AFA – 2013 – CFOAV/CFOINT/CFOINF – LÍNGUA INGLESA – CURSO DE FORMAÇÃO DE OFICIAIS (Aviador/Infantaria/Intendente) – ACADEMIA DA FORÇA AÉREA – PROVA COM GABARITO.

❑ PROVA DE LÍNGUA INGLESA: AFA-2013-CFOAV/CFOINT/CFOINF-05/08/2012.

www.fab.mil.br

❑ ESTRUTURA-PROVA:

➭ 20 Multiple Choice Questions / 4 Options Each Question.

❑ GABARITO:

01-A,  02-B,  03-B,  04-D

05-A,  06-C,  07-D,  08-A

09-A,  10-B,  11-C,  12-C

13-B,  14-A,  15-C,  16-B

17-B,  18-D,  19-C,  20-C

➧ PROVA:

➧ TEXT I: Read the text below to answer questions 01 to 10 according to it.

BRAZILIAN AIR FORCE ACADEMY

          

AFA (Air Force Academy), located at Pirassununga, State of São Paulo, is responsible for the training of Pilots, Administrative and Aeronautics Infantry Officers for the Brazilian Air Force.
          
The history of the Brazilian military pilots schools goes back to 1913, when the Brazilian Aviation School was founded, at Campo dos Afonsos, State of Rio de Janeiro. Its mission was to provide instruction at similar levels to those of the best European schools at the time; Blériot and Farman aircraft, made in France, were available for the instruction of the pupils. The Great War 1914-1918, however, forced its instructors to leave and the school was closed.
          
At that time, both the Brazilian Army and Navy had their own air arms, the Military Aviation and the Naval Aviation. The Navy bought Curtiss F seaplanes in May 1916 to equip the latter, and in August of the same year, the Naval Aviation School was created.
          
The Military Aviation, however, only activated its Military Aviation School after the Great War, on 10 July 1919. Among the aircrafts used at the school, one could find the Sopwith 1A2, Bréguet 14A2, and Spad 7.
          
Until the beginning of the 1940s, both schools continued with their activities. The Brazilian Government was concerned with the air war in Europe and decided to concentrate under a single command the military aviation activities. Thus, on 20 January 1941, the Air Ministry was created and both the Army and Navy air arms were disbanded, their personnel and equipment forming the Brazilian Air Force. On 25 March 1941, the Aeronautics School was based at Campo dos Afonsos, and its students became known as Aeronautics Cadets from 1943 to the current days.
          
As early as 1942, it became clear that the Aeronautics School would need to be transferred to another place, offering better climate and little interference with the flight instruction of the future pilots.
         
The town of Pirassununga was chosen among others, and, in 1952, the first buildings construction was initiated. The transfer of the School activities to Pirassununga occurred from 1960 to 1971. The School was redesigned as the Air Force Academy in 1969.
          
The motto of the Academy is the Latin expression "Macte Animo! Generose Puer, sic itur ad astra", extracted from the poem Thebaida, by the Roman poet Tatius. It is an exhortation to the cadets, which can be translated as Courage! This is the way, oh noble youngster, to the stars.
          
The instruction of the Aeronautics Cadets, during the four-year-long course, has its activities centred in the words COURAGE - LOYALTY - HONOUR - DUTY - MOTHERLAND. The future officers take courses on several subjects, including Calculus, Computer Science, Mechanics, Portuguese and English, given by civilian lecturers, Air Force instructors and supervisors. The military instruction itself is given on a daily basis, and the Cadets are trained on different subjects, including parachuting, and sea and jungle survival.

Flight instruction at the Academy with T-27 Tucano aircraft.
          
According to the chosen specialization, the Cadet will receive specific instruction:
Pilots: Instruction on precision maneuvering, aerobatics, formation flying and by instruments, with 75 flying hours on the primary/basic training aircraft T-25 Universal, beginning on the 2nd term of the 1st year and completed in the 3rd year. Advanced training is given on T-27 Tucano aircraft, with 125 flying hours.

Administrative: Training on the scientific and technological modern foundations of economics and financial management, and logistics training.

Aeronautics Infantry: Instruction on defense and security techniques of military Aeronautics installations, anti-aircraft measures, command of troops and firefighting teams, military laws and regulations, armament usage, military service and call-up procedures.
          
