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SUMÁRIO
INTERPRETAÇÃO TEXTUAL 1.............................................................................................................................. 2
INTERPRETAÇÃO TEXTUAL............................................................................................................................. 2
TEXTOS DE EXAMES MILITARES ................................................................................................................. 2
EXERCÍCIOS ........................................................................................................................................................ 2
GABARITO ...................................................................................................................................................... 5

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INTERPRETAÇÃO TEXTUAL 1
INTERPRETAÇÃO TEXTUAL
TEXTOS DE EXAMES MILITARES
A partir deste bloco, traremos textos utilizados em exames de escolas militares. É sempre
bom lembrar que os textos e as questões que encontramos nesses exames possuem um nível
de dificuldade quase semelhante, porém os perfis de algumas provas são diferentes, pois cada
um possui sua forma de abordar os textos e as questões.

EXERCÍCIOS
(AFA 2011) Read the text and answer question 1 according to it.
When football went professional in South Africa in 1959, 12 clubs broke from
the amateur ranks. However, in the strict days of Apartheid, these pioneers were
whites-only organizations and are today, all but a few, defunct. One of the survivors
is Arcadia from Tshwane/ Pretoria, an outfit that today competes in the amateur
ranks and concentrates on junior football.
http://www.fifa.com/worldcup

1. The text affirms that

a) days of Apartheid were extinguished as well as the prejudice against black football
players.
b) the pioneers of profession football in South Africa were basically white.
c) there are no more organizations (professional or amateur) like the ones from the past.
d) in early 50’s in South Africa there weren’t amateur football clubs anymore.

Comentário:
A questão pode induzir o candidato ao erro por utilizar o vocábulo profession,
e não professional na letra B, o que tirou um pouco do sentido da afirmação. Mas
encontramos no texto a informação na segunda e terceira linhas de que a profissão
no futebol na África do Sul, no início, era praticada basicamente por brancos.

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(AFA 2011) Read the charge and answer question 2

2. According to the cartoon, FIFA

a) pretends to improve the world.
b) mustn’t be considered an empire.
c) wants to have control over the Roman, Genghis Khan’s, and British Empires.
d) has more ambitious purposes than the others.

Comentário:
A charge nos traz o presidente da FIFA, na época da copa do mundo da África
do Sul. Vemos que ele está deitado sobre o mundo, chamando os outros
conquistadores citados nos quadrinhos anteriores de “amadores”, o que indica que
seus interesses pelo mundo não fogem muito do mesmo intento dos demais, que é
conquistar, sendo assim um fingimento, caracterizado pelo falso cognato pretends
(finge).

(ESPCEX 2011) Leia o cartum abaixo e responda às questões 03 e 04.

BRAZILIAN FORCES CLAIM VICTORY IN GANG HAVEN
RIO DE JANEIRO - In a quick and decisive military operation, Brazilian security
forces took control of this city’s most notorious slum on Sunday, celebrating victory
over drug gangs after a weeklong battle.
In the early afternoon, the military police raised the flags of Brazil and Rio de
Janeiro atop a building on the highest hill in the Alemão shantytown complex,
providing a rare moment of happiness and celebration in a decades-long battle to rid
this city’s violent slums of drug gangs.
An air of calm and relief swept through the neighborhood, as residents opened
their windows and began walking the streets. Dozens of children ran from their
houses in shorts and bikinis to jump into a swimming pool that used to belong to a
gang leader. Residents congregated around televisions in bars and restaurants,
cheering for the police as if they were cheering for their favorite soccer teams. “Now
the community is ours,” Jovelino Ferreira, a 60-year-old pastor, said, his eyes filling
with tears. “This time it will be different. We have to have faith. Many people who
didn’t deserve have suffered here.”

http://www.nytimes.com, consulta em 28/11/2010

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3. According to the text, Brazilian security forces fought against

a) Alemão shanty town complex.
b) drug gangs.
c) Jovelino Ferreira.
d) the military police.
e) Jovelino Ferreira’s community.

Comentário:
Encontramos em “…decades-long battle to rid this city’s violent slums of drug
gangs” a informação de que a luta das forças de segurança na favela do Alemão era
contra os traficantes.

4. After Brazilian security forces’ victory,

a) residents went to streets.
b) children were afraid.
c) the gang leader used the swimming pool.
d) residents cheered for their favorite soccer team.
e) residents prayed with pastor Jovelino Ferreira.

Comentário:
Encontramos a informação de que os moradores festejaram logo após a
expulsão dos traficantes da favela do Alemão (providing a rare moment of happiness
and celebration). Portanto, após a vitória os moradores saíram para as ruas, para
festejar.

(ESPCEX 2013) Leia o cartum abaixo e responda às questões 5 e 6.

