa correta:

  
  

  Escolha uma alternativa para a questão 257db5b8-e6

  A

  Todas as alternativas estão corretas.

  B

  Somente as alternativas II e V estão corretas.

  C

  Somente as alternativas I, III e IV estão corretas.

  D

  Somente a alternativa IV está correta.

  E

  Todas as alternativas estão incorretas.

  Responder
• 257AE4FB-E6

  Inglês

  Adjetivos | Adjectivesfaculdade independente do Nordeste · 2019MédioEntre para guardar nos favoritos

  
  

  Identifique a classe gramatical das palavras que estão em negrito no texto:

  
  

  I- “factory”   II- “employs”   III- “watches”   IV- “profit”   V- “revolutionary”

  
  

  
  

  Marque a alternativa que possui a seqüência correta das respostas:
  

  Escolha uma alternativa para a questão 257ae4fb-e6

  A

  verbo – verbo – adjetivo – substantivo – adjetivo

  B

  substantivo – verbo – substantivo – substantivo – adjetivo

  C

  adjetivo – substantivo – verbo – substantivo – substantivo

  D

  verbo – substantivo – verbo – substantivo – verbo

  E

  substantivo – verbo – adjetivo – substantivo – substantivo

  Responder
• 25760977-E6

  Inglês

  Interpretação de texto | Reading comprehensionfaculdade independente do Nordeste · 2019DifícilEntre para guardar nos favoritos

  
  

  

  GRANT, David , McLARTY, Robert. Business basics. Oxford University Press, 1995
  

  
  

  
  

  Verifique se as sentenças são verdadeiras ou falsas de acordo com o texto:

  ( )I. Swatch and Omega are sister companies.

  ( )II. The company sells 35,000 Swatch watches a year.

  ( )III. The Swatch factory never closes.

  ( )IV. The price of a Swatch watch is the same as in 1983. V. The head office of the company is in Granges.

  
  

  Assinale a alternativa que contém a seqüência correta das respostas:

  Escolha uma alternativa para a questão 25760977-e6

  A

  F - F - V - V - V

  B

  F - V - V - V - F

  C

  V - F - V - V - V

  D

  V - F - V - V - F

  E

  V - V - F - V - F

  Responder
• 011F9603-E6

  Inglês

  Voz Ativa e Passiva | Passive and Active VoiceInstituto Nacional de Telecomunicações · 2019MédioEntre para guardar nos favoritos

  How alcohol damages stem cell DNA and increases cancer risk.

  
  

  
  

  

  
  

  
  

  LONDON (Reuters) - Drinking alcohol produces a harmful chemical in the body which can lead to permanent genetic damage in the DNA of stem cells, increasing the risk of cancer developing, according to research published on Wednesday.

  
  

  Working with mice in a laboratory, British scientists used chromosome analysis and DNA sequencing to examine the genetic damage caused by acetaldehyde, a harmful chemical produced when the body processes alcohol.

  
  

  Their findings offered more detail about how alcohol increases the risk of developing 7 types of cancer, including common forms such as breast and bowel cancer. It also showed how the body seeks to defend against the damage alcohol can do.“Some cancers develop due to DNA damage in stem cells. While some damage occurs by chance, our findings suggest that drinking alcohol can increase the risk of this damage,” said Ketan Patel, a professor at the Medical Research Council Laboratory of Molecular Biology, who co-led the study. The World Health Organization’s International Agency for Research on Cancer classifies alcohol as a Group 1 carcinogen, citing “convincing evidence” it causes cancer in humans.

  
  

  In Wednesday’s study, published in the journal Nature, Patel’s team gave diluted alcohol to mice and then analyzed the effect on the animals’ DNA. They found that acetaldehyde can break and damage DNA within blood stem cells, permanently altering the DNA sequences within these cells.

  
  

  This is important, Patel said, because when healthy stem cells become faulty, they can give rise to cancerous cells.

  
  

  Source: www.reuters.com/article/us-health-cancer-alcohol/how alcohol-damages-stem-celldna-and-increases-cancer-risk-idUSKB1ES1N2 
  

  “Patel`s team gave diluted alcohol to mice.” (Passive Voice)

  Escolha uma alternativa para a questão 011f9603-e6

  A

  Patel`s team gave to mice diluted alcohol;

  B

  Mice was given diluted alcohol by Pate`s team;

  C

  Mice were given diluted alcohol by Patel`s team;

  D

  Diluted alcohol by Patel`s team gave to mice;

  E

  Mice is given diluted alcohol by Patel`s team.