During their leisure time, the Cadets participate on the activities of seven different clubs: Aeromodelling, Literature, Informatics, Firearms shooting, Gauchos Heritage (for those coming from the South of Brazil), Gerais Club and Sail Flying. The clubs are directed by the Cadets themselves, under supervision of Air Force officers.
          
The Academy also houses the Brazilian Air Force Air Demonstration Squadron - The Smoke Squadron. Flying as the eagles do!

Adapted from http://www.rudnei.cunha.nom.br/FAB/en/afa.html

01 – (AFA-CFO-2012/2013)

Mark the option that is related to the Air Force Academy.

a) Cadets are prepared at AFA to perform in different areas.
b) The Air Force Academy trains the Army to administer the Brazilian officers.
c) The Academy instructs the Aeronautics Brazilian officers to manage our country.
d) The Brazilian Aviation School forced AFA's instructors to abandon their military base, creating a new command.

02 – (AFA-CFO-2012/2013)

Read the statements in order to mark only the correct ones according to the text.

I. The military aviation work had to be controlled by Europe in the beginning of the 1940s because of a war.

II. Because of a war, the government resolved to unify the military aviation operation under a single command.

III. A single officer was chosen to concentrate the military aviation skills.

IV. As the Brazilian government got worried, it was decided to join the military aviation operations due to air European war.

a) III and I.
b) II and IV.
c) I, II and III.
d) II, III and IV.

03 – (AFA-CFO-2012/2013)

The last sentence from the text connotes a

a) way to celebrate the importance of The Brazilian military schools.
b) metaphor that describes the similarity among pilots, aircrafts and wings.
c) comparison between a myth and a hero.
d) reference to ancient airplanes.

04 – (AFA-CFO-2012/2013)

Mark the alternative that has the fragment from the text INCORRECTLY changed into Active Voice.

a) The air war in Europe concerned The Brazilian
Government. (lines 24, 25)
b) Someone chose the town of Pirassununga among others.(lines 38, 39)
c) Somebody redesigned the School as the Air Force
Academy. (lines 41, 42)
d) The officers trained the Cadets on different subjects.(lines 56, 57)

TÓPICO - ACTIVE VOICE x PASSIVE VOICE :

Marque a alternativa que tem o fragmento do texto INCORRECTAMENTE alterado para o Active Voice.

*Alternativa (A): The air war in Europe concerned The Brazilian Government. (lines 24, 25)

*Alternativa (B): Someone chose the town of Pirassununga among others.(lines 38, 39)

*Alternativa (C): Somebody redesigned the School as the Air Force

Academy. (lines 41, 42)

*Alternativa (D): The officers trained the Cadets on different subjects.(lines 56, 57)

➦ 5º parágrafo, lines 24-25: a oração(na voz passiva) é:
"[...] The Brazilian Government was concerned with the air war in Europe."
(O governo brasileiro estava preocupado com a guerra aérea na Europa.)
. TEMPO VERBAL CONTEXTUAL ➜ SIMPLE PAST(was concerned)).
.VERBO PRINCIPAL ➜ to concern(preocupar-se)=concern/concerned/concerned.
. Oração na voz ativa:
"The air war in Europe CONCERNED The Brazilian Government."
(A guerra aérea na Europa preocupou o governo brasileiro.)
➦ 7º parágrafo, lines 38-39: a oração(na voz passiva) é:
"[...] The town of Pirassununga was chosen among others"
(A cidade de Pirassununga foi escolhida entre outras)
. TEMPO VERBAL CONTEXTUAL ➜ SIMPLE PAST(was chosen).
.VERBO PRINCIPAL ➜ to choose(escolher)=choose/chose/chosen.
. Oração na voz ativa:
"Someone chose the town of Pirassununga among others."
(Alguém escolheu a cidade de Pirassununga entre outras.)
➦ 7º parágrafo, lines 41-42: a oração(na voz passiva) é:
"[...] The School was redesigned as the Air Force Academy,"
(A Escola foi redesenhada como a Academia da Força Aérea,)
. TEMPO VERBAL CONTEXTUAL ➜ SIMPLE PAST(was redesigned).
. VERBO PRINCIPAL ➜ to redesign(redesenhar)=redesign/redesigned/redesigned.
. Oração na voz ativa:
"Somebody redesigned the School as the Air Force Academy."
(Alguém redesenhou a escola como a Academia da Força Aérea.)
➦ Último parágrafo, lines 56-57: a oração(na voz passiva) é:
"[...] and the Cadets are trained on different subjects"
(e os cadetes são treinados em diferentes assuntos)
. TEMPO VERBAL CONTEXTUAL ➜ SIMPLE PRESENT(are trained).
. VERBO PRINCIPAL ➜ to train(treinar)= train/trained/trained.
. Oração na voz ativa:
"The officers train the Cadets on different subjects"
(Os oficiais treinam os cadetes em diferentes assuntos.)