EMPIRICALLY BASED LEADERSHIP
A significant area of interest within the US Army empirical literature on
leadership is emotional intelligence (EI), which in recent years has been the focus of
considerable attention in relationship to leadership efficacy. Emotional intelligence
involves an awareness of one’s own emotions as well as the ability to control them,
social awareness of others and their emotions, and the capacity to understand and
manage relationship and social networks.
In understanding others’ emotions, an important contributing factor to the
success of the more effective military officers is their ability to empathize with their
subordinates. In discussing empathy, FM (Field Manual) 6-22 defines it as “the ability
to see something from another person’s point of view, to identify with and enter into
another person’s feelings and emotions”. Empathy is not typically a quality that most
soldiers would readily identify as an essential characteristic to effective leadership or
necessary to producing positive organizational outcomes, but it is an important
quality for competent leadership, especially as it relates to EI.
Adaptado de McDONALD, Sean P. Military Review, Jan-Feb, 2013.

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5. According to the text, we can state that

a) empathy is part of emotional intelligence.
b) emotional intelligence does not include empathy.
c) emotional intelligence is the ability to avoid empathy.
d) the US Army wants soldiers to hide feelings.
e) the US Army wants leaders to control subordinates’ feelings.

Comentário:
No trecho do texto “ …an important contributing factor to the success of the
more effective military officers is their ability to empathize with their subordinates”,
vemos que um fator que contribui para o sucesso de um oficial é a empatia pelos
subordinados e que a empatia é parte da inteligência emocional.

6. In the sentence “...an awareness of one’s own emotions as well as the ability to control
them...”,the expression as well as has the same meaning as
a) but.
b) thus.
c) also.
d) unless.
e) then.

Comentário:
A linking word as well as tem uma ideia de adição, incluindo mais um elemento
ou ideia a outro elemento ou ideia citados anteriormente. Há uma ideia presente em
“...an awareness of one’s own emotions” e será adicionada mais uma ideia em “...the
ability to control them...”

GABARITO
1. B
2. A
3. B
4. A
5. A
6. C

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SUMÁRIO
INTERPRETAÇÃO TEXTUAL 2.............................................................................................................................. 2
EXERCÍCIOS ........................................................................................................................................................ 2
GABARITO ...................................................................................................................................................... 3

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INTERPRETAÇÃO TEXTUAL 2
Nesse bloco, continuaremos com a interpretação de textos de ESCOLAS MILITARES.

EXERCÍCIOS
(ESPCEX 2014) Read the text and answer the questions 1 and 2.
THE PHENOMENON OF CANDY CRUSH: WHY IS THE GAME SO POPULAR?
In 2012, Candy Crush was released on Facebook and was later converted to
smartphone format for people to play on the go. In 2013, the game reached real
prominence and became the most popular game on Facebook. It’s no surprise then
that so many people play this game on their phones. Candy Crush Saga has changed
the way many of us kill time on commutes, or even in the toilet. I don’t remember
the last train journey I took where at least one person wasn’t playing Candy Crush
on their phone. I’m sure almost every reader of this article will have either been
invited or invited others to play Candy Crush via Facebook in an effort to get more
lives or even levels.
Despite being incredibly similar to many games over the years, Candy Crush
Saga has added new depth to the genre, with seemingly unlimited combinations of
new scenarios and concepts. So, this mixture of simplicity and variety is what makes
Candy Crush so unbelievably popular.
As a result, Candy Crush Saga shows no signs of slowing down. New levels are
generally released via the Facebook version every three weeks, with new levels also
being made frequently available for the smartphone version. With 6.7 million active
users, the developers are rumoured to be earning $633,000 per day from Candy
Crush users.
Adapted from http://metro.co.uk/2013/09/27/

1. In the sentence “Candy Crush Saga has changed the way many of us kill time on
commutes...” (paragraph 1), the expression kill time on commutes means
a) sleep while traveling on the bus.
b) travel on business by airplane.
c) work or travel on a holiday.
d) do something while on a journey.
e) rest or sleep on the weekend.

Comentário:
O vocábulo commutes se refere ao transporte público em grandes cidades. Ao
afirmar que Candy Crush era uma forma de “kill time” nesses transportes públicos,
indica que era um passatempo que as pessoas tinhas ao se locomover em uma
viagem.

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2. In the sentence “I don’t remember the last train journey I took where at least one person
wasn’t playing Candy Crush on their phone.” (paragraph 1), the author means
a) his memory isn’t so good.
b) he doesn’t travel by train a lot.
c) Candy Crush is very popular.
d) people play Candy Crush at home.
e) people were not playing Candy Crush on his last trip.

Comentário:
Ao afirmar que não se lembra da última vez que viajou e não viu alguém
jogando Candy Crush, a autor do texto diz, em outras palavras, que Candy Crush é
muito popular.

(EEAR 2010) Read the text and answer the questions 3 and 4.
Air travel is such an everyday experience these days that we are not surprised
when we read about a politician having talks with the Japanese Prime Minister one
day, attending a conference in Australia the following morning and having to be off
at midday to sign a trade agreement in Bangkok. But frequent long-distance flying
can be so tiring that the traveller begins to feel his brain is in one country, his
digestion in another and his powers of concentration nowhere – in short, he hardly
knows where he is. The fatigue we normally experience after a long journey is
accentuated when we fly from east to west or vice versa because we cross time
zones.

3. We can infer from the text that the traveller normally experiences fatigue
a) after long-distance flights.
b) when he flies towards the west.
c) only when he crosses time zones.
d) when he feels his brain is nowhere.

