Questões de Concurso Sobre interpretação de texto | reading comprehension em inglês

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Q3103326 Inglês
TEXT:


How students can make rapid progress by reading
independently


By Stephanie Hirshman
January 2, 2024



Let me start with a true story. When I was seven years old, my family spent a year in France, and I had to go to school there. The only thing was, I didn’t speak French. Luckily my mother was fluent in that language, and she set out to prepare me a few months before we left. Armed only with a second-hand copy of a little picture book called Totor et Tristan, she sat me down on the sofa with her a few times a week for around 10 minutes. Sometimes she read the book to me while I followed the text silently and sometimes I had to read a page myself. She asked me questions in French and I answered in French, or she corrected my pronunciation. That was it.


My first day at school in France was memorable for many reasons, but one of these was that I was the only child in a class of native French speakers to score 100% on our first spelling test! Everyone was amazed, me most of all because I didn’t even know what most of the words meant.


So, what made this possible? I think it was reading with my mother – I guess had read more in French than my classmates and thus was able to recognize the tricky relationship between sound and spelling. My confidence was sky high and I was fluent within four months.


Exploring a written text for fun, on your own terms, is called extensive reading, and teachers can support their students to realize its many benefits.


Graded readers


Graded readers are books which have been adapted to be suitable for specific levels of language learners to enjoy. They can be classics (The Phantom of the Opera), film adaptations (Rain Man) or original works of fiction or non-fiction. They can be purchased online or at bookshops, or you can obtain them from libraries or even find some on websites.


There are many reasons for making them available to students. First, reading is fun. It’s also magic learning. Students who have a sustained habit of extensive reading see improvements in a range of areas: lexical, grammatical and spelling as well as reading speed, which is vital for success in academic and work contexts. Being able to select their own reading material gives students a sense of ownership.


Choosing a book


It’s helpful if a teacher initially introduces students to graded readers and explains how to choose and use them. Students should examine both covers carefully, using the picture and the blurb to determine the genre and read a basic description of the story. Additional information can be found inside the book, in the Introduction.


While it’s not necessary to have 100% comprehension of the text, choosing a book which is too difficult or too easy will not lead to an enjoyable experience. Most books are labelled with a level, but no two intermediate readers will have the same needs. Therefore, a simple test can be performed: the student should choose one page at random and read it to see how many unknown words they encounter. If the answer is seven or fewer, this book will be suitable. More than seven, and it’ll be too hard to get a good flow going when reading.



Activities


While students are reading, they should try to work out the meaning of unfamiliar items from context. They should also be made aware of the Glossary at the back of some books and, of course, they can use a dictionary if they really need to. However, some items do notreally need further exploration - making decisions about what’s important and what’s not is an important skill for language learners. Some books also have comprehension questions at the back.


However, the main aim is to get into and enjoy the story without lots of interruptions and checks. Encourage students to read ten minutes a day on a regular basis (perhaps in bed or while commuting). Results will not be immediate, but within a few weeks, students should recognize the improvements.


Conclusion


A collection of readers is well worth investing in. Be creative when looking for material – why not try a graphic novel? Even authentic texts not intended for language learners can be worthwhile for advanced students or those with a special interest in or knowledge of a topic.


Adapted from: https://www.linguahouse.com/blog/post/how-students-can-make-rapid-progress-by-reading-independently
Acesso em 04/11/2024

Dentre as concepções metodológicas referentes ao processo de ensino e aprendizagem de língua inglesa, aquela que está alinhada com a experiência relatada pela autora no início do texto, ao relatar a forma como sua mãe lhe preparou para passar um ano na França, é a concepção chamada:
Alternativas
Q3103325 Inglês
TEXT:


How students can make rapid progress by reading
independently


By Stephanie Hirshman
January 2, 2024



Let me start with a true story. When I was seven years old, my family spent a year in France, and I had to go to school there. The only thing was, I didn’t speak French. Luckily my mother was fluent in that language, and she set out to prepare me a few months before we left. Armed only with a second-hand copy of a little picture book called Totor et Tristan, she sat me down on the sofa with her a few times a week for around 10 minutes. Sometimes she read the book to me while I followed the text silently and sometimes I had to read a page myself. She asked me questions in French and I answered in French, or she corrected my pronunciation. That was it.


My first day at school in France was memorable for many reasons, but one of these was that I was the only child in a class of native French speakers to score 100% on our first spelling test! Everyone was amazed, me most of all because I didn’t even know what most of the words meant.