05 – (AFA-CFO-2012/2013)

We can infer from the text that among the different specializations

a) the future Pilot has to be trained for hours before becoming skilful.
b) the pilot should follow instructions on security techniques and deal with anti-aircraft measures more than the Aeronautics Infantry.
c) the Administrative Officer might have the most advanced training on aircraft of all.
d) Aeronautics Infantry and Pilots ought to obtain more and more instructions on aerobatics.

06 – (AFA-CFO-2012/2013)

All the options below complete the boldfaced sentence.

Mark the one in which the Relative Pronoun is INCORRECTLY used.

When Brazilian Aviation School was founded,

a) both the Brazilian Army and the Navy, which had their own air arms, used to have military missions.
b) Rio de Janeiro was the place where this school was
located.
c) there were two French aircrafts who were available to the instructions of the students.
d) it provided instructions that were similar to the best European schools.

TÓPICO - RELATIVE PRONOUN :

Todas as opções abaixo completam a frase em negrito.
Marque aquele em que o pronome relativo está usado INCORRETAMENTE.
When Brazilian Aviation School was founded,...
(Quando a Escola Brasileira de Aviação foi fundada,...)
*Alternativa (A): both the Brazilian Army and the Navy, WHICH had their own air arms, used to have military missions.(which ➜ Army and Navy(Exército e Marinha)(which ➜ coisa).
*Alternativa (B): Rio de Janeiro was the place where this school was located.(where ➜ Rio de Janeiro)(where ➜ lugar).
*Alternativa (C): there were two French aircrafts who were available to the instructions of the students.(who ➜ two French aircrafts"(duas aeronaves francesas)(who ➜ pessoa).
*Alternativa (D): it provided instructions that were similar to the best European schools.(that ➜instructions"(instruções)(that ➜ coisa).às melhores escolas européias.)

07 – (AFA-CFO-2012/2013)

Read the statements about the informative text and mark the correct option.

I. In the beginning of the last century, Brazilian cadets were sent to the best European schools that provided them instruction.

II. In France, the youngsters had Blériot and Farman
aircraft instruction.

III. Brazilian Aviation School had to be closed in 1913.

IV. The Brazilian Aviation School and the Naval Aviation School were created in the same year.

a) Only I and II are correct.
b) Only III and IV are correct.
c) All sentences are correct.
d) None of the sentences are correct.

TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:

Leia as declarações sobre o texto informativo e marque a opção correta.

