Questões Militares
Comentadas sobre interpretação de texto | reading comprehension em inglês
Foram encontradas 1.577 questões
“The author said that it is important that the reader __________ exactly what his/her expenses are, before he/she starts to spend his/her salary.”
A submarine is a type of naval ship. The submarine was first used in combat in 1776 against the British during the American Revolution. The submarine was called the Turtle. It was an American ship and it was invented by David Bushnell, a student at Yale University. The Turtle was made of wood, it was oval and it looked like an egg.
Adapted. Campaign. English for the Military. 2004. Macmillan.
According to the paragraph, the machine was
Match the topics with the short texts describing the activities that the Brazilian Army carries out.
TOPICS
1. COMBAT OPERATIONS
2. HUMANITARIAN ASSISTANCE
3. EDUCATION
4. HONOURING SERVICE
TEXTS
A. We conduct commemorative activities and recognise the value of veterans in a way that respects their service including with medallic recognition. We support state ceremonial activities and high-level official visits and undertake the researching and recording of the history of the Brazilian Army as part of the wider history of Brazil. ( )
B. We are ready to act decisively at war. To do this, we must use force and protect ourselves in environments where threats cause our nation harm. The work of maintaining readiness against enemy forces is at the heart of what we do as an organisation, giving us the skills and tools to respond to any situation. Fighting is our job and we train to be excellent at it. While we hope that fight never happens, we must be ready to do it – and prevail – when Brazil needs us. ( )
C. Our people are highly specialised. We master our profession and know how apply military skills as part of a team, operating in complex and uncertain environments. A new soldier’s training starts when they join the Army. They learn how to work as a team and follow detailed instructions. No one works alone. As a team, cadets, students, and recruits learn to work quickly to complete tasks. They learn basic skills like weapon handling, first aid and drill. This is all part of developing a culture of performing tasks in tough situations, under the direction of a leader and in a team. ( )
D. Our Army responds quickly to unfolding events. We train to operate in tough conditions and a variety of environments. We have vehicles and aircraft, as well as personnel trained to operate them, to quickly deploy to disaster sites. The Army maintains experts who can assess the scale of the disaster and determine what to do with the people and equipment we have available. ( )
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Read the text and provide responses to questions.
California woman arrested in theft of 65 Stanley cups - valued at nearly $2,500
By C Mandler
January 22, 2024 / 3:05 PM EST / CBS News
On Jan. 17, police in Roseville, California, discovered a 23-year-old woman had allegedly absconded with 65 Stanley cups from a nearby store — worth nearly $2,500.
"Staff saw a woman take a shopping cart full of Stanley water bottles without paying for them," said the Roseville Police Department in a statement on Facebook.
After being confronted by retail staff, the woman refused to stop, stuffing the cups into her car. She was subsequently arrested on a charge of grand theft and has yet to be identified by officers.
"While Stanley Quenchers are all the rage, we strongly advise against turning to crime to fulfill your hydration habits," said the Roseville police.
One commenter on the post pointed out that in addition to the trove of cups in the trunk and front seat, there was also a bright red Stanley cup in the cup holder, which they hoped police also confiscated. Colorful Stanley cups caused consumer mayhem earlier this month when the brand dropped a limited-edition batch of Valentine's Day colors of the popular tumbler at in-Target Starbucks locations.
Viral video showed shoppers running toward displays of the cups, as well as long lines of consumers waiting to get their hands on one of the coveted Quenchers.
https://www.cbsnews.com/news/stanley-cups-theft-california-target-2500-65/ (First published on January 22, 2024 /3:05PM EST)
C Mandler is a social media producer and trending topics writer for CBS News, focusing on American politics and LGBTQ+ issues.
Leia o texto e responda à questão
Read the text and provide responses to questions.
California woman arrested in theft of 65 Stanley cups - valued at nearly $2,500
By C Mandler
January 22, 2024 / 3:05 PM EST / CBS News
On Jan. 17, police in Roseville, California, discovered a 23-year-old woman had allegedly absconded with 65 Stanley cups from a nearby store — worth nearly $2,500.
"Staff saw a woman take a shopping cart full of Stanley water bottles without paying for them," said the Roseville Police Department in a statement on Facebook.
After being confronted by retail staff, the woman refused to stop, stuffing the cups into her car. She was subsequently arrested on a charge of grand theft and has yet to be identified by officers.
"While Stanley Quenchers are all the rage, we strongly advise against turning to crime to fulfill your hydration habits," said the Roseville police.
One commenter on the post pointed out that in addition to the trove of cups in the trunk and front seat, there was also a bright red Stanley cup in the cup holder, which they hoped police also confiscated. Colorful Stanley cups caused consumer mayhem earlier this month when the brand dropped a limited-edition batch of Valentine's Day colors of the popular tumbler at in-Target Starbucks locations.