So, what made this possible? I think it was reading with my mother – I guess had read more in French than my classmates and thus was able to recognize the tricky relationship between sound and spelling. My confidence was sky high and I was fluent within four months.


Exploring a written text for fun, on your own terms, is called extensive reading, and teachers can support their students to realize its many benefits.


Graded readers


Graded readers are books which have been adapted to be suitable for specific levels of language learners to enjoy. They can be classics (The Phantom of the Opera), film adaptations (Rain Man) or original works of fiction or non-fiction. They can be purchased online or at bookshops, or you can obtain them from libraries or even find some on websites.


There are many reasons for making them available to students. First, reading is fun. It’s also magic learning. Students who have a sustained habit of extensive reading see improvements in a range of areas: lexical, grammatical and spelling as well as reading speed, which is vital for success in academic and work contexts. Being able to select their own reading material gives students a sense of ownership.


Choosing a book


It’s helpful if a teacher initially introduces students to graded readers and explains how to choose and use them. Students should examine both covers carefully, using the picture and the blurb to determine the genre and read a basic description of the story. Additional information can be found inside the book, in the Introduction.


While it’s not necessary to have 100% comprehension of the text, choosing a book which is too difficult or too easy will not lead to an enjoyable experience. Most books are labelled with a level, but no two intermediate readers will have the same needs. Therefore, a simple test can be performed: the student should choose one page at random and read it to see how many unknown words they encounter. If the answer is seven or fewer, this book will be suitable. More than seven, and it’ll be too hard to get a good flow going when reading.



Activities


While students are reading, they should try to work out the meaning of unfamiliar items from context. They should also be made aware of the Glossary at the back of some books and, of course, they can use a dictionary if they really need to. However, some items do notreally need further exploration - making decisions about what’s important and what’s not is an important skill for language learners. Some books also have comprehension questions at the back.


However, the main aim is to get into and enjoy the story without lots of interruptions and checks. Encourage students to read ten minutes a day on a regular basis (perhaps in bed or while commuting). Results will not be immediate, but within a few weeks, students should recognize the improvements.


Conclusion


A collection of readers is well worth investing in. Be creative when looking for material – why not try a graphic novel? Even authentic texts not intended for language learners can be worthwhile for advanced students or those with a special interest in or knowledge of a topic.


Adapted from: https://www.linguahouse.com/blog/post/how-students-can-make-rapid-progress-by-reading-independently
Acesso em 04/11/2024

De acordo com a autora do texto, o estudante terá uma experiência mais agradável se escolher um livro cujo texto:
Alternativas
Q3103324 Inglês
TEXT:


How students can make rapid progress by reading
independently


By Stephanie Hirshman
January 2, 2024



Let me start with a true story. When I was seven years old, my family spent a year in France, and I had to go to school there. The only thing was, I didn’t speak French. Luckily my mother was fluent in that language, and she set out to prepare me a few months before we left. Armed only with a second-hand copy of a little picture book called Totor et Tristan, she sat me down on the sofa with her a few times a week for around 10 minutes. Sometimes she read the book to me while I followed the text silently and sometimes I had to read a page myself. She asked me questions in French and I answered in French, or she corrected my pronunciation. That was it.


My first day at school in France was memorable for many reasons, but one of these was that I was the only child in a class of native French speakers to score 100% on our first spelling test! Everyone was amazed, me most of all because I didn’t even know what most of the words meant.


So, what made this possible? I think it was reading with my mother – I guess had read more in French than my classmates and thus was able to recognize the tricky relationship between sound and spelling. My confidence was sky high and I was fluent within four months.


Exploring a written text for fun, on your own terms, is called extensive reading, and teachers can support their students to realize its many benefits.


Graded readers


Graded readers are books which have been adapted to be suitable for specific levels of language learners to enjoy. They can be classics (The Phantom of the Opera), film adaptations (Rain Man) or original works of fiction or non-fiction. They can be purchased online or at bookshops, or you can obtain them from libraries or even find some on websites.


There are many reasons for making them available to students. First, reading is fun. It’s also magic learning. Students who have a sustained habit of extensive reading see improvements in a range of areas: lexical, grammatical and spelling as well as reading speed, which is vital for success in academic and work contexts. Being able to select their own reading material gives students a sense of ownership.