Comentário:
No texto, onde encontramos a informação “...frequent long-distance flying can
be so tiring that the traveller begins to feel his brain is in one country, his digestion
in another and his powers of concentration nowhere …”, observamos que viagens de
longa distância são cansativas (tiring) e o viajante (traveler) experimenta a fadiga
(fatigue).

GABARITO
1. D
2. C
3. A

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SUMÁRIO
INTERPRETAÇÃO TEXTUAL 3.............................................................................................................................. 2
EXERCÍCIOS ........................................................................................................................................................ 2
GABARITO ...................................................................................................................................................... 4

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INTERPRETAÇÃO TEXTUAL 3
Nesse bloco, continuaremos com a interpretação de textos de ESCOLAS MILITARES.

EXERCÍCIOS
ESPCEX 2019
(TÍTULO OMITIDO PROPOSITADAMENTE)
Italian children have been told not to turn up to school unless they can prove
they have been properly vaccinated. The deadline follows months of national debate
over compulsory vaccination. The new law came amid a surge in measles cases - but
Italian officials say vaccination rates have improved since it was introduced. Children
must receive a range of mandatory immunisations before attending school. They
include vaccinations for chickenpox, polio, measles, mumps and rubella.
Children up to the age of six years will be excluded from nursery and
kindergarten without proof of vaccination under the new rules. Those aged between
six and 16 cannot be banned from attending school, but their parents face fines if
they do not complete the mandatory course of immunisations.
Italian media report that regional authorities are handling the situation in a
number of different ways. In Bologna, the local authority has set letters of suspension
to the parents of some 300 children, and a total of 5,000 children do not have their
vaccine documentation up to date. In other areas there have been no reported cases,
while still others have been given a grace period of a few days beyond the deadline.
The new law was passed to raise Italy’s dropping vaccination rates from
below 80% to the World Health Organisation’s 95% target.
Adapted from https://www.bbc.com/news/world-europe-47536981

1. Choose the most appropriate title for the text.

a) Italy bans unvaccinated children from school.
b) Italian vaccination rates increased to 80% this year.
c) National debate over compulsory vaccination has no deadline.
d) Parents to face fines if they are not immunised in Italy.
e) Italy prohibits immunisation campaigns in schools.

COMENTÁRIO:
O texto relata que as crianças menores serão proibidas de irem à escola se não
cumprirem o calendário de vacina. Ou seja, o governo italiano não permitiria que as
crianças fossem à escola sem ser vacinadas. O título e o tópico frasal relatam essa
ideia.

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2. Choose the statement in which the word range is used with the same meaning as in
paragraph 1.
a) It came within my range of vision.
b) The bomb was tested on a missile range in the desert.
c) Prices range between £7 and £10.
d) There is a wide range of opinions on this issue.
e) She was cooking soup on the range.

COMENTÁRIO:
O vocábulo “range” possui vários significados. Na letra A, o termo “range of
vision” significa campo de visão. Na letra B, se trata de um campo de mísseis. Na
letra D, é o verbo “variar”. Na letra E, a palavra range tem o sentido de “fogão”.
No contexto de “Children must receive a range of mandatory immunisations
before attending school.”, a palavra range” é o substantivo “variedade”.

3. In the sentence “...while still others have been given a grace period of a few days...”
(paragraph 3), the expression grace period means
a) tiebreak.
b) dead end.
c) extra time.
d) target.
e) timetable

COMENTÁRIO:
A expressão “grace period”, no contexto, significa que as pessoas tiveram um
prazo para vacinarem seus filhos, e o governo ainda estendeu esse prazo, ou seja,
um “grace period”, um tempo extra.

EEAR 2018
THE NEW YORK’S SECRET LIFE
In 2008, the photographer and film director Francesco Carrozzini bought a
townhouse in Greenwich Village for $6.8 million. Ostensibly, he got a home built in
1844 with low ceilings and small dark rooms. But luxury real estate is never about
the basics.
The house is part of the Macdougal-Sullivan Gardens Historic District a
landmarked community of 21 row homes. Between them is a large interior courtyard
shaded by maples, sycamores and palms. It’s a secret garden in the middle of the
city, hidden from the street. Each home comes with its own small backyard that
borders on the larger common area shared by all.
Adapted from:http://www.nytimes.com

4. Choose the best alternative for the written form of “1844”.

a) eight fourty-four
b) one eight four four
c) eighteen forty-four
d) eighteen fourth-four

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COMENTÁRIO:
Em inglês, os anos são relatados em duas dezenas, a primeira são os dois
primeiros números e a segunda os dois últimos números do ano, como se fosse
dezoito, quarenta e quatro em português.

5. Based on the text:

a) All the houses didn’t come with small backyard.
b) It’s easy to find this landmark around famous streets.
c) The luxury house was built with high roof and large rooms.
d) The house which was bought is surrounded by wooded area.

Ao lermos que “Between them is a large interior courtyard shaded by maples,

sycamores and palms. It’s a secret garden in the middle of the city, hidden from the
street.”, temos a informação de que a casa é rodeada de bosques, já que o extrato
informa que há várias árvores que rodeiam o condomínio.