*SENTENÇA (I) incorreto:
"No início do século passado, cadetes brasileiros foram enviados para as melhores escolas europeias que lhes forneceram instruções."
O cadetes foram formados no Brasil e não na Europa, veja:
"[...]The history of the Brazilian military pilots schools goes back to 1913, when the Brazilian Aviation School was founded, at Campo dos Afonsos, State of Rio de Janeiro. Its mission was to provide instruction at similar levels to those of the best European schools at the time."
(A história das escolas de pilotos militares brasileiros remonta a 1913, quando a Escola Brasileira de Aviação foi fundada, no Campo dos Afonsos, Estado do Rio de Janeiro. Sua missão era fornecer instrução em níveis semelhantes às das melhores escolas européias na época.)
*SENTENÇA (II) incorreto:
"Na França, os jovens tinham as aeronaves Blériot e Farman para instrução."
As aeronaves foram produzidas na França e estavam disponíveis para a instrução dos alunos brasileiros, veja.
"[...]Blériot and Farman aircraft, made in France, were available for the instruction of the pupils."
(As aeronaves Blériot e Farman, feitas na França, estavam disponíveis para a instrução dos alunos.)
*SENTENÇA (III) incorreto:
"A Escola Brasileira de Aviação teve que ser fechada em 1913."
A Escola Brasileira de Aviação foi fundada(was founded) em 1913 e não fechada(closed), veja:
"[...]The history of the Brazilian military pilots schools goes back to 1913, when the Brazilian Aviation School was founded, at Campo dos Afonsos, State of Rio de Janeiro."
(A história das escolas de pilotos militares brasileiros data de 1913, quando a Escola Brasileira de Aviação foi fundada, no Campo dos Afonsos, Estado do Rio de Janeiro.)
*SENTENÇA (IV) incorreto:
"A Escola Brasileira de Aviação e a Escola Naval de Aviação foram criadas no mesmo ano."
A Escola Brasileira de Aviação foi criada em 1913, veja:
"[...]The history of the Brazilian military pilots schools goes back to 1913, when the Brazilian Aviation School was founded, at Campo dos Afonsos, State of Rio de Janeiro."
(A história das escolas de pilotos militares brasileiros data de 1913, quando a Escola Brasileira de Aviação foi fundada, no Campo dos Afonsos, Estado do Rio de Janeiro.)
Escola Naval de Aviação foram criada em 1916, veja:
"[...]At that time, both the Brazilian Army and Navy had their own air arms, the Military Aviation and the Naval Aviation. The Navy bought Curtiss F seaplanes in May 1916 to equip the latter, and in August of the same year, the Naval Aviation School was created."
(Naquela época, tanto o Exército e a Marinha do Brasil possuíam armas próprias, a Aviação Militar e a Aviação Naval. A Marinha comprou os hidroaviões Curtiss F em maio de 1916 para equipar o último, e em agosto do mesmo ano, a Naval Aviation School foi criada.)

08 – (AFA-CFO-2012/2013)

The connectives however (line 19) and thus (line 27)

express, respectively, ____ and ____ .

(A) contrast - result
(B) addition - conclusion
(C) contrast - addition
(D) conclusion - result

TÓPICO - CONJUNCTIONS: Valor semântico das conjunções "however" e "thus" :

*Alternativa (A): contrast - result

*Alternativa (B): addition - conclusion

*Alternativa (C): contrast - addition

*Alternativa (D): conclusion - result

➦ VALOR SEMÂNTICO do 'however' ➜ ideia de 'constrast' ou seja, ideia de "algo diferente", "algo marcante", "algo de valor maior".

"[...] The Military Aviation, however, only activated its Military Aviation School after the Great War, on 10 July 1919."

(A Aviação Militar, no entanto, só ativou sua Escola de Aviação Militar após a Grande Guerra, em 10 de julho de 1919.)
➦ VALOR SEMÂNTICO do 'thus' ➜ ideia de 'result', ou seja, ideia de resultado ou de consequência.
"[...] Thus, on 20 January 1941, the Air Ministry was created and both the Army and Navy air arms were disbanded, their personnel and equipment forming the Brazilian Air Force."
(Assim, em 20 de janeiro de 1941, o Ministério da Aeronáutica foi criado e tanto o Exército bem como a  Marinha foram desmantelados seu pessoal e equipamentos, formando a Força Aérea Brasileira.)
➦PAY ATTENTION:
*Grupo do CONTRAST: but - however - nevertheless-nonetheless - notwithstanding.
*Grupo do RESULT: so - thus - hence - therefore.

09 – (AFA-CFO-2012/2013)

According to the text, in 1941,

a) the Brazilian Air Force replaced the Army and Navy air arms.
b) Military and Naval aviation schools were created at
Campo dos Afonsos.
c) students from both Military and Naval aviation schools started to be called Aeronautics Cadets.
d) the Air Ministry created the Army and Navy air arms.

10 – (AFA-CFO-2012/2013)

The sentence

“The Military Aviation [e] activated its Military Aviation School after the Great War [e]”

can be rewritten, with the same meaning, as _________.

a) during the Great War the Military Aviation activated its Military Aviation School.
b) by the time the Military Aviation activated its Military Aviation School, the Great War had already finished.
c) the Great War finished when the Military Aviation
activated its Military Aviation School.
d) the Military Aviation activated its Military Aviation School through the Great War.

