NCE/UFRJ-ANAC-2007-Concurso Público para Instrutor Inglês da ANAC(Agência Nacional de Aviação Civil-Brasil) - Profº Valdenor Sousa - Prova de INGLÊS com gabarito e questões comentadas.

_____________________________________________________________________________

Hey, what's up my friends!!!...How have you been?! Welcome back to another post!

_____________________________________________________________________________
Neste post, veremos a Prova de INGLÊS-NCE/UFRJ-2007 da ANAC(Agência Nacional de Aviação Civil-Brasil)-Cargo:Instrutor Inglês-Prova aplicada em 2007.

_____________________________________________________________________________

LEITURA de textos de jornais,revistas, websites, blogs e cartoons a seguir, é um excelente treino para a prova OBJETIVA de inglês com 28 questões.

➦www.theguardian.com
➦www.nytimes.com
➦www.sciencenews.org
➦http://digitalcommons.law.yale.edu
➦http://global.britannica.com

_____________________________________________________________________________

[a] Banca Organizadora do Concurso Público 

 www.nce.ufrj.br/concursos
Núcleo de Computação Eletrônica Divisão de Concursos

_____________________________________________________________________________

[b]Padrão/Composição da prova 

👉28 Questões.
👉Reading Comprehension(Compreensão textual).

👉Use of english(uso do inglês).
_____________________________________________________________________________

[c]Dictionary:

Caso necessário,sugiro que consulte os excelentes dicionários a seguir:
http://www.thefreedictionary.com/
_____________________________________________________________________________

🔄 VERBS :
➽[to )
🔄 PHRASAL VERBS :

➽[to  )

🔄Expressões verbais com o TO BE(simple present/simple past/simple future/ be going to/present continuous/past continuous/future continuous):
➽["]
🔄Expressões verbais no PERFECT TENSE(present perfect/past perfect/present perfect continuous/past perfect continuous):
➽["]
🔄 MODAL VERBS: Expressões com os 10 modais(can/could/may/might/must/should/would/ought to/will/shall):
➽[)   
🔄Expressões com verbos com ING:
➽[."]
🔄Expressões VERBAIS EM GERAL:
➽["]
🔄Substantivos(NOUNS):
➽["]
🔄Adjetivos/Locuções adjetivas :
➽["]
🔄Advérbios/Locução adverbial:
➽[]
🔄 Pronomes Relativos(who, which, whom, that) :
➽[.]
🔄 Coordination Conjunctions (for, and, nor, but, or, yet, so):
➽["]
🔄 Subordination Conjunctions (however/nonetheless/nevertheless/notwithstanding)-(although/though/even though)-(as if/as though)-(as/so long as/provided that)-(despite/in spite of)-(as)-(once)-(otherwise)-(unless)-(untill)-(when/by the time)-(whenever)-(whereas)-(while)-(so that/so as to/in order that/in order to)-(since):
➽[)
🔄 Correlative Conjunctions(not only...but also, both...and, as...as, either...or, wheter...or, neither...nor) :
➽["]
🔄 Preposition (in ➜ mês), (on ➜ dia/data), (at➜ hora/momento específico: at night, at midnight, at lunchtime) :
➽["]
🔄 Passive Voice: Verbo TO BE(no tempo verbal contextual)+VP no particípio passado. :

➽["]
🔄Expressões idiomáticas :
➽[)
🔄Expressões ADJETIVO+SUBSTANTIVO:
➽["]
🔄IF-CLAUSE:
➽["]
🔄 Eenvironmental English - Vocábulos ou Expressões Técnicas na ÁREA DE MEIO AMBIENTE :
➽["

🔄 Comparativos (superioridade) :
➽[a]

🔄Expressões com 'S (Genitive case=proprietário 'S propriedade) ➜ relação de posse , parentesco ou autoria. :

➽["]
🔄 Afixos :
➽[]
🔄Expressões com frações/números:
➽[)
🔄Questions:
➽["]

🔄Falso cognato:

➽[]

_____________________________________________________________________________

Agora vamos à prova.

