PUC/Rio – 2016 – VESTIBULAR – GRUPO 1,3, e 4 – LÍNGUA INGLESA – PONTIFÍCIA UNIVERSIDADE CATÓLICA DO RIO DE JANEIRO – PROVA COM GABARITO & TEXTO TRADUZIDO.

❑ PROVA DE LÍNGUA INGLESA: PUC-RIO-2016-GRUPO 1,3 e 4-VESTIBULAR-11/10/2015.

https://www.puc-rio.br/vestibular/

❑ ESTRUTURA-PROVA:

➭ 10 Multiple Choice Questions / 5 Options Each Question.

➭ Text – | Tsunami science: advances since the 2004 indian ocean tragedy | www. livescience.com |

❑ TEXT:

Tsunami science: advances since the 2004 indian ocean tragedy

1

The Indian Ocean tsunami was one of the worst natural disasters in history. Enormous waves struck countries in South Asia and East Africa with little to no warning, killing 243,000 people. The destruction played out on television screens around the world, fed by shaky home videos. The outpouring of aid in response to the devastation in Indonesia, Sri Lanka, Thailand and elsewhere was unprecedented.
2
The disaster raised awareness of tsunamis and prompted nations to pump money into research and warning systems. Today (Dec. 26), on the 10th anniversary of the deadly tsunami, greatly expanded networks of seismic monitors and ocean buoys are on alert for the next killer wave in the Indian Ocean, the Pacific and the Caribbean. In fact, tsunami experts can now forecast how tsunamis will flood distant coastlines hours before the waves arrive. But hurdles remain in saving lives for everyone under the threat of tsunamis. No amount of warning will help those who need to seek immediate shelter away from beaches, disaster experts said.
3
Since 2004, geologists have uncovered evidence of several massive tsunamis in buried sand layers preserved in Sumatran caves. It turns out that the deadly waves aren’t as rare in the Indian Ocean as once thought. “We had five fatal tsunamis off the coast of Sumatra prior to 2004,” said Paula Dunbar, a scientist at NOAA’s National Geophysical Data Center. Over the past 300 years, 69 tsunamis were seen in the Indian Ocean, she said. Despite the risk, there was no oceanwide tsunami warning system in the region. Now, a $450 million early-alert network is fully operational, though it is plagued with equipment problems. Essentially built from scratch, the $450 million Indian Ocean Tsunami Warning System includes more than 140 seismometers, about 100 sea-level gauges and several buoys that detect tsunamis. More buoys were installed, but they have been vandalized or accidentally destroyed. The buoys and gauges help detect whether an earthquake triggered a tsunami.
4
Getting the warnings down to people living in remote coastal areas is one of the biggest hurdles for the new system. Not all warnings reach the local level. And not every tsunami earthquake is strong enough to scare people away from shorelines. In Sumatra’s Mentawai Islands, a 2010 tsunami killed more than 400 people because residents failed to evacuate in the short time between the earthquake and the tsunami’s arrival. The shaking was simply not strong enough to trigger people’s fear of tsunamis, even though islanders had self-evacuated after a 2007 earthquake, according to an investigation by the University of Southern California’s Tsunami Research Center. There was also no clear-cut warning from the regional tsunami alert system.
5
Another hurdle is learning how to accurately forecast reflected tsunami waves. The 2004 Indian Ocean tsunami ricocheted off island chains, and some of the worst flooding arrived unexpectedly late in places like Sri Lanka and Western Australia. “I found a boat on the middle of the road, and at that point knew it was a tsunami,” recalls Charitha Pattiaratchi, a University of Western Australia tsunami expert who was driving on a coastal Sri Lankan road on Dec. 26, 2004. “I came to the conclusion that I was safe. Well, I was wrong. Twenty minutes later there was seven meters of water where I had been standing, and two hours later there were still more waves coming.”
6
A tsunami warning can go out just five minutes after a submarine earthquake raises or lowers the seafloor, thus launching a tsunami. For more detailed predictions of the wave’s impact, such as the extent of flooding, scientists rely on data collected by seismometers, GPS stations, tide gauges and buoy systems, which is relayed by satellite to warning centers. Computer models then convert the data into detailed tsunami simulations, which are based on more than 2,000 real-life examples.
7
After an earthquake, scientists with NOAA’s tsunami warning centers now spend about an hour working out the details of a tsunami forecast, said Vasily Titov, director of NOAA’s Center for Tsunami Research. The results project when the wave will arrive at shorelines and harbors, estimate tsunamiinduced currents and gauge the height of the waves. The agency’s goal is to dramatically reduce that hourlong delay. “We’re now at the point where we want to do it in five minutes,” Titov said. That means building out the seismic network, getting a faster response from the sea-level sensors and speeding up the computer forecasts. “When these three components come together, then we can save everybody,” Titov said.

