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

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❑ 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

•

NCE/UFRJ 2007 – LÍNGUA INGLESA – ANAC – INSTRUTOR INGLÊS

https://portal.nce.ufrj.br

CADERNO DE PROVA

GABARITO

• Texto (1) – | High Stakes in Language Proficiency | http://208.37.5.10/fsd/fsd_jan-feb06.pdf |
• Texto (2) – | Aviation english teaching materials and resources | www.bigmag.co.uk |
• 28 Multiple Choice Questions | Four-Option Question |

❑ TEXTO 1: Read text I and answer questions 43 to 56:

High Stakes in Language Proficiency

Alto risco na proficiência linguística

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.

Num esforço para reduzir os acidentes que envolvem deficiências de comunicação, a ICAO está exigindo que os pilotos, controladores e operadores de estações aeronáuticas envolvidos em operações internacionais sejam submetidos a testes de fala e compreensão do inglês.

At stake are careers, industry investment in training and testing — and safety.
Em risco[em jogo, em questão] estão as carreiras, os investimentos da indústria em formação e testes — e a segurança.

Concern about fatal accidents involving inadequate proficiency in the use and comprehension of English in pilot-controllercommunication has prompted the International Civil AviationOrganization (ICAO) to establish a baseline for language proficiency and requirements for testing.

A preocupação com acidentes fatais envolvendo proficiência inadequada no uso e na compreensão do inglês na comunicação entre piloto e controlador, levou a Organização da Aviação Civil Internacional (OACI) a estabelecer uma linha de base para a proficiência linguística e os requisitos para os testes.

Current requirements are for initial testing to be completed by March 2008.

Os requisitos atuais são de que os testes iniciais estejam concluídos até Março de 2008.

With the new standards has come the designation of English as the language of international pilot controller communication.

Com as novas normas, veio a designação do inglês como língua de comunicação internacional entre pilotos e controladores.

“English has long played the role of a de facto common language for international aviation,” ICAO said.

"O inglês desempenha há muito tempo o papel de uma língua comum de fato para a aviação internacional", afirmou a ICAO.

“The new provisions formalize that role.”
"As novas disposições formalizam esse papel".

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.

O inglês é a língua nativa ou uma língua nacional amplamente utilizada em cerca de 60 países e é uma segunda língua em muitos outros, afirmou a ICAO. 

People who speak English as a second language or as a “foreign language” outnumber those who speak English as a first language.
As pessoas que falam inglês como segunda língua ou como "língua estrangeira" superam em número as que falam inglês como primeira língua.

Nevertheless, the designation of English for international radiotelephony (the transmission of speech by radio) has not been without controversy.

No entanto, a designação do inglês para radiotelefonia internacional (a transmissão de voz por rádio) não foi isenta de controvérsia.

“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.

“Como a língua está tão intimamente ligada ao nosso sentido de identidade nacional e cultural, as pessoas são naturalmente sensíveis às questões do uso e da política da língua”, afirmou Elizabeth Mathews, especialista em linguística aplicada e líder de um grupo internacional — o Proficiency Requirements in Common English Study Group (PRI CESG) — que desenvolveu normas de proficiência em língua inglesa para a ICAO.

• (adapted from http://208.37.5.10/fsd/fsd_jan-feb06.pdf Flight Safety Foundation

• FLIGHT SAFETY DIGE ST

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

43 – The title implies that aviation authorities have:
(A) experience;
(B) regrets;
(C) expectations;
(D) credibility;
(E) scruples.

•   Gabarito C  

The title implies that aviation authorities have:

O título implica que as autoridades da aviação têm:
(A) experience;

experiência;
(B) regrets;

arrependimentos;
(C) expectations;
expectativas;

(D) credibility;

credibilidade;
(E) scruples.

escrúpulos.

>> TÍTULO:

•  High Stakes in Language Proficiency

• Alto risco na proficiência linguística

>> "HIGH-STAKES"(alto risco) - Expressão utilizada para descrever uma situação que envolve muito risco e na qual alguém provavelmente ganhará ou perderá uma vantagem, muito dinheiro, etc.:

https://dictionary.cambridge.org/pt/dicionario/ingles/high-stakes

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.