GABARITO
1. A
2. D
3. C
4. C
5. D

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SUMÁRIO
INTERPRETAÇÃO TEXTUAL 4.............................................................................................................................. 2
EXERCÍCIOS ........................................................................................................................................................ 2
GABARITO ...................................................................................................................................................... 4

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INTERPRETAÇÃO TEXTUAL 4
Nesse bloco, continuaremos com a interpretação de textos de ESCOLAS MILITARES.

EXERCÍCIOS
ESPCEX 2018
LEARN TO CODE, IT’S MORE IMPORTANT THAN ENGLISH AS A SECOND LANGUAGE
Apple CEO Tim Cook says coding is the best foreign language that a student
in any country can learn.
The tech executive made the remarks to French outlet Konbini while in the
country for a meeting with French President Emmanuel Macron. The tech leader gave
some brief thoughts on education:
“If I were a French student and I were 10 years old, I think it would be more
important for me to learn coding than English. I’m not telling people not to learn
English in some form – but I think you understand what I am saying is that this is a
language that you can use to express yourself to 7 billion people in the world. I think
that coding should be required in every public school in the world.”
Of course, it’s in Cook’s best interest to have the world learning how to code.
He runs a tech company that depends on access to a constantly growing pipeline of
talent. But it could be in your interest too: studying coding could increase your
chances of pulling in a big salary. A computer-science education, at least in countries
like the US, is one of the most viable and lucrative career paths open to young people
today.
But, Cook says, the benefits go beyond that. “It’s the language that everyone
needs, and not just for the computer scientists. It’s for all of us”. He added that
programming encourages students of all disciplines to be inventive and experimental:
“Creativity is the goal. Coding is just to allow that. Creativity is in the front seat;
technology is in the backseat. With the combination of both of these you can do such
powerful things now.”
Adapted from https://www.cnbc.com/2017/10/12/apple-ceo-tim-cook-learning-to-code-is-so-
important.html

1. The sentence “The tech leader gave some brief thoughts on education” (paragraph 1) can
be correctly paraphrased in the following terms:
a) The tech leader created regulations on education.
b) The tech leader underestimated education.
c) The tech leader was concerned about private education.
d) The tech leader has been studying coding.
e) The tech leader stated his opinion about education.

A questão pede uma alternativa que parafraseie a sentença do texto “The tech
leader gave some brief thoughts on education” (O líder em tecnologia deu alguns
breves pensamentos sobre educação), o que significa que ele deu sua opinião sobre
educação (The tech leader stated his opinion about education).

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2. According to the text, choose the correct statement.

a) Creativity is not a big issue for Tim Cook.
b) Coding is going to be required in every public school.
c) Cook went to France to learn how to code.
d) Cook and people in general can benefit from coding.
e) Coding and creativity don’t make a good combination.

Ao informar que “… the benefits go beyond that. “It’s the language that
everyone needs, and not just for the computer scientists. It’s for all of us”, Cook
opine que a codificação pode beneficiar a todos (people in general).

ESPCEX 2019
THE PHOTOGRAPHY EXERCISE BOOK BY BERT KRAGES
TRAINING YOUR EYE TO SHOOT LIKE A PRO
A while ago I was asked if I’d like to have a look at Bert Krages’ book. My
initial thought was that it would pretty much be a list of ‘try this’ exercises. Well in a
way it is, in that you really need to go out and try the exercises, not just read about
them. In much the same way that my piano playing won’t improve by just buying
more books about playing the piano…
Try the technical exercises – a desk lamp and an egg really can teach you
an enormous amount about the realities of lighting, shadows and reflected light. I’ve
been a pro photographer since 2004 and taking the time to do some of the exercises
has been of real benefit.
A well-written book that is packed with useful images to illustrate the matters
at hand. It’s nice to see the author didn’t fall into the trap of only including ‘perfect’
photos – you will look at some and think ‘I could do better than that’ – good!
It’s a book for people who want to take more photos and increase their
satisfaction from doing so. Definitely one to try if you feel you’re perhaps clinging to
some of the technical aspects of photography as a bit of a safety blanket, to avoid
the fluffy artsy stuff.
Book Author Info.
Bert Krages is a photographer and attorney who is the author of two previous
photography books, Legal Handbook for Photographers and Heavenly Bodies: The
Photographer’s Guide to Astrophotography.
Adapted from http://www.northlight-images.co.uk/

3. What kind of text is this?

a) Autobiography.
b) Book review.
c) Letter.
d) Recipe.
e) Contract.

O texto remete uma opinião sobre um livro de fotografias, portanto se trata de

um “review”, texto de opinião sobre algo.

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4. What is the question the author refers to when he says: “...I was asked if I’d like to have a
look at Bert Krages’ book.”? (paragraph 1).
a) Did you like to have a look at Bert Krages’ book?
b) Should you like to have a look at Bert Krages’ book?
c) Need you like to have a look at Bert Krages’ book?
d) Would you like to have a look at Bert Krages’ book?
e) Do you like to have a look at Bert Krages’ book?

Quando alguém perguntou ao autor “Would you like to have a look at Bert
Krages’ book?”, e ele foi retransmitir a forma da pergunta que fizeram a ele, para
outra pessoa, ele informou que perguntaram a ele se ele gostaria de dar uma olhada
no livro de Bert Krages (I was asked if I’d like to have a look at Bert Krages’ book.”)