By Becky Oskin, Senior Writer.

Adapted from http://www. livescience.com/49262-indian-ocean-tsunami-anniversary. html. December 26, 2014.

11. The aim of the text is to
(A) warn the reader about the risks of travelling to coastal towns in the Indian Ocean.
(B) inform the reader about the scientific developments on tsunami warning systems.
(C) make people aware of the importance of immediate evacuation as soon as they hear a tsunami alert.
(D) inspire people to subscribe to charities providing relief to the victims in the tragedy.
(E) condemn nations who have done little to invest in tsunami warning systems in the Indian Ocean.

R E S P O S T A :   B

• O objetivo do texto é

(A) warn the reader about the risks of travelling to coastal towns in the Indian Ocean.

• alertar o leitor sobre os riscos de viajar para cidades costeiras do Oceano Índico.
(B) inform the reader about the scientific developments on tsunami warning systems.

• informar o leitor sobre os desenvolvimentos científicos em sistemas de alerta de tsunami.
(C) make people aware of the importance of immediate evacuation as soon as they hear a tsunami alert.

• conscientizar as pessoas sobre a importância da evacuação imediata assim que ouvirem um alerta de tsunami.
(D) inspire people to subscribe to charities providing relief to the victims in the tragedy.

• inspirar as pessoas a se inscreverem em instituições de caridade que prestam socorro às vítimas da tragédia.
(E) condemn nations who have done little to invest in tsunami warning systems in the Indian Ocean.

• condenar as nações que pouco fizeram para investir em sistemas de alerta de tsunami no Oceano Índico.
12. In the sentence “The disaster raised awareness of tsunamis and prompted nations to pump money into research and warning systems.” (lines 9-11) , the word prompted means

(A) motivated.
(B) persuaded.
(C) suggested.
(D) restricted.
(E) impeded.

R E S P O S T A :   A

• Na frase  “The disaster raised awareness of tsunamis and prompted nations to pump money into research and warning systems.”(O desastre aumentou a conscientização sobre os tsunamis e levou as nações a investir dinheiro em sistemas de pesquisa e alerta), a palavra prompted significa

(A) motivated.

• motivou
(B) persuaded.

• persuadiu, convenceu.
(C) suggested.

• sugeriu.
(D) restricted.

• restringiu.
(E) impeded.

• impediu.

13. According to the second paragraph of the text (lines 9-21), one can arrive at the conclusion that

(A) Tsunami experts can’t still predict if a disaster will occur.
(B) The 2004 disaster didn’t promote drastic changes in tsunami warning systems.
(C) There are still obstacles to be overcome in saving lives in the case of a tsunami threat.
(D) Those who live on coastlines are the ones to find shelter most easily.
(E) Nowadays networks of monitors and ocean buoys are on alert for the next killer wave all over the world.

R E S P O S T A :   C

• De acordo com o segundo parágrafo do texto, pode-se chegar à conclusão de que...

(A) Os especialistas em tsunami ainda não conseguem prever se um desastre ocorrerá.
(B) O desastre de 2004 não promoveu mudanças drásticas nos sistemas de alerta de tsunami.
(C) Ainda existem obstáculos a serem superados para salvar vidas no caso de uma ameaça de tsunami.
(D) Quem mora na costa é quem encontra abrigo mais facilmente.
(E) Atualmente, redes de monitores e bóias oceânicas estão em alerta para a próxima onda assassina em todo o mundo.
14. Choose the item in which the idea introduced by the underlined expression is correctly described.
(A) “In fact, tsunami experts can now forecast…” (lines 15-16) Addition
(B) “Since 2004, geologists have uncovered evidence ….” (line 22) Cause
(C) “….even though islanders had self-evacuated ….” (line 52) Contrast
(D) “There was also no clear-cut warning….” (line 55) Sequence
(E) “… then we can save everybody” (line 93) Emphasis

R E S P O S T A :   C

• Escolha o item no qual a ideia introduzida pela expressão sublinhada é descrita corretamente.

(A) “De fato, os especialistas em tsunami agora podem prever…” (linhas 15-16)
(B) “Desde 2004, os geólogos descobriram evidências….” (Linha 22) Causa
(C) "... embora os ilhéus tenham se evacuado ..." (linha 52)
(D) "Também não houve aviso claro ..." (linha 55) Sequência
(E) "... então podemos salvar a todos" (linha 93) Ênfase
15. Given the information in paragraph 4 (lines 42-56), where the author sheds light on how islanders have reacted to tsunami earthquakes along the years, which of the following statements is TRUE?
(A) In 2010, the interval between the earthquake and the tsunami was not long enough for people to leave the area.
(B) All alert systems reach the islands.
(C) People living in coastal areas are bound to die from the impact of a tsunami wave.
(D) Every earthquake in the ocean will trigger people’s fear of tsunamis.
(E) The regional tsunami alert system sent precise directions to the islanders.

