Questões Militares Comentadas sobre inglês
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If necessary, fill in the blanks with definite or indefinite articles to have a coherent text.
BRAZILIAN ARMY REPLACES FN FAL WITH IMBEL IA2
The IMBEL IA2 rifle is ____ versatile firearm in service in ____ Brazilian Army. The stateowned company IMBEL (Indústria de Material Bélico do Brasil) manufactures the IA2 rifle. It has gradually replaced the outdated FN FAL rifle.
This modern assault rifle has gained ____ popularity among soldiers due to its exceptional accuracy, durability, and adaptability. The IA2 also offers quick barrel change for different mission requirements. Furthermore, the IA2 possesses tactical rails that enable the attachment of ____ additional accessories such as optics, lasers, and flashlights.
With its exceptional performance and adaptability, the IMBEL IA2 rifle has greatly improved the operational capabilities of the Brazilian Army, making it ____ useful weapon in the defence of ____ Brazil.
Choose the suitable adjectives to make the text coherent.
THE ROUTINE OF A MODEL PLATOON SERGEANT
The routine of a model platoon sergeant, a crucial figure in a military unit, is ____ of diverse responsibilities and challenges. While they may be ____ at maintaining discipline, they are never ____ with their subordinates. In fact, they understand the importance of being ____ to privates and corporals within the unit.
Platoon Sergeants are committed to the growth and well-being of their team. They are ____ in their soldiers' professional development, offering guidance and mentorship. They are also devoted to the mission of the unit.
Like anyone else, platoon sergeants sometimes feel ____ with the demands of their role. However, their commitment remains firm, as they are aware that their actions can influence the success or failure of a mission. If any mistakes occur, they are ____ about the consequences and take responsibility for leading their team to learn and improve.
The role of a platoon sergeant is ____ from other ranks, requiring strong leadership. While they have moments of fear or hesitation, they do not let it overcome them. They perform their duties with diligence, always aware of the impact on their unit's morale and performance.
Complete the story with the correct indefinite adjectives and pronouns.
During a patrol a United Nations Peacekeeping mission patrol, Sergeant Reis and his squad scans the surroundings of the area carefully.
Sergeant Reis: - Everything seems to be calm around here. I see ____ signs of danger but remain on alert. Corporal Santos: - We are vigilant, sir, but I sincerely hope ____ bad happens tonight. However, we are ready to respond to ____ situation.
Private Costa: - There is ____ moving ahead in the darkness,
Sergeant Reis. Can you see it? Is it a dog? Corporal Santos: - I think it’s a person. ____ is coming towards us.
Sergeant Reis: - Take cover and cock your weapons. I will warn him or her of our presence. We have to follow the rules of engagement. Sergeant Reis: Is ____ there? United Nations! Stop or I’ll shoot!
Although the mission is to maintain peace and security, Sergeant Reis is ready to protect his men at any cost and make sure that ____ poses a threat to his unit.
Use the correct verb tenses to complete the text.
A BRAZILIAN NCO IN A UN FORCE
Sergeant Torres is a Brazilian Platoon Sergeant in a United Nations protection force at a refugee camp in the middle of a war zone. The mission of this force is to protect the refugees from local bandits, militia and the belligerents. A humanitarian organization ____ the camp, while Torres and his comrades provide security. A week ago, fighting ____ the supply route. Despite rationing, Torres and his fellow soldiers ____ nothing to eat for three days and are on their last bottles of water in a hot, dry, desert climate. Refugees, especially children, ____ at an increasing rate now, and the humanitarian worker warns that hundreds more ____ soon if the refugee camp does not receive water and food. Sergeant Torres and the other soldiers remain firm and alert in spite of the signs of dehydration and weakness from starvation.
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. ( )
Fill in the blanks with the appropriate nouns in their correct plural form.
THE MANUFACTURING OF COMBATANTS
With a background of discipline and training, the Non-Commissioned Officer (NCO) Academy shapes its students into ____. The ____ of distinguished past students remind future sergeants of the legacy that they will receive. Marching in synchronized rhythm, they learn to move as a single unit, leaving no fallen ____ behind. They spend hours perfecting fieldcrafts or strategizing like ____ in the wild. Their ____ carry them through long exercises and hikes. At the core, these aspiring warriors desire to protect the innocent ____ of their homeland who depend on their strength and dedication.
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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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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)
Dentro dos estudos sobre aquisição e aprendizagem de línguas, o termo “interlanguage” é compreendido como:
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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)
Read the sentence taken from the text: “All participants were given fictitious names in order to protect their anonymity.” The sentence illustrates:
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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)
Assinale a alternativa que apresenta, corretamente, verbo que segue o mesmo processo de derivação morfológica encontrado em “encourage” e “strenghten”.
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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)
Os “gêneros textuais”, dentre eles os gêneros acadêmicos, têm sido foco frequente em materiais didáticos para o ensino-aprendizagem de Língua Inglesa no Brasil. Tal abordagem para o ensino da língua estrangeira justifica-se uma vez que:
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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
“Limited and unified actions typical of content transmission in teaching-learning processes” characterize courses which
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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)
Mark the alternative in which the letters ea are pronounced just as in feature (paragraph 4).
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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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