Choosing a book


It’s helpful if a teacher initially introduces students to graded readers and explains how to choose and use them. Students should examine both covers carefully, using the picture and the blurb to determine the genre and read a basic description of the story. Additional information can be found inside the book, in the Introduction.


While it’s not necessary to have 100% comprehension of the text, choosing a book which is too difficult or too easy will not lead to an enjoyable experience. Most books are labelled with a level, but no two intermediate readers will have the same needs. Therefore, a simple test can be performed: the student should choose one page at random and read it to see how many unknown words they encounter. If the answer is seven or fewer, this book will be suitable. More than seven, and it’ll be too hard to get a good flow going when reading.



Activities


While students are reading, they should try to work out the meaning of unfamiliar items from context. They should also be made aware of the Glossary at the back of some books and, of course, they can use a dictionary if they really need to. However, some items do notreally need further exploration - making decisions about what’s important and what’s not is an important skill for language learners. Some books also have comprehension questions at the back.


However, the main aim is to get into and enjoy the story without lots of interruptions and checks. Encourage students to read ten minutes a day on a regular basis (perhaps in bed or while commuting). Results will not be immediate, but within a few weeks, students should recognize the improvements.


Conclusion


A collection of readers is well worth investing in. Be creative when looking for material – why not try a graphic novel? Even authentic texts not intended for language learners can be worthwhile for advanced students or those with a special interest in or knowledge of a topic.


Adapted from: https://www.linguahouse.com/blog/post/how-students-can-make-rapid-progress-by-reading-independently
Acesso em 04/11/2024

De acordo com o texto, a leitura extensiva é definida como o ato de ler:
Alternativas
Q3101538 Inglês

Reading skill will help you to improve your understanding of the language and build your vocabulary.

Social Media Across Generations

Today’s grandparents are joining their grandchildren on social media, but the different generations’ online habits couldn’t be more different. In the UK the over-55s are joining Facebook in increasing numbers, meaning that they will soon be the site’s second biggest user group, with 3.5 million users aged 55-64 and 2.9 million over-65s.

Sheila, aged 59, says, I joined to see what my grandchildren are doing, as my daughter posts videos and photos of them. It’s a much better way to see what they’re doing than waiting for letters and photos in the post. That’s how we did it when I was a child, but I think I’m lucky I get to see so much more of their lives than my grandparents did.

Ironically, Sheila’s grandchildren are less likely to use Facebook themselves. Children under 17 in the UK are leaving the site – only 2.2 million users are under 17 – but they’re not going far from their smartphones. Chloe, aged 15, even sleeps with her phone. It’s my alarm clock so I have to she says. I look at it before I go to sleep and as soon as I wake up.

Unlike her grandmother’s generation, Chloe’s age group is spending so much time.......... their phones.......... home that they are missing out on spending time with their friends in real life. Sheila, on the other hand, has made contact with old friends from school she hasn’t heard...................40 years. We use Facebook to arrange to meet all over the country, she says. It’s changed my social life completely.

Teenagers might have their parents to thank for their smartphone and social media addiction as their parents were the early adopters of the smartphone. Peter, 38 and father of two teenagers, reports that he used to be on his phone or laptop constantly. I was always connected and I felt like I was always working, he says. How could I tell my kids to get off their phones if I was always in front of a screen myself? So, in the evenings and at weekends, he takes his SIM card out of his smartphone and puts it into an old-style mobile phone that can only make calls and send text messages. I’m not completely cut off from the world in case of emergencies, but the important thing is I’m setting a better example to my kids and spending more quality time with them.

Read the text again and match the numbers in column 1 to what they refer to in column 2.

Column 1 Numbers from the text

1. 59
2. 15
3. 40
4. 3.5
5. 38

Column 2 Refer to

( ) Facebook’s users.
( ) Peter’s age.
( ) Chloe’s age.
( ) Grandmother’s age.
( ) the number of years Sheila hasn’t been in contact with her friends.

Select the option that presents the correct sequence from top to bottom. 
Alternativas
Q3101535 Inglês

Reading skill will help you to improve your understanding of the language and build your vocabulary.

Social Media Across Generations

Today’s grandparents are joining their grandchildren on social media, but the different generations’ online habits couldn’t be more different. In the UK the over-55s are joining Facebook in increasing numbers, meaning that they will soon be the site’s second biggest user group, with 3.5 million users aged 55-64 and 2.9 million over-65s.