R E S P O S T A :   A

• Dadas as informações do parágrafo 4 (linhas 42-56), onde o autor lança luz sobre como os ilhéus reagiram aos terremotos de tsunami ao longo dos anos, qual das seguintes afirmações é VERDADEIRA?

(A) Em 2010, o intervalo entre o terremoto e o tsunami não foi longo o suficiente para as pessoas deixarem a área.
(B) Todos os sistemas de alerta chegam às ilhas.
(C) As pessoas que vivem em áreas costeiras são obrigadas a morrer pelo impacto de uma onda de tsunami.
(D) Todo terremoto no oceano desencadeia o medo das pessoas de tsunamis.
(E) O sistema regional de alerta de tsunami enviou instruções precisas aos ilhéus.
16. In paragraph 5 (lines 57-69) tsunami expert, Charitha Pattiaratchi, recalls the critical moments she faced in a Sri Lankan road on Dec.26, 2004. Which of the following proverbs best applies to the statements “I came to the conclusion that I was safe. Well, I was wrong.” (lines 66-67):
(A) Practice makes perfect.
(B) You can’t judge a book by its cover.
(C) Actions speak louder than words.
(D) Good things come to those who wait.
(E) It is no use crying over spilled milk.

R E S P O S T A :   B

• In paragraph 5 (lines 57-69) tsunami expert, Charitha Pattiaratchi, recalls the critical moments she faced in a Sri Lankan road on Dec.26, 2004. Which of the following proverbs best applies to the statements “I came to the conclusion that I was safe. Well, I was wrong.” (lines 66-67):

(A) Practice makes perfect.

(B) You can’t judge a book by its cover.
(C) Actions speak louder than words.
(D) Good things come to those who wait.
(E) It is no use crying over spilled milk.

17. The relative pronoun which (line 76), in the fragment “which is relayed by satellite to warning centers”, makes reference to
(A) detailed predictions.
(B) the wave’s impact.
(C) the extent of flooding.
(D) data.
(E) buoy systems.

R E S P O S T A :   D

• O pronome relativo which, no fragmento “which is relayed by satellite to warning centers”, faz referência a...

(A) detailed predictions.

• previsões detalhadas.

(B) the wave’s impact.

• o impacto da onda.
(C) the extent of flooding.
• a extensão das inundações.

(D) data.

• dados.
(E) buoy systems.

• sistemas de bóia.

• O pronome relativo which faz referência a data(dados).

• "[...] For more detailed predictions of the wave’s impact, such as the extent of flooding, scientists rely on data collected by seismometers, GPS stations, tide gauges and buoy systems, which is relayed by satellite to warning centers."

• Para previsões mais detalhadas do impacto da onda, como a extensão da inundação, os cientistas contam com DADOS coletados por sismômetros, estações GPS, marégrafos e sistemas de bóia, QUE são retransmitidos por satélite para centros de alerta.

18. The word dramatically in “The agency’s goal is to dramatically reduce that hour-long delay.” (lines 87-88), most nearly means
(A) desperately.
(B) easily.
(C) ordinarily.
(D) effectively.
(E) awkwardly.

R E S P O S T A :   D

• A palavra dramatically em “The agency’s goal is to dramatically reduce that hour-long delay.”(O objetivo da agência é reduzir drasticamente o atraso de uma hora.), quase significa...

(A) desperately.

• desesperadamente.
(B) easily.

• facilmente.
(C) ordinarily.

• normalmente.
(D) effectively.

• efetivamente.
(E) awkwardly

• estranhamente.

• A questão 18  é sobre o uso metafórico do advérbio “dramatically”(dramaticamente).

• Contextualmente "dramatically" transmite a mesma ideia de "completely"(completamente), "effectively"(efetivamente). 

19. In the sentence “That means building out the seismic network,” (lines 89-90), building out means to
(A) glorify.
(B) compress.
(C) simplify.
(D) incorporate.
(E) expand.

R E S P O S T A :   E

• In the sentence “That means building out the seismic network,” (lines 89-90), building out means to

(A) glorify.
(B) compress.
(C) simplify.
(D) incorporate.
(E) expand.

20. According to Vasily Titov, the greatest challenge NOAA’s Center for Tsunami Research has to face today is to
(A) estimate tsunami-induced currents.
(B) determine the height of the waves.
(C) project when the wave will arrive at shorelines and harbors.
(D) predict the extent of flooding.
(E) reduce the time they spend working out the details of a tsunami forecast.

R E S P O S T A :   E

•

PHRASAL VERBS – QUESTÕES DE VESTIBULARES COM GABARITO – LÍNGUA INGLESA – http://www.inglesparaconcursos.blog.br/.