Viral video showed shoppers running toward displays of the cups, as well as long lines of consumers waiting to get their hands on one of the coveted Quenchers.
https://www.cbsnews.com/news/stanley-cups-theft-california-target-2500-65/ (First published on January 22, 2024 /3:05PM EST)
C Mandler is a social media producer and trending topics writer for CBS News, focusing on American politics and LGBTQ+ issues.
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One pathway for converting explicit to implicit knowledge is suggested by skill acquisition theory, a branch of cognitive science studying how people develop skills. In this theory, knowledge is first seen to be declarative (conscious); then, through practice and the application of learning strategies, declarative knowledge becomes proceduralized so that it becomes automatic. Automatic processes are quick and do not require attention or conscious awareness. Many second/ foreign language learners memorize and practice vocabulary items or “chunks” of language such as greetings, idioms or collocations. Frequent practice in using these forms helps the language items to become automatic in the sense that the learner can use them quickly and unconsciously.
Pienemann (1989) proposes that second/ foreign language learners will not acquire a new structure until they are developmentallly ready to do so. If there were no connection between the development of explicit knowledge about a grammar point and the eventual restructuring of the unconscious linguistic system to accommodate the point in the learner’s interlanguage, then, indeed, grammar instruction would not be of much use. However, it has been suggested that there is a connection, so grammar instruction is ultimately useful. Further, practice of language points can lead to automatization, thus bypassing natural order teachability considerations.
(FOTOS, Sandra. Cognitive Approaches to Grammar Instruction.
In Marianne Celce-Murcia. 3rd ed. Teaching English as a second or foreign
language. 3rd edition. Boston, Massachusstes: Heinle&Heinle. 2002.
Adaptado274)
Depreende-se da leitura do primeiro parágrafo que a aprendizagem de “collocations”
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One pathway for converting explicit to implicit knowledge is suggested by skill acquisition theory, a branch of cognitive science studying how people develop skills. In this theory, knowledge is first seen to be declarative (conscious); then, through practice and the application of learning strategies, declarative knowledge becomes proceduralized so that it becomes automatic. Automatic processes are quick and do not require attention or conscious awareness. Many second/ foreign language learners memorize and practice vocabulary items or “chunks” of language such as greetings, idioms or collocations. Frequent practice in using these forms helps the language items to become automatic in the sense that the learner can use them quickly and unconsciously.
Pienemann (1989) proposes that second/ foreign language learners will not acquire a new structure until they are developmentallly ready to do so. If there were no connection between the development of explicit knowledge about a grammar point and the eventual restructuring of the unconscious linguistic system to accommodate the point in the learner’s interlanguage, then, indeed, grammar instruction would not be of much use. However, it has been suggested that there is a connection, so grammar instruction is ultimately useful. Further, practice of language points can lead to automatization, thus bypassing natural order teachability considerations.
(FOTOS, Sandra. Cognitive Approaches to Grammar Instruction.
In Marianne Celce-Murcia. 3rd ed. Teaching English as a second or foreign
language. 3rd edition. Boston, Massachusstes: Heinle&Heinle. 2002.
Adaptado274)
The second half of the first paragraph, starting “Many second/foreign language learners memorize and practice vocabulary”,
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This study reviews the findings of earlier translanguaging research in Saudi Arabia. Notably, Saudi Arabia is striving to adjust to the multilingual immigrant workforce on its soil, while encouraging a larger role for its people on other soils. In this changed paradigm, strengthening the Saudis’ English communicative proficiency is an emergent need. To make pertinent pedagogical recommendations on the use of translanguaging in language learning, the study gathered data using a questionnaire administered to 72 participants from King Faisal University. All participants were given fictitious names in order to protect their anonymity. Findings revealed that the Saudi EFL students strongly support the use of translanguaging in the EFL classrooms, but they are worried that it may not bring their proficiency to the desirable standard. They, thus, showed greater faith in the conventional language learning approach, viz., using only English in the EFL classes. The study concluded that learners‟ exposure to translanguaging is apparently not adequate for them to fully appreciate its benefits, and teachers who, so far, strictly keep to the English-only approach, too need to be oriented and trained in its use.
(Journal of Language and Linguistic Studies, 18(Special Issue 1),
556-568; 2022. Adaptado)
This academic text is
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It is adequate do say that pedagogical practices “become less and less preoccupied with limited and unified actions typical of content transmission in teaching-learning processes, and increase the instances of social practices that create possibilities of student engagement in the world.” (Magalhães & Carrijo, 2019, p. 215). We could broaden this and state that it is essential that education be less concerned with limited and limiting actions that look at the other - the student in general - but especially the student who is somehow different from the educators’ or the policy makers’ expectations as just that: a monolith of difference. This notion of difference as a monolith makes us see all SIEN1 students as one single individual or block of individuals (i.e., as if they all had the same features); all deaf students as another monolith; all students in the autism spectrum as still another. But we are not equal. People vary in every aspect of humanity (the way they dress, speak, eat, think, learn). As Adichie (2009) stated in her famous TED: “The single story has a consequence: It robs people of dignity. It makes our recognition of our equal humanity difficult.”