5. In the sentence “... the author didn’t fall into the trap of only including ‘perfect’ photos...”
(paragraph 3), the expression fall into the trap means
f) make a mistake.
g) give instructions.
h) write clearly.
i) include extra lessons.
j) improve his abilities.

A expressão no texto “fall into the trap” remete à ideia de se cair em uma
armadilha, pensar de forma errada, cometer um erro.

GABARITO
1. E
2. D
3. B
4. D
5. A

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SUMÁRIO
INTERPRETAÇÃO TEXTUAL................................................................................................................................. 2
EXERCÍCIOS .................................................................................................................................................... 2
GABARITO ...................................................................................................................................................... 4

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INTERPRETAÇÃO TEXTUAL
Nesse bloco, continuaremos com a interpretação de textos de ESCOLAS MILITARES.

EXERCÍCIOS
(ESPCEX 2016) Leia o texto a seguir e responda às questões 1 e 2.
THIS MIGRANT CRISIS IS DIFFERENT FROM ALL OTHERS
2015 was unquestionably the year of the migrant. The news was dominated for
months by pictures of vast crowds shuffling through the borders of yet another
European country, being treated with brutality in some places and given a reluctant
welcome in others.
When researching a report for radio and television about the migrant
phenomenon, it is possible to realize that there was nothing new about it. For many
years, waves of displaced and frightened people have broken over Europe again and
again and the images have been strikingly similar each time.
In 1945, there were the ethnic Germans, forced out of their homes in Poland,
Czechoslovakia and Russia and obliged to seek shelter in a shattered and divided
Germany. More recently, we can see floods of Albanian refugees escaping from the
ethnic cleansing of the Serbian forces in Kosovo in 1998 and 1999.
Yet there is one major difference between these waves of migrants in the past
and the one we saw in 2015. Professor Alex Betts, director of the Refugee Studies
Centre at Oxford University says that it was the first time Europe faced people coming
in from the outside in large numbers as refugees. He explains: “The fact that many are
Muslims is perceived as challenging Europe’s identity.” European societies are changing
very fast, indeed, as a result of immigration. In London, for instance, more than 300
languages are now spoken, according to a recent academic study. The influx of
migrants reinforces people’s sense that their identity is under threat.
But how can the world deal conclusively with the problem? The former UN under-
secretary-general for humanitarian affairs, Sir John Holmes, blames global
governance. “Other powers are rising,” he says - Syria is an example of this. “And the
United States doesn’t have the influence it once did, so the problem’s not being fixed,
no-one’s waving the big stick and we’re having to pick up the pieces.” We have endured
an entire century of exile and homelessness and the cause is always the same - conflict
and bad government. Unless these are dealt with, the flow of migrants will never be
stopped.
Adapted from http://www.bbc.com/news/world-35091772

1. According to the text, read the statements and choose the correct alternative.
I. There isn’t anything new about the current migrant crisis.
II. The former migrant phenomena happened in London.
III. This migrant phenomenon is interfering in Europe’s society.
IV. Europeans are concerned about learning new languages.
V. Syria is becoming powerful and apparently there is no control over it.
VI. Conflicts and poor governance are the reasons for the migration.

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a) I, IV and V are correct.

b) I, IV and VI are correct.
c) III, V and VI are correct.
d) II, III and V are correct.
e) I, II and IV are correct.

Comentário:
O texto afirma que o fenômeno da migração está interferindo na sociedade
europeia quando diz “European societies are changing very fast, indeed, as a result
of immigration”.
O texto também afirma que a Síria está se tornando um país muito poderoso e
que não há como controlar esse fato (“Other powers are rising”, he says - Syria is an
example of this).
Quando autor assevera que “…the cause is always the same - conflict and bad
government…”, ele dá as razões para a questão da migração.

2. Choose the alternative that correctly substitutes the expression for instance in the
sentence “In London, for instance, more than 300 languages...” (paragraph 4).
a) for example;
b) on the other hand;
c) no exception;
d) such as;
e) however.

Comentário:
A linking word “for instance” significa “por exemplo”, portanto, o sinônimo para
“for instance” é “for example”.

(ESPCEX 2016) Leia o texto a seguir e responda às questões 3 e 4.

OPERATION DESERT STORM WAS NOT WON BY SMART WEAPONRY ALONE
Technology has long been a deciding factor on the battlefield, from powerful
artillery to new weaponry to innovations in the seas and the skies. Twenty-five years
ago, it was no different, as the United States and its allies proved overwhelmingly
successful in the Persian Gulf War. A coalition of U.S. Army Apache attack helicopters,
cruise missiles from naval vessels, and Lockheed F-117 Nighthawk “stealth fighters”
soundly broke through Saddam Hussein’s army defenses in Kuwait during Operation
Desert Storm, which became known as the “100-hour war”.
But for all the possibilities that this “Computer War” offered, Operation Desert
Storm was not won by smart weaponry, alone. Despite the “science fiction”-like
technology deployed, 90 percent of the pieces of ammunition used in Desert Storm
were actually “dumb weapons”. The bombs, which weren’t guided by lasers or
satellites, were lucky to get within half a kilometer of their targets after they were
dumped from planes. While dumb bombs might not have been exciting enough to
make the headlines during the attack, they were cheaper to produce and could be
counted on to work. But frequency of use doesn’t change why history will remember
Desert Storm for its smart weapons, rather than its dumb ones.
Adapted from http://www.smithsonianmag.com/history/operation-desert-storm-was-not-won-smart-weaponry-
alone-180957879/

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3. According to the text, “dumb weapons” (paragraph 2) were

a) bombs that couldn’t reach any coalition planes.
b) bombs that were “science fiction”-like targets.
c) bombs that weren’t guided by lasers or satellites.
d) bombs that became known as smart weaponry.
e) bombs that were exciting enough for the headlines.