•   Gabarito B  

The text informs that ICAO wants to establish requirements for testing so that English:

O texto informa que a ICAO quer estabelecer requisitos para os testes, para que o inglês:
(A) starts to be used during flights;

passe a ser utilizado durante os voos;

>> AFIRMATIVA (E) INCORRETA: porque o inglês já é um idioma na aviação internacional, conforme trecho[1-5]:

• "[...] English has long played the role of a de facto common language for international aviation,” ICAO said.

• Destaque para a estrutura "has long played"(faz tempo, há muito tempo) no Present Perfect que é um tempo verbal que conecta o passado com o presente, indicando ações que começaram no passado e continuam no presente, ou ações passadas com relevância no presente.

>> AFIRMATIVA (A) INCORRETA: 
(B) gets a more systematic approach;
tenha uma abordagem mais sistemática;

>> AFIRMATIVA (B) CORRETA: Em vez de olhar para partes separadas de um problema, a abordagem sistêmica procura entender como essas partes se relacionam e como essa relação afeta o todo. Neste contexto de abordagem sistêmica para reduzir os acidentes que envolvem deficiências de comunicação, a ICAO está exigindo que os pilotos, controladores e operadores de estações aeronáuticas envolvidos em operações internacionais sejam submetidos a testes de fala e compreensão do inglês, conforme trecho[1-5]:

• "[...] 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."

(C) becomes an international language;

torne-se uma língua internacional;

>> AFIRMATIVA (C) INCORRETA: porque o inglês já é um idioma internacional, ou seja, desempenha há muito tempo o papel de uma língua comum de fato para a aviação internacional, conforme trecho[1-5]:

• "[...] English has long played the role of a de facto common language for international aviation,” ICAO said.

• Destaque para a estrutura "has long played"(faz tempo, há muito tempo) no Present Perfect que é um tempo verbal que conecta o passado com o presente, indicando ações que começaram no passado e continuam no presente, ou ações passadas com relevância no presente.

(D) is taught in different countries;

seja ensinado em diferentes países;

>> AFIRMATIVA (D) INCORRETA: porque inglês já é "amplamente utilizada" em cerca de 60 países e é uma segunda língua em muitos outros, conforme trecho[17-19]: 

• "[...] 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.

(E) is used only by pilots and controllers.

seja utilizado apenas por pilotos e controladores.

>> AFIRMATIVA (E) INCORRETA: porque os testes serão aplicados para pilotos, controladores e operadores de estações aeronáuticas envolvidos em operações internacionais, conforme trecho[1-5]:

• "[...] ICAO is requiring pilots, controllers and aeronautical station operators involved in international operations to be tested for their ability to speak and understand English." 

• a ICAO está exigindo que os pilotos, controladores e operadores de estações aeronáuticas envolvidos em operações internacionais sejam submetidos a testes de fala e compreensão do inglês.

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.

•   Gabarito C  

The proposal described in the text has met with:

A proposta descrita no texto foi recebida com:
(A) total approval;

aprovação total;
(B) much indifference;

muita indiferença;
(C) some criticism;
algumas críticas;

(D) utmost wonder;

grande admiração;
(E) deep awe.

profundo espanto.

>>TRECHO QUE JUSTIFICA OPÇÃO (C):

• "[...] Nevertheless, the designation of English for international radiotelephony (the transmission of speech by radio) has not been without controversy.

• No entanto, a designação do inglês para radiotelefonia internacional (a transmissão de voz por rádio) não foi isenta de controvérsia.

>> Destaca para a estrutura "has not been without controversy" que significa "não foi isenta de controvérsia" e transmite ideia de "criticism", ou seja, o ato de dizer que algo ou alguém está desaprovado.

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.