(Magalhães, M.C.C. et al. Viable-transformative inclusion: diverse means of agency by an adolescent with Specific Intellectual Educational Needs (SIEN) and his educators. In: Delta: Documentação de Estudos em Linguística Teórica e Aplicada, Volume: 38, Número: 1. 2022)
1SIEN students: students with specific intellectual educational needs
In the quotation at the end of the paragraph “The single story has a consequence: It robs people of dignity”, the bolded noun phrase refers to
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It is adequate do say that pedagogical practices “become less and less preoccupied with limited and unified actions typical of content transmission in teaching-learning processes, and increase the instances of social practices that create possibilities of student engagement in the world.” (Magalhães & Carrijo, 2019, p. 215). We could broaden this and state that it is essential that education be less concerned with limited and limiting actions that look at the other - the student in general - but especially the student who is somehow different from the educators’ or the policy makers’ expectations as just that: a monolith of difference. This notion of difference as a monolith makes us see all SIEN1 students as one single individual or block of individuals (i.e., as if they all had the same features); all deaf students as another monolith; all students in the autism spectrum as still another. But we are not equal. People vary in every aspect of humanity (the way they dress, speak, eat, think, learn). As Adichie (2009) stated in her famous TED: “The single story has a consequence: It robs people of dignity. It makes our recognition of our equal humanity difficult.”
(Magalhães, M.C.C. et al. Viable-transformative inclusion: diverse means of agency by an adolescent with Specific Intellectual Educational Needs (SIEN) and his educators. In: Delta: Documentação de Estudos em Linguística Teórica e Aplicada, Volume: 38, Número: 1. 2022)
1SIEN students: students with specific intellectual educational needs
In the paragraph, the authors
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Morley (1999) has outlined four important goals for pronunciation instruction: functional intelligibility, functional communicability, increased self-confidence, and speech monitoring abilities.
For our purposes, intelligibility is defined as spoken English in which an accent, if present, is not distracting to the listener. Since learners rarely achieve an accent-free pronunciation, we are setting our students up for failure if we strive for nativelike accuracy. Eradication of an accent should not be our goal; in fact, some practitioners use the term accent addition as opposed to accent reduction to acknowledge the individual’s first language (L1) identity without demanding it be sublimated in the new second language (L2).
Functional communicability is the learner’s ability to function successfully within the specific communicative situations he or she faces. And, as they gain communicative skill, they also need to gain confidence in their ability to speak and be understood.
Bv teaching learners to pay attention to their own speech as well as that of others, we help our learners make better use of the input they receive. Good learners “attend” to certain aspects of the speech they hear and then try to imitate it. Speech monitoring activities help to focus learners’ attention on such features both in our courses and beyond them.
(Goodwin, Janet. Teaching Pronunciation. In Marianne Celce-Murcia. 3rd ed. Teaching English as a second or foreign language. 3rd edition. Boston, Massachusstes: Heinle&Heinle. 2002. Adaptado)
It is possible to understand from the fourth paragraph that, by providing learners with speech monitoring activities which will help them act beyond the formal courses they attend, teachers contribute directly to learners’
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Morley (1999) has outlined four important goals for pronunciation instruction: functional intelligibility, functional communicability, increased self-confidence, and speech monitoring abilities.
For our purposes, intelligibility is defined as spoken English in which an accent, if present, is not distracting to the listener. Since learners rarely achieve an accent-free pronunciation, we are setting our students up for failure if we strive for nativelike accuracy. Eradication of an accent should not be our goal; in fact, some practitioners use the term accent addition as opposed to accent reduction to acknowledge the individual’s first language (L1) identity without demanding it be sublimated in the new second language (L2).
Functional communicability is the learner’s ability to function successfully within the specific communicative situations he or she faces. And, as they gain communicative skill, they also need to gain confidence in their ability to speak and be understood.
Bv teaching learners to pay attention to their own speech as well as that of others, we help our learners make better use of the input they receive. Good learners “attend” to certain aspects of the speech they hear and then try to imitate it. Speech monitoring activities help to focus learners’ attention on such features both in our courses and beyond them.
(Goodwin, Janet. Teaching Pronunciation. In Marianne Celce-Murcia. 3rd ed. Teaching English as a second or foreign language. 3rd edition. Boston, Massachusstes: Heinle&Heinle. 2002. Adaptado)
According to the second paragraph, the aim of nativelike pronunciation in English learning contexts
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