Comentário:
O vocábulo dumb significa que algo é estúpido, idiota. Ao informar a operação
Tempestade no deserto, deflagrada na guerra do golfo, o autor do texto afirma que
as armas utilizadas naquela guerra foram armas antiquadas, provavelmente o
estoque de armas antigas estadunidenses.

4. Choose the alternative that correctly substitutes the expression rather than in the
sentence “... history will remember Desert Storm for its smart weapons, rather than
its dumb ones” (paragraph 2).
a) as well as;
b) besides;
c) in addition to;
d) aside from;
e) instead of.

Comentário:
A expressão “rather than”, uma linking word, significa “em vez de” ou “ao invés
de”. O sinônimo para essa conjunção é instead of.

GABARITO
1. C
2. A
3. C
4. E

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SUMÁRIO
ASSUNTO INTERPRETAÇÃO TEXTUAL ................................................................................................................ 2
EXERCÍCIOS ........................................................................................................................................................ 2
GABARITO ...................................................................................................................................................... 4

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ASSUNTO INTERPRETAÇÃO TEXTUAL

Nesse bloco, continuaremos com a interpretação de textos de ESCOLAS MILITARES.

EXERCÍCIOS
(EEAR 2010) Read the text and answer the questions 3 and 4.
Air travel is such an everyday experience these days that we are not surprised
when we read about a politician having talks with the Japanese Prime Minister one
day, attending a conference in Australia the following morning and having to be off
at midday to sign a trade agreement in Bangkok. But frequent long-distance flying
can be so tiring that the traveller begins to feel his brain is in one country, his
digestion in another and his powers of concentration nowhere – in short, he hardly
knows where he is. The fatigue we normally experience after a long journey is
accentuated when we fly from east to west or vice versa because we cross time
zones.

1. In “... attending a conference...”, the underlined word is closest in meaning to

a) following.
b) assisting at.
c) being present at.
d) paying attention to.

Comentário:
A questão explora o tópico dos falsos cognatos. Ao informar que alguém attend
a conference, estamos sendo avisados de que alguém participa, está presente em
uma conferência.

(AFA 2014) Directions: Answer questions 5 to 8 based on TEXT.

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ETHICS OF WAR
Human beings have been fighting each other since prehistoric times, and people
have been discussing the rights and wrongs of it for almost as long.
The Ethics of War starts by assuming that war is a bad thing, and should be
avoided if possible, but it recognizes that there can be situations when war may be
the lesser evil of several bad choices.
War is a bad thing because it involves deliberately killing or injuring people,
and this is a fundamental wrong – an abuse of the victim’s human rights.
The purpose of war ethics is to help decide what is right or wrong, both for
individuals and countries, and to contribute to debates on public policy, and
ultimately to government and individual action.
War ethics also leads to the creation of formal codes of war (e.g. the Hague
and Geneva conventions), the drafting and implementation of rules of engagement
for soldiers, and in the punishment of soldiers and others for war crimes.
The three key questions are:
Is it ever right to go to war?
When is it right to fight?
What is the moral way to conduct a war?
The discussion of the ethics of war goes back to the Greeks and Romans,
although neither civilization behaved particularly well in war.
In the Christian tradition war ethics were developed by St Augustine, and later
by St Thomas Aquinas and others.
Hugo Grotius (1583-1645), a Dutch philosopher and author of De Jure Belli Ac
Pacis (The Rights of War and Peace), wrote down the conditions for a just war that
are accepted today.
Cicero argued that there was no acceptable reason for war outside of just
revenge or self-defence – in which he included the defence of honor.
He also argued that a war could not be just unless it was publicly declared and
unless compensation for the enemy’s offence had first been demanded.
Cicero based his argument on the assumption that nature and human reason
influenced a society against war, and that there was a fundamental code of behavior
for nations.

Adapted from http://www.bbc.co.uk/ethics/war/. Shtml Acessado em 14/03/2013.

2. The main purpose of this text is to

a) alert readers about all the disadvantages related to wars.
b) show that moral rules of behavior concerning wars had long been discussed.
c) prevent humans from engaging or fighting.
d) influence societies to follow their nature and therefore, justify their warlike behavior
when facing future wars.

Comentário:
O tópico frasal do texto (Human beings have been fighting each other since
prehistoric times, and people have been discussing the rights and wrongs of it for
almost as long) mostra que o ser humano entra em guerras desde os tempos pré-
históricos e ao mesmo tempo discute o que é certo ou errado nessas guerras.