Sheila, aged 59, says, I joined to see what my grandchildren are doing, as my daughter posts videos and photos of them. It’s a much better way to see what they’re doing than waiting for letters and photos in the post. That’s how we did it when I was a child, but I think I’m lucky I get to see so much more of their lives than my grandparents did.

Ironically, Sheila’s grandchildren are less likely to use Facebook themselves. Children under 17 in the UK are leaving the site – only 2.2 million users are under 17 – but they’re not going far from their smartphones. Chloe, aged 15, even sleeps with her phone. It’s my alarm clock so I have to she says. I look at it before I go to sleep and as soon as I wake up.

Unlike her grandmother’s generation, Chloe’s age group is spending so much time.......... their phones.......... home that they are missing out on spending time with their friends in real life. Sheila, on the other hand, has made contact with old friends from school she hasn’t heard...................40 years. We use Facebook to arrange to meet all over the country, she says. It’s changed my social life completely.

Teenagers might have their parents to thank for their smartphone and social media addiction as their parents were the early adopters of the smartphone. Peter, 38 and father of two teenagers, reports that he used to be on his phone or laptop constantly. I was always connected and I felt like I was always working, he says. How could I tell my kids to get off their phones if I was always in front of a screen myself? So, in the evenings and at weekends, he takes his SIM card out of his smartphone and puts it into an old-style mobile phone that can only make calls and send text messages. I’m not completely cut off from the world in case of emergencies, but the important thing is I’m setting a better example to my kids and spending more quality time with them.

After reading the text carefully, some words related to family members are being used.
Study these sentences.

1. Parents are your relatives.
2. Grandparents are your parent’s parent.
3. Grandchildren are the children of your children.
4. Peter has two daughters.

Select the option that presents the correct sentences.
Alternativas
Q3101534 Inglês

Reading skill will help you to improve your understanding of the language and build your vocabulary.

Social Media Across Generations

Today’s grandparents are joining their grandchildren on social media, but the different generations’ online habits couldn’t be more different. In the UK the over-55s are joining Facebook in increasing numbers, meaning that they will soon be the site’s second biggest user group, with 3.5 million users aged 55-64 and 2.9 million over-65s.

Sheila, aged 59, says, I joined to see what my grandchildren are doing, as my daughter posts videos and photos of them. It’s a much better way to see what they’re doing than waiting for letters and photos in the post. That’s how we did it when I was a child, but I think I’m lucky I get to see so much more of their lives than my grandparents did.

Ironically, Sheila’s grandchildren are less likely to use Facebook themselves. Children under 17 in the UK are leaving the site – only 2.2 million users are under 17 – but they’re not going far from their smartphones. Chloe, aged 15, even sleeps with her phone. It’s my alarm clock so I have to she says. I look at it before I go to sleep and as soon as I wake up.

Unlike her grandmother’s generation, Chloe’s age group is spending so much time.......... their phones.......... home that they are missing out on spending time with their friends in real life. Sheila, on the other hand, has made contact with old friends from school she hasn’t heard...................40 years. We use Facebook to arrange to meet all over the country, she says. It’s changed my social life completely.

Teenagers might have their parents to thank for their smartphone and social media addiction as their parents were the early adopters of the smartphone. Peter, 38 and father of two teenagers, reports that he used to be on his phone or laptop constantly. I was always connected and I felt like I was always working, he says. How could I tell my kids to get off their phones if I was always in front of a screen myself? So, in the evenings and at weekends, he takes his SIM card out of his smartphone and puts it into an old-style mobile phone that can only make calls and send text messages. I’m not completely cut off from the world in case of emergencies, but the important thing is I’m setting a better example to my kids and spending more quality time with them.

Analyze the sentences below about the text.

1. Peter has changed how much he uses his phone during the working day.
2. Peter feels that the changes make him a better parent.
3. Grandparents like to keep their phones near them.
4. Parents were the first generation to get smartphones.

Select the option that presents the correct sentences.
Alternativas
Q3101533 Inglês

Reading skill will help you to improve your understanding of the language and build your vocabulary.

Social Media Across Generations

Today’s grandparents are joining their grandchildren on social media, but the different generations’ online habits couldn’t be more different. In the UK the over-55s are joining Facebook in increasing numbers, meaning that they will soon be the site’s second biggest user group, with 3.5 million users aged 55-64 and 2.9 million over-65s.