_____________________________________________________________________________

CONHECIMENTOS ESPECÍFICOS

_____________________________________________________________________________

READ TEXT I AND ANSWER QUESTIONS 43 TO 56:
_____________________________________________________________________________

High Stakes in Language Proficiency

_____________________________________________________________________________
In an effort to reduce accidents involving communication deficiencies, ICAO is requiring pilots, controllers and aeronautical station operators involved in international operations to be tested for their ability to speak and understand English. At stake are careers, industry investment in training and testing — and safety.

Concern about fatal accidents involving inadequate proficiency in the use and comprehension of English in pilot-controller communication has prompted the International Civil Aviation Organization (ICAO) to establish a baseline for language proficiency and requirements for testing. Current requirements are for initial testing to be completed by March 2008.

With the new standards has come the designation of English as the language of international pilotcontroller communication. “English has long played the role of a de facto common language for international aviation,” ICAO said. “The new provisions formalize that role.”

English is the native language or a widely used national language in about 60 countries and is a second language in many more countries, ICAO said. People who speak English as a second language or as a “foreign language” outnumber those who speak English as a first language.

Nevertheless, the designation of English for international radiotelephony (the transmission of speech by radio) has not been without controversy. “Because language is so closely tied to our sense of national and cultural identity, people are naturally sensitive to issues of language use and policy,” said Elizabeth Mathews, a specialist in applied linguistics and leader of an international group — the Proficiency Requirements in Common English Study Group (PRI CESG) — that developed English language proficiency standards for ICAO.
_____________________________________________________________________________

(adapted from http://208.37.5.10/fsd/fsd_jan-feb06.pdfFlight Safety Foundation

• FLIGHT SAFETY DIGE ST

• JAnuary–February 2006 on March 9th, 1007)

_____________________________________________________________________________
👉 Questão  43 :
The title implies that aviation authorities have:
(A) experience;
(B) regrets;
(C) expectations;
(D) credibility;
(E) scruples.
_____________________________________________________________________________
👍 Comentários e Gabarito  C 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
_____________________________________________________________________________
👉 Questão  44 :
The text informs that ICAO wants to establish requirements for testing so that English:
(A) starts to be used during flights;
(B) gets a more systematic approach;
(C) becomes an international language;
(D) is taught in different countries;
(E) is used only by pilots and controllers.
_____________________________________________________________________________
👍 Comentários e Gabarito  B 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
_____________________________________________________________________________
👉 Questão  45 :
The proposal described in the text has met with:
(A) total approval;
(B) much indifference;
(C) some criticism;
(D) utmost wonder;
(E) deep awe.
_____________________________________________________________________________
👍 Comentários e Gabarito  C 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
_____________________________________________________________________________
👉 Questão  46 :
REDUCE "In an effort to reduce"(l. 1) means:
(A) cut down;
(B) cut up;
(C) cut out;
(D) cut in;
(E) cut off.
_____________________________________________________________________________
👍 Comentários e Gabarito  A 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
_____________________________________________________________________________
👉 Questão  47 :
The underlined word in "for their ability” (l. 4) has the same meaning as for in:
(A) They work for a big airline company;
(B) They have been praised for their honesty;
(C) The airport personnel took him for a pilot;
(D) They have flown jets for some time now;
(E) For all their efforts, they did not succeed.
_____________________________________________________________________________
👍 Comentários e Gabarito  B 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
_____________________________________________________________________________
👉 Questão  48 :
The expression AT STAKE in "At stake are careers"(l. 5) can be replaced by:
(A) at risk;
(B) at ease;
(C) at best;
(D) at most;
(E) at start.
_____________________________________________________________________________
👍 Comentários e Gabarito  A 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
_____________________________________________________________________________
👉 Questão  49 :
safety (l. 6) is to save as:
(A) policy is to political;
(B) empty is to emptied;
(C) flight is to flew;
(D) choose is to choice; 
E) control is to controller.
_____________________________________________________________________________
👍 Comentários e Gabarito  C 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
_____________________________________________________________________________
👉 Questão  50 :
The underlined word in "Current requirements"(l. 11) can be replaced by:
(A) basic;
(B) specific;
(C) rigorous;
(D) necessary;
(E) present.
_____________________________________________________________________________
👍 Comentários e Gabarito  E 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
_____________________________________________________________________________
👉 Questão  51 :
AS in "English as the language"(l. 13/14 ) has the same meaning of the underlined word in:
(A) He became a pilot as soon as he graduated;
(B) As time went by, he became a controller;
(C) He was studying as she walked into the room; (D) As he was the pilot, they asked him to take over;
(E) He has graduated as a flight controller.
_____________________________________________________________________________
👍 Comentários e Gabarito  E 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
_____________________________________________________________________________
👉 Questão  52 :
The word LONG in "English has long played the role"(l. 15) expresses:
(A) width;
(B) size;
(C) movement;
(D) length;
(E) time.
_____________________________________________________________________________
👍 Comentários e Gabarito  E 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
_____________________________________________________________________________
👉 Questão  53 :
The underlined expression in "in about 60 countries” (l. 18) can be replaced by:
(A) exactly;
(B) over;
(C) under;
(D) around;
(E) just.
_____________________________________________________________________________
👍 Comentários e Gabarito  D 

TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
_____________________________________________________________________________
👉 Questão  54 :
When the text informs that non-native English speakers “outnumber” (l. 20) speakers of English as a first language, this means the former group is:
(A) stronger;
(B) larger;
(C) weaker;
(D) better qualified;
(E) less proficient.
_____________________________________________________________________________
👍 Comentários e Gabarito  B 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
_____________________________________________________________________________
👉 Questão  55 :
Nevertheless in "Nevertheless, the designation" (l. 22) introduces a(n):
(A) emphasis;
(B) contrast;
(C) summary;
(D) exemplification;
(E) generalization.
_____________________________________________________________________________
👍 Comentários e Gabarito  B 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
_____________________________________________________________________________
👉 Questão  56 :
The opposite of "closely" in "closely tied"(l. 24) is: (A) commonly;
(B) particularly;
(C) neatly;
(D) loosely;
(E) grossly
_____________________________________________________________________________
👍 Comentários e Gabarito  D 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
_____________________________________________________________________________
READ TEXT II AND ANSWER QUESTIONS 57 TO 70:
_____________________________________________________________________________
TEXT II
_____________________________________________________________________________
AVIATION ENGLISH TEACHING MATERIALS AND RESOURCES
_____________________________________________________________________________
What kind of aviation English training materials would teachers and trainees like to have when the objective is to reach and maintain operational level in aviation English? We would all like the magic English potion – take two spoonfuls daily for 10 days and Bingo, you’re bilingual. Some of the language training programmes proposed nowadays seem to me to be just as unrealistic. The length of English language training courses has been inexorably whittled down from 4 or more intensive weeks, to a flimsy 2-day module. The word “module” often covers a multitude of cost-cutting sins. Bite sized English courses.

The question I want to consider now is what are appropriate aviation English training materials?

That depends very much on the kind of training envisaged. There are many variables a few of which are:
the trainees
the hardware
the organisation of
the courses in time and space
the teachers
the money available to pay for training

First let’s look at the trainees
Who are they?
Are they controllers or pilots? Unfortunately it is rare, indeed almost unheard of to have both professional categories together. The advantages in the language classroom of having representatives of both sides of the pilot-controller dialogue would be immense. One would no longer have to ask a participant to take the other’s role in a dialogue, or the other’s point of view in a discussion. However since civilian pilots and controllers usually work for different organisations, the idea seems impracticable….