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3. War ethics’ intention, according to the text, is to show that

a) even the enemies deserve a fair treatment.
b) in a war every violent action can be justified.
c) individual actions shouldn’t be controlled.
d) it’s wrong not to kill your opponent.

Comentário:
No contexto, e principalmente por meio da afirmação de que “War is a bad thing
because it involves deliberately killing or injuring people, and this is a fundamental
wrong – an abuse of the victim’s human rights.”, ou seja, a guerra é algo ruim, mas
mesmo assim deve-se reconhecer que um inimigo merece um tratamento justo, que
tenha seus direitos humanos garantidos.

4. According to the first paragraph, it’s correct to state that

a) only after fighting for a long time humans began to worry about the correctness of
their fights.
b) people always cared for their enemies rights.
c) in prehistoric times people were more peaceful.
d) fighting and talking about fighting have happened for just about the same time.

Comentário:
Nas duas primeiras linhas encontramos que lutas e discussões sobre essas
lutas, acontecem concomitantemente (at the same time).

5. The best definition for the word ‘drafting’ (line 18) is a/the
a) concluded idea about an assumption.
b) system of regulations only for the high ranking officers.
c) written version that is not in its final form.
d) personnel who select the drafted soldiers.

Comentário:
A palavra drafting significa rascunho, portanto uma versão escrita que não é
ainda a versão final de um documento.

GABARITO
1. C
2. B
3. A
4. D
5. C

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SUMÁRIO
INTERPRETAÇÃO TEXTUAL................................................................................................................................. 2
EXERCÍCIOS ........................................................................................................................................................ 2
GABARITO ...................................................................................................................................................... 4

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INTERPRETAÇÃO TEXTUAL
Nesse bloco, continuaremos com a interpretação de textos de ESCOLAS MILITARES.

EXERCÍCIOS
(ESPCEX 2014) Leia o texto a seguir e responda às questões 1 e 2.
JAPAN WW2 SOLDIER WHO REFUSED TO SURRENDER DIES
A Japanese soldier who refused to surrender after World War Two ended and
spent 29 years in the jungle has died aged 91 in Tokyo. Hiroo Onoda remained in the
jungle on Lubang Island near Luzon, in the Philippines, until 1974 because he did not
believe that the war had ended. He was finally persuaded to emerge after his ageing
former commanding officer was flown in to see him. Onoda was greeted as a hero on
his return to Japan.
The young soldier had orders not to surrender - a command he obeyed for
nearly three decades. “I became an officer and I received an order. If I could not
carry it out, I would feel shame. I am very competitive”, he said. Three other soldiers
were with him at the end of the war. One emerged from the jungle in 1950 and the
other two died.
Mr Onoda ignored several attempts to get him to surrender. He later said that
he dismissed search parties sent to him, and leaflets dropped by Japan, because
there was always something suspicious, so he never believed that the war had really
ended. Though Onoda had been officially declared dead in December 1959, search
parties were sent out in 1972, when the last person from his group was killed by local
police, but they did not find him. Onoda was now alone.
On February 20, 1974, a Japanese man, Norio Suzuki, found Onoda after four
days of searching. They became friends, but Onoda still refused to surrender, saying
that he was waiting for orders from a superior officer. Suzuki returned to Japan with
photographs of himself and Onoda as proof of their encounter, and the Japanese
government located Onoda’s commanding officer, Major Yoshimi Taniguchi. He flew
to Lubang where on March 9, 1974, he finally met with Onoda and rescinded his
original orders in person.
The Philippine government granted him a pardon, although many in Lubang
never forgave him for killing 30 people during his campaign on the island. The news
media reported on this and other misgivings, but at the same time welcomed his
return home.
Adapted from http://www.bbc.co.uk/news/world-asia-25772192and http://en.wikipedia.org/wiki/Hiroo_Onoda

1. According to the text, read the statements and choose the correct alternative.
I. Hiroo Onoda was in the jungle for 29 years.
II. Hiroo Onoda was abandoned in the jungle by his country after the war ended.
III. Hiroo Onoda tried to go back home many times.
IV. Hiroo Onoda had another soldier with him until 1972.
V. Hiroo Onoda was admired by people in Lubang.

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a) III and V are correct.

b) I and II are correct.
c) I and IV are correct.
d) I and III are correct
e) All of them are correct.

Comentário:
De acordo com a primeira e segunda linha do texto, o soldado japonês ficou 29
anos na selva (spent 29 years in the jungle), e uma segunda pessoa que estava com
ele, um outro soldado, morreu em 1972 (“...1972, when the last person from his
group was killed by local police...”).

2. In the sentence “The news media reported on this and other misgivings...” (paragraph 5),
this refers to
a) other misgivings.
b) killing 30 people.
c) so much attention.
d) the Philippine government.
e) Original orders.

Comentários:
De acordo com o contexto, a referência pronominal do pronome this se encontra
logo ao seu predecessor quando vemos a informação “...although many in Lubang
never forgave him for killing 30 people during his campaign on the island. The news
media reported on this and other misgivings…”. O this (isto, o fato) de ele ter matado
30 pessoas onde estava, nunca foi perdoado pelos moradores da ilha.