Sheila, aged 59, says, I joined to see what my grandchildren are doing, as my daughter posts videos and photos of them. It’s a much better way to see what they’re doing than waiting for letters and photos in the post. That’s how we did it when I was a child, but I think I’m lucky I get to see so much more of their lives than my grandparents did.

Ironically, Sheila’s grandchildren are less likely to use Facebook themselves. Children under 17 in the UK are leaving the site – only 2.2 million users are under 17 – but they’re not going far from their smartphones. Chloe, aged 15, even sleeps with her phone. It’s my alarm clock so I have to she says. I look at it before I go to sleep and as soon as I wake up.

Unlike her grandmother’s generation, Chloe’s age group is spending so much time.......... their phones.......... home that they are missing out on spending time with their friends in real life. Sheila, on the other hand, has made contact with old friends from school she hasn’t heard...................40 years. We use Facebook to arrange to meet all over the country, she says. It’s changed my social life completely.

Teenagers might have their parents to thank for their smartphone and social media addiction as their parents were the early adopters of the smartphone. Peter, 38 and father of two teenagers, reports that he used to be on his phone or laptop constantly. I was always connected and I felt like I was always working, he says. How could I tell my kids to get off their phones if I was always in front of a screen myself? So, in the evenings and at weekends, he takes his SIM card out of his smartphone and puts it into an old-style mobile phone that can only make calls and send text messages. I’m not completely cut off from the world in case of emergencies, but the important thing is I’m setting a better example to my kids and spending more quality time with them.

Read the sentences below and determine whether they are true ( T ) or false ( F ) based onto the text.

( ) More people aged 55 or more use Facebook than people aged 65 or more.
( ) Grandparents typically use Facebook less than their grandchildren.
( ) Sheila feels grateful to social media.
( ) Peter found his own smartphone use affected how he felt about how much his children used their phones.

Select the option that presents the correct sequence from top to bottom. 
Alternativas
Q3101531 Inglês

Reading skill will help you to improve your understanding of the language and build your vocabulary.

Social Media Across Generations

Today’s grandparents are joining their grandchildren on social media, but the different generations’ online habits couldn’t be more different. In the UK the over-55s are joining Facebook in increasing numbers, meaning that they will soon be the site’s second biggest user group, with 3.5 million users aged 55-64 and 2.9 million over-65s.

Sheila, aged 59, says, I joined to see what my grandchildren are doing, as my daughter posts videos and photos of them. It’s a much better way to see what they’re doing than waiting for letters and photos in the post. That’s how we did it when I was a child, but I think I’m lucky I get to see so much more of their lives than my grandparents did.

Ironically, Sheila’s grandchildren are less likely to use Facebook themselves. Children under 17 in the UK are leaving the site – only 2.2 million users are under 17 – but they’re not going far from their smartphones. Chloe, aged 15, even sleeps with her phone. It’s my alarm clock so I have to she says. I look at it before I go to sleep and as soon as I wake up.

Unlike her grandmother’s generation, Chloe’s age group is spending so much time.......... their phones.......... home that they are missing out on spending time with their friends in real life. Sheila, on the other hand, has made contact with old friends from school she hasn’t heard...................40 years. We use Facebook to arrange to meet all over the country, she says. It’s changed my social life completely.

Teenagers might have their parents to thank for their smartphone and social media addiction as their parents were the early adopters of the smartphone. Peter, 38 and father of two teenagers, reports that he used to be on his phone or laptop constantly. I was always connected and I felt like I was always working, he says. How could I tell my kids to get off their phones if I was always in front of a screen myself? So, in the evenings and at weekends, he takes his SIM card out of his smartphone and puts it into an old-style mobile phone that can only make calls and send text messages. I’m not completely cut off from the world in case of emergencies, but the important thing is I’m setting a better example to my kids and spending more quality time with them.

Based on the text, which alternative contains the best definition of to miss out on (4th paragraph)? 
Alternativas
Q3101261 Inglês
How healthy is broccoli?


The dinnertime standard is a nutritional multitasker.



New York Times
By Caroline Hopkins Legaspi.
Oct. 14, 2024



        Children may not want to hear this, but broccoli more than deserves its place on our plates. The florets and stems are filled with nutrients that help keep your heart and bones healthy — and may reduce the risk of cancer.