•   Gabarito A  

REDUCE "In an effort to reduce"(l. 1) means:

REDUCE “Num esforço para reduzir” significa:
(A) cut down;
>> "cut down" - to reduce the number, amount, or size of something (reduzir o número, a quantidade ou o tamanho de algo).

https://dictionary.cambridge.org/pt/dicionario/ingles-portugues/cut-down

(B) cut up;

>> "cut up " - to cut something into pieces (cortar em pedaços pequenos, picar).

https://dictionary.cambridge.org/pt/dicionario/ingles-portugues/cut-up

(C) cut out;

>> "cut out" - to remove something or form a shape by cutting, usually from paper or cloth (recortar algo).

https://dictionary.cambridge.org/pt/dicionario/ingles-portugues/cut-out

(D) cut in;

>> "cut in" - to interrupt (interromper)

https://dictionary.cambridge.org/pt/dicionario/ingles-portugues/cut-in

(E) cut off.

>> "cut off" - (de uma pessoa) interromper enquanto fala.

https://dictionary.cambridge.org/pt/dicionario/ingles-portugues/cut-off

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.

•   Gabarito B  

The underlined word in "for their ability” (l. 4) has the same meaning as for in:
(A) They work for a big airline company;

Trabalham para uma grande companhia aérea;

>> FOR indica "O BENEFICIADO" (uma "big airline company").

(B) They have been praised for their honesty;
Eles vêm sendo elogiados pela sua honestidade;

>> FOR sinônimo de "BECAUSE OF" (por causa de, devido a).

(C) The airport personnel took him for a pilot;

O pessoal do aeroporto confundiu-o com um piloto;

>> FOR é parte integrante do phrasal verb "take for".

(D) They have flown jets for some time now;

Voam em jatos há algum tempo;

>> FOR indica TIME.

(E) For all their efforts, they did not succeed.

Apesar de todos os seus esforços, não tiveram sucesso.

>> USOS DA PREPOSIÇÃO "FOR":

>> FOR é parte integrante de collocations:

• "a request for information" (um pedido de informação);

• "for all their efforts, they didn't manage to score."(apesar de todos os esforços, não conseguiram marcar.).

>> FOR é é parte integrante de Phrasal Verbs:

• Ask for (pedir)(I called them to ask for more details.),

• Care for ("Cuidar de, importar-se com" ou "gostar")(Care For You.)

• Cry out for (clamar por)(The country is crying out for a change in leadership. - O país clama por uma mudança de liderança.),

• Fall for somebody (Apaixonar-se por alguém)(He's fallen for her in a big way. - Apaixonou-se perdidamente por ela.).

>> FOR, a depender do contexto, é sinônimo de:

• "BECAUSE OF" (I'm feeling all the better for my holiday.);

• "HAVING THE PURPOSE OF" (I need some money for tonight.);

• "INTENDED FOR" (destinado para, quem se beneficia de uma ação);

• "TIME" ("I haven't played tennis for years.");

• "COMPARING" (She's very mature for her age.).

>> No trecho, "FOR" indica BECAUSE OF.

• "[...] ICAO is requiring pilots, controllers and aeronautical station operators involved in international operations to be tested for their ability to speak and understand English.

• a ICAO está exigindo que os pilotos, controladores e operadores de estações aeronáuticas envolvidos em operações internacionais sejam submetidos a testes POR CAUSA de sua fala e compreensão do inglês.

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.

•   Gabarito A  

The expression AT STAKE in "At stake are careers"(l. 5) can be replaced by:
(A) at risk;
em risco, em perigo, em jogo.

(B) at ease;

à vontade, tranquilo, em paz.
(C) at best;

na melhor das hipóteses,  quando muito, no melhor dos casos.
(D) at most;

quando muito, na melhor das hipóteses, na maioria das.
(E) at start.

no início.

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.

•   Gabarito C  

>> COMANDO DA QUESTÃO (identificar um NOUN e um VERB, nesta sequência).

– safety (l. 6) is to save as:

safety (noun) está para save (verb), assim como:
(A) policy is to political;

>> policy (noun): "foreign/economic/public etc policy" - "política externa/econômica/pública etc."