➧ TEXT II:

Why Bilinguals Are Smarter

Speaking two languages rather than just one has obvious practical benefits in an increasingly globalized world. But in recent years, scientists have begun to show that the advantages of bilingualism are even more fundamental than being able to converse with a wider range of people. Being bilingual, it turns out, makes you smarter. It can have a profound effect on your brain, improving cognitive skills not related to language and even protecting from dementia in old age.
         
This view of bilingualism is remarkably different from the understanding of bilingualism through much of the 20th century. Researchers, educators and policy makers long considered a second language to be an interference, cognitively speaking, that delayed a child’s academic and intellectual development. They were not wrong about the interference: there is ample evidence that in a bilingual’s brain both language systems are active even when he is using only one language, thus creating situations in which one system obstructs the other. But this interference, researchers are finding out, isn’t so much a handicap as a blessing in disguise. It forces the brain to resolve internal conflict, giving the mind a workout that strengthens its cognitive muscles.
          
Bilinguals, for instance, seem to be more adept than monolinguals at solving certain kinds of mental puzzles. In a 2004 study by the psychologists Ellen Bialystok and Michelle Martin-Rhee, bilingual and monolingual preschoolers were asked to sort blue circles and red squares presented on a computer screen into two digital bins — one marked with a blue square and the other marked with a red circle. In the first task, the children had to sort the shapes by color, placing blue circles in the bin marked with the blue square and red squares in the bin marked with the red circle. Both groups did this with comparable ease. Next, the children were asked to sort by shape, which was more challenging because it required placing the images in a bin marked with a conflicting color. The bilinguals were quicker at performing this task.
          
The collective evidence from a number of such studies suggests that the bilingual experience improves the brain’s so-called executive function — a command system that directs the attention processes that we use for planning, solving problems and performing various other mentally demanding tasks. These processes include ignoring distractions to stay focused, switching attention willfully from one thing to another and holding information in mind — like remembering a sequence of directions while driving.
          
Why does the fight between two simultaneously active language systems improve these aspects of cognition? Until recently, researchers thought the bilingual advantage was centered primarily in an ability for inhibition that was improved by the exercise of suppressing one language system: this suppression, it was thought, would help train the bilingual mind to ignore distractions in other contexts. But that explanation increasingly appears to be inadequate, since studies have shown that bilinguals perform better than monolinguals even at tasks that do not require inhibition, like threading a line through an ascending series of numbers scattered randomly on a page.
          
The bilingual experience appears to influence the brain from infancy to old age (and there is reason to believe that it may also apply to those who learn a
second language later in life).
          
In a 2009 study led by Agnes Kovacs of the International School for Advanced Studies in Trieste, Italy, 7-month-old babies exposed to two languages from birth were compared with peers raised with one language. In an initial set of tests, the infants were presented with an audio stimulus and then shown a puppet on one side of a screen. Both infant groups learned to look at that side of the screen in anticipation of the puppet. But in a later set of tests, when the puppet began appearing on the opposite side of the screen, the babies exposed to a bilingual environment quickly learned to switch their anticipatory gaze in the new direction while the other babies did not.
          
Bilingualism's effects also extend into the twilight years. In a recent study of 44 elderly Spanish-English bilinguals, scientists led by the neuropsychologist Tamar Gollan of the University of California, San Diego, found that individuals with a higher degree of bilingualism — measured through a comparative evaluation of proficiency in each language — were more resistant than others to the beginning of dementia and other symptoms of Alzheimer’s disease: the higher the degree of bilingualism, the later the age of occurrence.
          
Nobody ever doubted the power of language. But who would have imagined that the words we hear and the sentences we speak might be leaving such a deep imprint?

Adapted from

http://www.nytimes.com/2012/03/18/opinion/sunday/the-benefitsof-bilingualism.html

11 – (AFA-CFO-2012/2013)

The last two sentences of the second paragraph mean that the interference of bilingualism

a) was considered positive in the past, but nowadays this view has changed.
b) has always been a problem, since the brain has to solve an internal conflict.
c) brings to the brain an internal conflict that improves its cognition.
d) has proved to increase the disabilities of the brain and reduce the blessings it can have.

12 – (AFA-CFO-2012/2013)

Considering the context, mark the alternative that contains the correct synonym or explanation to the words from the text.

a) Remarkably (line 10) – ordinarily, usually.
b) For instance (line 24) – in my opinion.
c) So-called (line 42) – used to introduce a new expression.
d) Even (line 60) – used to explain something.