Welcome back to another post!

01 – (ITA/SP)

The girl got ____ the bus at the corner.

(A) out.
(B) off.
(C) over.
(D) of.

Resposta: B

➽ got out → leave (an enclosed place). Sair de carros, sair de veículos pequenos.
➽ got off → leave (the bus, the train, the plane). Sair de ônibus, sair do trem, sair do avião.
➽ got over → recover from (an illness, a loss)
➽ got of → NÃO EXISTE.

➧ INSTRUÇÃO: The following text refers to question 02:

Questions to help you explore in more detail…and _(I)_ some solutions:

1. Am I devoting enough time to my high priorities? If not, how can I do so?

2. Am I spending too much time on my low priorities? If so, how can I reduce this?

3. Is there something I’m not doing that I really should be doing? How can I _(II)_?

4. Is there anything I’m doing that I shouldn’t be doing at all? How can I _(III)_?

5. How much time do I devote to planning? Is it enough? If not, how can devote more?

6. What things are ‘wasting’ my time? How can I minimise them?

7. What things interrupt my flow? What can I do about them?

8. Do I have to do everything myself? If not, what activities could I safely delegate? Is there anything stopping me from delegating them?

9. What kinds of things do I have a tendency to _(IV)_ ? Are they high or low priority? If high, how can I help myself to _(V)_ them sooner?

10.In what ways do I waste other people’s time? How can I behave differently?

Success Over Stress

by Jane Revell

02 – (MACKENZIE/SP-2011)

In her book, Success Over Stress, Jane Revell suggests that we ask ourselves some timely questions whose answers will measure how well (or not) we manage our time.

The text above, which is an excerpt from her book, has to be completed with the phrasal verbs present in the alternatives given.

Choose the right alternative.

a) I–come up with II–fit it in III–cut it out IV–put off V–get on with

b) I–bring about II–do it without III–get it out IV–turn on V–put out with

c) I–go along II–keep it up III–move it on IV–put up with V–set off

d) I–send out II–stand it up III– take it away IV–try on V–move up

e) I–work on II–trade it in III–stick it on IV–see through V–refer to

Resposta: A

*Alternativa (A): I–sugerir, II–encaixar, III–eliminar, IV-adiar, V–continuar

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.
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(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.
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👍 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.
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👍 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.
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👍 Comentários e Gabarito  E 
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👉 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.
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👍 Comentários e Gabarito  D 

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👉 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.
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👍 Comentários e Gabarito  B 
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👉 Questão  55 :
Nevertheless in "Nevertheless, the designation" (l. 22) introduces a(n):
(A) emphasis;
(B) contrast;
(C) summary;
(D) exemplification;
(E) generalization.
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👍 Comentários e Gabarito  B 
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👉 Questão  56 :
The opposite of "closely" in "closely tied"(l. 24) is: (A) commonly;
(B) particularly;
(C) neatly;
(D) loosely;
(E) grossly
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👍 Comentários e Gabarito  D 
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READ TEXT II AND ANSWER QUESTIONS 57 TO 70:
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TEXT II
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AVIATION ENGLISH TEACHING MATERIALS AND RESOURCES
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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.
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(adapted from http://www.bigmag.co.uk/main/static/site/1957/

download/14

-Robertson.pdf on March 9th, 2007)

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👉 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.
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👍 Comentários e Gabarito  C 
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👉 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.
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👍 Comentários e Gabarito  B 
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👉 Questão  59 :
At the end of the first paragraph the author expresses:
(A) rage;
(B) praise;
(C) criticism;
(D) defiance;
(E) indifference.
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👍 Comentários e Gabarito  C 
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👉 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.
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👍 Comentários e Gabarito  C 
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👉 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.
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👍 Comentários e Gabarito  A 
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👉 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.
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👍 Comentários e Gabarito  A 
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👉 Questão  63 :
The expression “take two spoonfuls daily” (l. 4) can be found in:
(A) letters;
(B) prescriptions;
(C) editorials;
(D) receipts;
(E) essays.
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👍 Comentários e Gabarito  B 
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👉 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.
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👍 Comentários e Gabarito  D 
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👉 Questão  65 :
A few in "a few of which are" (l. 14) means:
(A) some;
(B) others;
(C) less;
(D) most;
(E) any.
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👍 Comentários e Gabarito  A 
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👉 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.
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👍 Comentários e Gabarito  C 
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👉 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.
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👍 Comentários e Gabarito  A 
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👉 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.
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👍 Comentários e Gabarito  A 
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👉 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.
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👍 Comentários e Gabarito  D 
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👉 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.
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👍 Comentários e Gabarito  C 
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PROVA DISCURSIVA

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TEXT

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Here is part of a text about EMBRAER:
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Innovation Beyond the Horizon

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

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