>> political (adjective): "political leaders" - líderes políticos)

(B) empty is to emptied;

>> empty (adjective): An empty box (uma caixa vazia); An empty bottle(uma garrafa vazia); The fuel tank’s almost empty. (O tanque de combustível está quase vazio).

>> emptied (verb "to empty", esvaziar): The place emptied pretty quickly when the fight started.(O local esvaziou-se muito rapidamente quando a luta começou.)

(C) flight is to flew;

>> flight (noun): I'll never forget my first flight.(Nunca esquecerei o meu primeiro voo.)

>> flew (verb): We flew to Paris. (Nós voamos para Paris.)

(D) choose is to choice;

>> choose (verb): I chose to learn German rather than French. (Escolhi aprender alemão em vez de francês.)

>> choice (noun): Voters have a choice between three main political parties.(Os eleitores podem escolher entre três principais partidos políticos.)

(E) control is to controller.

>> control (verb): The government is trying to control spending.(O governo está tentando controlar os gastos.)

>> controller (noun): Air-traffic controllers (controladores de tráfego aéreo)

50 – The underlined word in "Current requirements"(l. 11) can be replaced by:
(A) basic;
(B) specific;
(C) rigorous;
(D) necessary;
(E) present.

•   Gabarito E  

The underlined word in "Current requirements"(l. 11) can be replaced by:

A palavra sublinhada em "Requisitos atuais" (l. 11) pode ser substituída por:
(A) basic;

básico, fundamental, elementar;
(B) specific;

específico, particular;
(C) rigorous;

rigoroso, exigente, criterioso;
(D) necessary;

necessário, indispensável, essencial, imprescindível;
(E) present.

presente, atual.

>> "CURRENT"(adjective) - happening or existing now - presente, atual.

https://www.ldoceonline.com/dictionary/current

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.

•   Gabarito E  

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.

52 – The word LONG in "English has long played the role"(l. 15) expresses:
(A) width;
(B) size;
(C) movement;
(D) length;
(E) time.

•   Gabarito E  

The word LONG in "English has long played the role"(l. 15) expresses:
(A) width;
(B) size;
(C) movement;
(D) length;
(E) time.

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.

•   Gabarito D  

The underlined expression in "in about 60 countries” (l. 18) can be replaced by:
(A) exactly;
(B) over;
(C) under;
(D) around;
(E) just.

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.

•   Gabarito B  

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.

55 – Nevertheless in "Nevertheless, the designation" (l. 22) introduces a(n):
(A) emphasis;
(B) contrast;
(C) summary;
(D) exemplification;
(E) generalization.

•   Gabarito B  

Nevertheless in "Nevertheless, the designation" (l. 22) introduces a(n):
(A) emphasis;
(B) contrast;
(C) summary;
(D) exemplification;
(E) generalization.

56 – The opposite of "closely" in "closely tied"(l. 24) is:

(A) commonly;
(B) particularly;
(C) neatly;
(D) loosely;
(E) grossly

•   Gabarito D  

The opposite of "closely" in "closely tied"(l. 24) is:

(A) commonly;
(B) particularly;
(C) neatly;
(D) loosely;
(E) grossly

❑ TEXTO 2: Read text II and answer questions 57 to 70:

Aviation english teaching materials and resources

Materiais e recursos para o ensino do inglês na área da aviação

What kind of aviation English training materials wouldteachers and trainees like to have when the objective is to reach and maintain operational level in aviation English?

Que tipo de materiais de formação de inglês para aviação gostariam os professores e estagiários de ter quando o objetivo é atingir e manter o nível operacional em inglês para aviação?

We would all like the magic English potion – take two spoonfuls daily for 10 days and Bingo, you’re bilingual.

Todos gostaríamos da poção mágica do inglês – tomar duas colheres por dia durante 10 dias e bingo, é bilingue.

Some of the language training programmes proposed nowadays seem to me to be just as unrealistic.