The main question here is how much experience they have with the world of aviation, and whether they can develop their own materials.

A well-trained teacher can always learn from the aviation environment in which they work – we all started that way. Aviation is a sufficiently interesting subject per se. Teachers with little aviation experience may have a fear of not being credible in particular if they are with trainees new to the job. The teachers think that the trainees think they ought to be experts in aviation. The teacher’s field is the language. In some circumstances team teaching is possible with a language teacher and a subject teacher. This can be very rewarding with each teacher observing the other’s input.

The English teacher should not confuse teaching the language (English) with teaching the subject (Aviation), and I would argue the proficient language teacher should be able to teach professionals in most fields. But you cannot expect a teacher new to aviation to immediately start producing teaching materials... Many students complain about a lack of vocabulary. This may be a false problem. By trying to translate in their heads and find the exact turn of phrase they have in mind, they are inhibiting the use of the words they do know. It’s a way of thinking to accept that you cannot be the complete sophisticated adult person in the language you are learning and to learn to say complex things with the simple words you have at your disposal.

Having said that, the aviation English course does have to teach a solid amount of terminology. This should be contextualised in pictures and/or texts with recordings of the correct pronunciation. It has to be practiced and reviewed more than once. It takes quite a lot of practice to internalise new words. Since most aviation English practice is oral, pronunciation practice should be part of every lesson. Not just the sounds, or phonemes, but also the rhythms. The correct accentuation of longer words is essential for comprehensibility, and an awareness of how the English language puts emphasis on the important words in a phrase and then “swallows” the rest is important for understanding spoken English. One French pilot was blown away by his first contact with real North American English at his hotel when ordering eggs for breakfast. The question “How ye wan yer eggs?” corresponded very little to his idea of the pronunciation of “How do you want your eggs?” What had his English teachers been teaching him all these years? Let me emphasise it is not necessary to speak Oxford, BBC or Boston English. Foreign accents are part of the personality of the speaker – I still speak French with an English, maybe a Scottish accent after more than 30 years. But it is necessary to be understood and to understand. Pronunciation and oral comprehension are very closely related. Someone who pronounces badly will have problems understanding.
_____________________________________________________________________________

(adapted from http://www.bigmag.co.uk/main/static/site/1957/

download/14

-Robertson.pdf on March 9th, 2007)