13 – (AFA-CFO-2012/2013)

Mark the INCORRECT option. According to the text, recent researches prove that bilingualism

a) causes general cognitive development.
b) enables people to communicate better in both languages only.
c) prevents people from suffering from problems related to memory and other mental disorders or delay these problems.
d) is seen as positive cognitive interference.

14 – (AFA-CFO-2012/2013)

Mark the option that correctly substitutes the expression rather than (line 01).

(A) Instead of.
(B) Aside from.
(C) As well as.
(D) In addition to.

TÓPICO - CONJUNCTION(Grupo de contraste RATHER THAN(ao invés de) : RATHER THAN - INSTEAD OF. :

*Alternativa (A): Instead of.(transmite ideia de CONTRASTE)(em vez de)
*Alternativa (B): Aside from.(Transmite ideia de ADIÇÃO)(além de)
*Alternativa (C): As well as.(Transmite ideia de ADIÇÃO)(assim como).
*Alternativa (D): In addition to.(Transmite ideia de ADIÇÃO)(além de)
➦ The conjunction that replaces "rather than" ➜ 'instead of'.
"[...] Speaking two languages rather than just one has obvious practical benefits in an increasingly globalized world."
(Falar duas línguas ao invés de apenas uma tem benefícios práticos óbvios em um mundo cada vez mais globalizado.)
➦PAY ATTENTION:

* Grupo de adição IN ADDITION TO(além de, além disso, ademais, assim como):  IN ADDITION TO - FUTHERMORE - MOREOVER - BESIDES - AS WELL AS - ASIDE FROM.

* Grupo de contraste RATHER THAN(em vez de): RATHER THAN - INSTEAD OF.

15 – (AFA-CFO-2012/2013)

Based on the text, it is NOT correct to state that bilingualism

a) delays the symptoms of diseases related to old age.
b) has effect on children’s brains.
c) is irrelevant for the elderly.
d) develops the ability of performing difficult tasks.

16 – (AFA-CFO-2012/2013)

The psychological study done in 2004 (3rd paragraph)

showed that

a) the children in preschool had the same performances in both tests.
b) bilingual children were more efficient in the most complex test.
c) monolinguals are better at solving mental puzzles.
d) blue and red are confusing colors for both groups.

17 – (AFA-CFO-2012/2013)

The relative pronoun THAT can be omitted in all the sentences below, EXCEPT

a) The collective evidence from a number of such studies suggests that the bilingual experience improves the brain’s so-called executive function. (lines 40 – 43)
b) [...] the bilingual advantage was centered primarily in ability for inhibition that was improved by the exercise of suppressing one language system. (lines 52 – 55)
c) [...] there is reason to believe that it may also apply to those who learn a second language later in life. (lines 64–66) [...]
d) But who would have imagined that the words we hear and the sentences we speak might be leaving such a deep imprint? (lines 90 – 93)

18 – (AFA-CFO-2012/2013)

One extracted fragment has its correct Tag Question.

Mark the item.

a) The bilingual experience appears to influence the brain from infancy to old age, don’t they?
b) Bilingualism’s effects also extend into the twilight years, has it?
c) These processes include ignoring distractions to stay focused, aren’t they?
d) Nobody ever doubted the power of language, did they?

19 – (AFA-CFO-2012/2013)

Considering the use of comparison, mark the INCORRECT option.

a) [e] the advantages of bilingualism are even more
fundamental than being able to converse [e] (lines 4 – 5)
b) [e] with a wider range of people. (lines 5 – 6)
c) [e] the understanding of bilingualism through much of the 20th century. (lines 11 – 12)
d) The bilinguals were quicker at performing this task. (lines 38 – 39)

20 – (AFA-CFO-2012/2013)

In the question

“Why does the fight between two simultaneously active language systems improve these aspects of cognition?” (lines 50 – 53)

The author asked

a) if the fight between two simultaneously active language systems had improved these aspects of cognition.
b) why does the fight between two simultaneously active language systems improved those aspects of cognition?”
c) why the fight between two simultaneously active
language systems improved those aspects of cognition.
d) if the fight between two simultaneously active language systems improve these aspects of cognition?”