  Responder
• 011ABA07-E6

  Inglês

  Adjetivos | AdjectivesInstituto Nacional de Telecomunicações · 2019FácilEntre para guardar nos favoritos

  How alcohol damages stem cell DNA and increases cancer risk.

  
  

  
  

  

  
  

  
  

  LONDON (Reuters) - Drinking alcohol produces a harmful chemical in the body which can lead to permanent genetic damage in the DNA of stem cells, increasing the risk of cancer developing, according to research published on Wednesday.

  
  

  Working with mice in a laboratory, British scientists used chromosome analysis and DNA sequencing to examine the genetic damage caused by acetaldehyde, a harmful chemical produced when the body processes alcohol.

  
  

  Their findings offered more detail about how alcohol increases the risk of developing 7 types of cancer, including common forms such as breast and bowel cancer. It also showed how the body seeks to defend against the damage alcohol can do.“Some cancers develop due to DNA damage in stem cells. While some damage occurs by chance, our findings suggest that drinking alcohol can increase the risk of this damage,” said Ketan Patel, a professor at the Medical Research Council Laboratory of Molecular Biology, who co-led the study. The World Health Organization’s International Agency for Research on Cancer classifies alcohol as a Group 1 carcinogen, citing “convincing evidence” it causes cancer in humans.

  
  

  In Wednesday’s study, published in the journal Nature, Patel’s team gave diluted alcohol to mice and then analyzed the effect on the animals’ DNA. They found that acetaldehyde can break and damage DNA within blood stem cells, permanently altering the DNA sequences within these cells.

  
  

  This is important, Patel said, because when healthy stem cells become faulty, they can give rise to cancerous cells.

  
  

  Source: www.reuters.com/article/us-health-cancer-alcohol/how alcohol-damages-stem-celldna-and-increases-cancer-risk-idUSKB1ES1N2 
  

  Pate said: “When healthy stem cells become faulty, they can rise to cancerous cells.” (Opposite)

  Escolha uma alternativa para a questão 011aba07-e6

  A

  Original;

  B

  Genetic;

  C

  Sick;

  D

  Strong;

  E

  Persistent.

  Responder
• 01173481-E6

  Inglês

  Interpretação de texto | Reading comprehensionInstituto Nacional de Telecomunicações · 2019DifícilEntre para guardar nos favoritos

  How alcohol damages stem cell DNA and increases cancer risk.

  
  

  
  

  

  
  

  
  

  LONDON (Reuters) - Drinking alcohol produces a harmful chemical in the body which can lead to permanent genetic damage in the DNA of stem cells, increasing the risk of cancer developing, according to research published on Wednesday.

  
  

  Working with mice in a laboratory, British scientists used chromosome analysis and DNA sequencing to examine the genetic damage caused by acetaldehyde, a harmful chemical produced when the body processes alcohol.

  
  

  Their findings offered more detail about how alcohol increases the risk of developing 7 types of cancer, including common forms such as breast and bowel cancer. It also showed how the body seeks to defend against the damage alcohol can do.“Some cancers develop due to DNA damage in stem cells. While some damage occurs by chance, our findings suggest that drinking alcohol can increase the risk of this damage,” said Ketan Patel, a professor at the Medical Research Council Laboratory of Molecular Biology, who co-led the study. The World Health Organization’s International Agency for Research on Cancer classifies alcohol as a Group 1 carcinogen, citing “convincing evidence” it causes cancer in humans.

  
  

  In Wednesday’s study, published in the journal Nature, Patel’s team gave diluted alcohol to mice and then analyzed the effect on the animals’ DNA. They found that acetaldehyde can break and damage DNA within blood stem cells, permanently altering the DNA sequences within these cells.

  
  

  This is important, Patel said, because when healthy stem cells become faulty, they can give rise to cancerous cells.

  
  

  Source: www.reuters.com/article/us-health-cancer-alcohol/how alcohol-damages-stem-celldna-and-increases-cancer-risk-idUSKB1ES1N2 
  

  Which statement is considered exception. (Text Comprehension)

  Escolha uma alternativa para a questão 01173481-e6

  A

  Alcohol increases the risk of developing 7 types of cancer, such as breast and bowel;

  B

  Some cancers develop due to DNA damage in stem cells;

  C

  Drinking alcohol can increase the risk of damage;

  D

  A non-permanent damage in the DNA of stem cells, increases the risk of cancer developing;

  E

  The acetaldehyde is a harmful chemical produced when the body processes alcohol.

  Responder