       “Broccoli is a multitasking vegetable,” said Emily Ho, a professor of nutrition and the director of the Linus Pauling Institute at Oregon State University: It has a range of vitamins, minerals and phytochemicals that give your body “a boost.” Along with cauliflower, brussels sprouts and other cruciferous vegetables, broccoli is a source of a sulfur-based nutrient called sulforaphane. It’s the compound behind broccoli’s odor and slightly bitter flavor. It also has anticancer properties, scientists believe.

        Research suggests the sulforaphane in broccoli could help your body produce more of the enzymes that get rid of toxins like air pollution and cigarette smoke, Dr. Ho said.

       In addition, sulforaphane is an antioxidant that can protect your body from inflammation. The theory “is that broccoli is protecting cells from the inflammation that promotes the growth of cancer,” said Ingrid Adams, a registered dietitian and associate professor of medical dietetics at Ohio State University.

       In a recent analysis, 17 out of 23 studies found associations between eating broccoli and having lower risks of common cancers, including lung, colon and breast cancer. Taken together, the studies suggested that people who ate broccoli at least once a week were 36 percent less likely to develop cancer than those who didn’t.

       Still, researchers haven’t definitively proven that broccoli helps prevent cancer, said Trygve Tollefsbol, a distinguished professor of biology at the O’Neal Comprehensive Cancer Center at the University of Alabama at Birmingham. People who regularly eat broccoli tend to have other healthy habits, too, Dr. Tollefsbol said, so studies can’t single out broccoli as the reason someone doesn’t develop a disease.

       The vitamin K in broccoli helps your body regulate blood circulation and clotting, said Anna L. Fogel, a registered dietitian at Harborview Medical Center in Seattle. Dietary guidelines generally recommend that adult women consume around 90 micrograms and men consume around 120 micrograms of vitamin K per day. One cup of chopped raw broccoli has about 93 micrograms.

     That cup of broccoli also contains a decent amount (288 milligrams) of potassium. Potassium can help lower high blood pressure, Dr. Adams said.

        Broccoli is high in fiber, as well, which can lower your bad cholesterol levels and risk of coronary heart disease.

      Those high levels of vitamin K could also benefit your bones, Dr. Ho said. The vitamin plays a key role in activating several of the proteins that form your bones and keep them strong.

     The vitamin C in broccoli is also important here. Vitamin C helps with bone mineralization, which keeps bones from becoming brittle, in part by stimulating collagen production. One cup of raw broccoli contains more vitamin C than a cup of grapefruit.

        Is there a best way to eat broccoli?

       Just avoid boiling or overcooking it, the experts said.

      Broccoli contains an active enzyme, called myrosinase, that’s released when you chew and digest it. Myrosinase activates the broccoli’s sulforaphane — but if you cook broccoli too long, you risk losing much of its myrosinase.

      You’re fine as long as there’s still a slight crunch to the vegetable, Dr. Ho said. “If it’s not fully mushy, you still have some live cell walls, which means you still have some active enzyme.”

       There’s another reason that boiling broccoli isn’t the first choice of experts: Some of broccoli’s water-soluble vitamins, like vitamin C, can leach out during the boiling process, Ms. Fogel said.



Disponível em: https://www.nytimes.com/2024/10/14/well/eat/broccoli-health-benefitsrecipes.html#:~:text=The%20dinnertime%20standard%20is%20a%20nutritional%20multitasker.&text=Children%20may%20not%20want%20to,reduce
%20the%20risk%20of%20cancer. Acesso em: 10 out. 2024.
How does the substance contained in broccoli that theoretically helps prevent cancer act in the human body?
Alternativas
Q3101259 Inglês
How healthy is broccoli?


The dinnertime standard is a nutritional multitasker.



New York Times
By Caroline Hopkins Legaspi.
Oct. 14, 2024



        Children may not want to hear this, but broccoli more than deserves its place on our plates. The florets and stems are filled with nutrients that help keep your heart and bones healthy — and may reduce the risk of cancer.

       “Broccoli is a multitasking vegetable,” said Emily Ho, a professor of nutrition and the director of the Linus Pauling Institute at Oregon State University: It has a range of vitamins, minerals and phytochemicals that give your body “a boost.” Along with cauliflower, brussels sprouts and other cruciferous vegetables, broccoli is a source of a sulfur-based nutrient called sulforaphane. It’s the compound behind broccoli’s odor and slightly bitter flavor. It also has anticancer properties, scientists believe.

        Research suggests the sulforaphane in broccoli could help your body produce more of the enzymes that get rid of toxins like air pollution and cigarette smoke, Dr. Ho said.