(EEAR 2014) Read the letter and answer questions 3, 4 and 5.

Dear Maggie,
My son just announced that he is going away to school. Bobby is a good student,
and I am very proud of him. Any college would be lucky to have him!
My only concern is that he’s never lived away from home before. Will he be able
to take care of himself? What if there’s an emergency?
Give me some advice so that I can relax!
Doubtful Dad

3. Based on the letter, all alternatives are correct, except:

a) Bobby is proud of himself.
b) Bobby told his father about his plans.
c) Bobby’s dad is worried about his son.
d) It’s the first time Bobby’s going to live away from home.

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Comentário:
A questão é uma negative question, caracterizada pelo vocábulo “except”, ou
seja, todas estão corretas, exceto uma das alternativas. O texto é uma carta de um
pai pedindo conselhos, pois seu filho se mudará para outro lugar, e ele está
considerando uma péssima experiência. O pai informa que ele próprio está orgulhoso
do filho e não que esse esteja orgulhoso de si mesmo (Bobby is a good student, and
I am very proud of him).

4. “be able to”, underlined in the letter, gives us an idea of

a) ability.
b) necessity.
c) probability.
d) permission.

Comentário:
A expressão be able to serve como sinônimo de can e expressa uma habilidade,
ou seja, o pai tem dúvidas de que o filho seja capaz de cuidar de si mesmo (Will he
be able to take care of himself?).

5. “lucky”, in bold type in the letter, is a(n)

a) verb.
b) noun.
c) pronoun.
d) adjective.

Comentário:
A palavra lucky tem como radical o substantivo luck e pode ser transformada
em adjetivo usando o “y” como sufixo (luck – lucky).

GABARITO
1. C
2. B
3. A
4. A
5. D

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SUMÁRIO
INTERPRETAÇÃO TEXTUAL 8 ........................................................................................................................ 2
EXERCÍCIOS .................................................................................................................................................. 2
GABARITO ................................................................................................................................................ 4

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INTERPRETAÇÃO TEXTUAL 8
Nesse bloco, continuaremos com a interpretação de textos de ESCOLAS MILITARES.

EXERCÍCIOS
(ESA 2019) Leia o texto e responda a questão 5
RIO DE JANEIRO, BRAZIL – Exactly one month after Brazil’s most deadly mining disasters,
firefighters and volunteers still search for at least 131 people still missing under tons of mud
left behind after a dam in the Feijão mining complex, owned by Brazilian giant, Vale, gave way
on January 25th. So far 179 corpses have been retrieved and identified.
“The search starts at 5am, when the teams get up. At 6:30 am, we gather for directions, a
safety briefing and guidelines of what will be done throughout the day. The teams are then
taken into the field,”firefighter Lt. Col. Anderson Passos tells journalists.
“At the end of the day, when the teams return, they give us feedback on how the search
went. We then hold a meeting to plan the next day and everything repeats itself,” concluded the
official.
(Adapted from: https://riotimesonline.com/brazil-news/rio-politics/month-after-brumadinho-dam-tragedy-131-still-missing)l

1. According to the text, it is correct to say that:

a) only firefighters are working to find the missing people.
b) firefighters and volunteers are working together to find the missing people.
c) firefighters and volunteers are working together to identify the retrieved corpses.
d) Vale’s officials are working to retrieve the corpses from the mud.
e) only volunteers are working to find the missing people.

Comentário:
O texto traz a informação de que tanto os bombeiros quanto os voluntários,
trabalhavam para encontrar as pessoas desaparecidas no desastre de Brumadinho
(...firefighters and volunteers still search for at least 131 people still missing...)

(EEAR/BCT 2017) Leia o texto abaixo e responda as questões 6 e 7.

SUMMER WINE
Hot-weather drinking requires its own genre of wines: light, easygoing, blithe and, above
all, refreshing. These sorts of wines are enjoyable year-round, but in the sweaty summer
months, the desirable becomes the imperative. It’s not a question of red or white or even pink.
All are good as long as they come in the proper summer weight. Just as winter wools are stored
away, so are enervating heavy wines that weigh you down, rather than pep you up. These
summery wines are especially appealing when the price is equally untaxing. I’ve long asserted
that the greatest values in wines are in the $15 to $25 range.
(Adapted from www.nytimes.com)

GLOSSARY
Winter wools: cobertor de inverno
to Pep up: animar

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2. According to the text, all the alternatives below are correct, except:
a) refreshing wines are enervating and not exciting.
b) light, easygoing and refreshing wines are suitable for summer.
c) heavy wines must be stored away during the summer like the winter wools are.
d) refreshing wines are desirable during the whole year, but a must for the summer.

Comentário:
Ao ler que “…so are enervating heavy wines that weigh you down, rather than
pep you up…”, o autor do texto informa que os vinhos que são tomados para refrescar
(refreshing wines), ao serem tomados no verão, causam tédio e não causam
animação.

3. The word “appealing” , in the text, is a(n)

a) verb
b) noun
c) adverb
d) adjective

Comentário:
A palavra appealing no texto é um adjetivo e significa que os vinhos de verão
são apelativos, que chamam a atenção.

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GABARITO
1. B
2. A
3. D

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