_____________________________________________________________________________
👉 Questão  57 :
The writer suggests that placing pilots and controllers in the same classroom would foster:
(A) writing;
(B) testing;
(C) speaking;
(D) reading;
(E) reflecting.
_____________________________________________________________________________
👍 Comentários e Gabarito  C 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
_____________________________________________________________________________
👉 Questão  58 :
According to the text, an aviation language instructor:
(A) should be well-versed in aviation; 
(B) may not be an aviation specialist;
(C) must not learn any aviation language;
(D) can never teach without another teacher;
(E) will always be afraid of trainees.
_____________________________________________________________________________
👍 Comentários e Gabarito  B 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
_____________________________________________________________________________
👉 Questão  59 :
At the end of the first paragraph the author expresses:
(A) rage;
(B) praise;
(C) criticism;
(D) defiance;
(E) indifference.
_____________________________________________________________________________
👍 Comentários e Gabarito  C 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
_____________________________________________________________________________
👉 Questão  60 :
The author suggests that words should be learned:
(A) by memorizing;
(B) through repetition;
(C) in situations;
(D) by copying;
(E) in tables.
_____________________________________________________________________________
👍 Comentários e Gabarito  C 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
_____________________________________________________________________________
👉 Questão  61 :
The text allows us to infer that the focus of an English class for pilots should have the same emphasis as that for a class of:
(A) radio broadcasters;
(B) novel writers;
(C) newspaper editors;
(D) city planners;
(E) ballet dancers.
_____________________________________________________________________________
👍 Comentários e Gabarito  A 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
_____________________________________________________________________________
👉 Questão  62 :
The pilot in the example given was surprised because the hotel employee:
(A) did not speak as he had expected;
(B) asked him to repeat the order;
(C) was very rude and impolite to him;
(D) spoke like an immigrant recently arrived;
(E) imitated his strange French accent.
_____________________________________________________________________________
👍 Comentários e Gabarito  A 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
_____________________________________________________________________________
👉 Questão  63 :
The expression “take two spoonfuls daily” (l. 4) can be found in:
(A) letters;
(B) prescriptions;
(C) editorials;
(D) receipts;
(E) essays.
_____________________________________________________________________________
👍 Comentários e Gabarito  B 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
_____________________________________________________________________________
👉 Questão  64 :
By qualifying English courses as “Bite sized” (l. 10) the author selects an expression generally used in the language of:
(A) travelling;
(B) sports; 
(C) entertainment;
(D) food;
(E) politics.
_____________________________________________________________________________
👍 Comentários e Gabarito  D 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
_____________________________________________________________________________
👉 Questão  65 :
A few in "a few of which are" (l. 14) means:
(A) some;
(B) others;
(C) less;
(D) most;
(E) any.
_____________________________________________________________________________
👍 Comentários e Gabarito  A 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
_____________________________________________________________________________
👉 Questão  66 :
The underlined word in "one would no longer have to" (l. 26) is used in the same way as in:
(A) He said that one airplane would be enough;
(B) One Sunday afternoon, the airport closed down; (C) The problems one knows exist must be faced;
(D) Unhappy with one flight, he decided to take another;
(E) Not knowing one of the answers, they remained in silence.
_____________________________________________________________________________
👍 Comentários e Gabarito  C 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
_____________________________________________________________________________
👉 Questão  67 :
ought to be in “they ought to be experts” (l. 39) means:
(A) should;
(B) may;
(C) used to;
(D) will;
(E) can.
_____________________________________________________________________________
👍 Comentários e Gabarito  A 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
_____________________________________________________________________________
👉 Questão  68 :
In “to immediately start producing”, the underlined word can be replaced by:
(A) at once;
(B) so far;
(C) by far;
(D) at times;
(E) for good.
_____________________________________________________________________________
👍 Comentários e Gabarito  A 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
_____________________________________________________________________________
👉 Questão  69 :
since in “since most aviation English” (l. 61) has the same meaning as the underlined word in:
(A) I haven’t seen him since our meeting at the airport;
(B) Since I left the plane, I haven’t been feeling well;
(C) He has been a pilot since he graduated in 1980;
(D) Let’s go to the airport since we’re so close to it;
(E) The time to go to the airport has long since passed.
_____________________________________________________________________________
👍 Comentários e Gabarito  D 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
_____________________________________________________________________________
👉 Questão  70 :
The underlined word in "who pronounces badly" (l. 79) belongs to the same word class as:
(A) silly;
(B) friendly;
(C) quickly;
(D) angry;
(E) compulsory.
_____________________________________________________________________________
👍 Comentários e Gabarito  C 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
_____________________________________________________________________________

PROVA DISCURSIVA

_____________________________________________________________________________

TEXT

_____________________________________________________________________________
Here is part of a text about EMBRAER:
_____________________________________________________________________________

Innovation Beyond the Horizon

_____________________________________________________________________________
Innovation is the ability to see beyond the curve of the horizon - to observe the dynamics of today and conceive the opportunities of tomorrow. Acted upon, these opportunities create leaders in every field. In regional aviation, that leader is Embraer because at the heart of every action we take is a continued spirit of innovation.
_____________________________________________________________________________

(retrieved on March 15th, 207 and adapted from www.embraercommercialjets.com/english/ icontent/erj/default.asp?tela=success)

_____________________________________________________________________________
Explain, in English, the two levels of meaning in the title.