       In addition, sulforaphane is an antioxidant that can protect your body from inflammation. The theory “is that broccoli is protecting cells from the inflammation that promotes the growth of cancer,” said Ingrid Adams, a registered dietitian and associate professor of medical dietetics at Ohio State University.

       In a recent analysis, 17 out of 23 studies found associations between eating broccoli and having lower risks of common cancers, including lung, colon and breast cancer. Taken together, the studies suggested that people who ate broccoli at least once a week were 36 percent less likely to develop cancer than those who didn’t.

       Still, researchers haven’t definitively proven that broccoli helps prevent cancer, said Trygve Tollefsbol, a distinguished professor of biology at the O’Neal Comprehensive Cancer Center at the University of Alabama at Birmingham. People who regularly eat broccoli tend to have other healthy habits, too, Dr. Tollefsbol said, so studies can’t single out broccoli as the reason someone doesn’t develop a disease.

       The vitamin K in broccoli helps your body regulate blood circulation and clotting, said Anna L. Fogel, a registered dietitian at Harborview Medical Center in Seattle. Dietary guidelines generally recommend that adult women consume around 90 micrograms and men consume around 120 micrograms of vitamin K per day. One cup of chopped raw broccoli has about 93 micrograms.

     That cup of broccoli also contains a decent amount (288 milligrams) of potassium. Potassium can help lower high blood pressure, Dr. Adams said.

        Broccoli is high in fiber, as well, which can lower your bad cholesterol levels and risk of coronary heart disease.

      Those high levels of vitamin K could also benefit your bones, Dr. Ho said. The vitamin plays a key role in activating several of the proteins that form your bones and keep them strong.

     The vitamin C in broccoli is also important here. Vitamin C helps with bone mineralization, which keeps bones from becoming brittle, in part by stimulating collagen production. One cup of raw broccoli contains more vitamin C than a cup of grapefruit.

        Is there a best way to eat broccoli?

       Just avoid boiling or overcooking it, the experts said.

      Broccoli contains an active enzyme, called myrosinase, that’s released when you chew and digest it. Myrosinase activates the broccoli’s sulforaphane — but if you cook broccoli too long, you risk losing much of its myrosinase.

      You’re fine as long as there’s still a slight crunch to the vegetable, Dr. Ho said. “If it’s not fully mushy, you still have some live cell walls, which means you still have some active enzyme.”

       There’s another reason that boiling broccoli isn’t the first choice of experts: Some of broccoli’s water-soluble vitamins, like vitamin C, can leach out during the boiling process, Ms. Fogel said.



Disponível em: https://www.nytimes.com/2024/10/14/well/eat/broccoli-health-benefitsrecipes.html#:~:text=The%20dinnertime%20standard%20is%20a%20nutritional%20multitasker.&text=Children%20may%20not%20want%20to,reduce
%20the%20risk%20of%20cancer. Acesso em: 10 out. 2024.
According to scientists, what are the health benefits of broccoli consumption?
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In the sentence “People who love sushi, sashimi and prawn cocktails may have to rethink their diet.” the word “may” expresses possibility.

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The researchers recommend completely avoiding seafood due to the presence of forever chemicals.

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In the sentence “Researchers said they were in higher levels in seafood,” the pronoun “they” refers to seafood.

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Forever chemicals are natural toxins found in the environment, they do not pose long-term risks.

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The sentence “These are foods that you cannot make at home” can be rewritten as These are foods which you cannot make at home without changing the meaning.

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Q3095697 Inglês

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The word “because” in the sentence “because they contain flavors and chemicals” is used to express contrast.

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The text suggests that eating ultraprocessed foods has been linked to negative health outcomes, such as being overweight and potential risks of diabetes and heart disease.

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Frozen pizzas and sugary cereals are examples of ultraprocessed foods that Americans often consume. When it comes to children and teenagers, ultraprocessed foods account for a smaller proportion of their diet compared to adults.

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The text states that ultraprocessed foods are only high in sugar, making them a primary concern for people with diabetes.

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Ultraprocessed foods contain ingredients like flavors and chemicals that are not commonly found in home kitchens.

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Respostas
3441: A
3442: D
3443: B
3444: D
3445: D
3446: D
3447: C
3448: A
3449: C
3450: A
3451: C
3452: E
3453: E
3454: E
3455: C
3456: E
3457: C
3458: E
3459: E
3460: E