Alguns dos programas de formação linguística propostos hoje em dia parecem-me igualmente irrealistas. 

The length of English language training courses has been inexorably whittled down from 4 or more intensive weeks, to a flimsy 2-day module.

A duração dos cursos de formação de inglês foi inexoravelmente reduzida de 4 ou mais semanas intensivas para um módulo frágil de 2 dias.

The word “module” often covers a multitude of cost-cutting sins.

A palavra "módulo" abrange frequentemente uma infinidade de pecados de redução de custos.

Bite sized English courses.
Pequenos cursos de inglês

The question I want to consider now is what are appropriate aviation English training materials?
A questão que quero considerar agora é: quais são os materiais de formação de inglês para aviação adequados?

That depends very much on the kind of training envisaged.

Isto depende muito do tipo de treino pretendido.

There are many variables a few of which are:

Há muitas variáveis, algumas das quais são:

the trainees

os estagiários

the hardware

o hardware

the organisation of

a organização

the courses in time and space

dos cursos no tempo e no espaço

the teachers

os professores

the money available to pay for training

o dinheiro disponível para pagar a formação

First let’s look at the trainees
Primeiro vamos olhar para os formandos

Who are they?

Quem são?

Are they controllers or pilots?

São controladores ou pilotos?

Unfortunately it is rare, indeed almost unheard of to have both professional categories together.

Infelizmente, é raro, quase inédito, ter as duas categorias profissionais juntas

The advantages in the language classroom of having representatives of both sides of the pilot-controller dialogue would be immense.

As vantagens de ter representantes de ambos os lados do diálogo piloto-controlador na sala de aula de línguas seriam imensas.

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.

Já não seria necessário pedir a um participante que assumisse o papel do outro num diálogo, ou o ponto de vista do outro numa discussão.

However since civilian pilots and controllers usually work for different organisations, the idea seems impracticable….
No entanto, como os pilotos e controladores civis trabalham geralmente para organizações diferentes, a ideia parece pouco prática...

The main question here is how much experience they have with the world of aviation, and whether they can develop their own materials.
A questão principal aqui é quanta experiência têm com o mundo da aviação e se podem desenvolver os seus próprios materiais.

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.
Um professor bem formado pode sempre aprender com o ambiente da aviação em que trabalha – todos nós começamos assim. A Aviação é uma disciplina bastante interessante por si só. Os professores com pouca experiência em aviação podem ter receio de não serem de confiança, especialmente se estiverem com estagiários novos na profissão. Os professores acham que os estagiários acham que devem ser especialistas em aviação. A área do professor é a língua. Em algumas circunstâncias, o ensino em equipa é possível com um professor de línguas e um professor da disciplina. Isto pode ser muito gratificante, com cada professor a observar os contributos do outro.

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.

O professor de inglês não deve confundir o ensino da língua (inglês) com o ensino da disciplina (aviação), e eu diria que o professor de línguas proficiente deve ser capaz de ensinar profissionais na maioria das áreas.

But you cannot expect a teacher new to aviation to immediately start producing teaching materials...

Mas não se pode esperar que um professor principiante em aviação comece imediatamente a produzir materiais didáticos...

Many students complain about a lack of vocabulary.

Muitos alunos queixam-se da falta de vocabulário.

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.
Isto pode ser um falso problema. Ao tentarem traduzir de cabeça e encontrar a frase exata que têm em mente, estão a inibir o uso das palavras que conhecem. É uma forma de pensar aceitar que não se pode ser um adulto completamente sofisticado na língua que se está a aprender e aprender a dizer coisas complexas com as palavras simples que se tem à disposição.

Having said that, the aviation English course does have to teach a solid amount of terminology.

Posto isto, o curso de inglês para aviação precisa de ensinar uma boa dose de terminologia.

This should be contextualised in pictures and/or texts with recordings of the correct pronunciation.

Este deve ser contextualizado em imagens e/ou textos com gravações da pronúncia correta.

It has to be practiced and reviewed more than once.

É necessário praticar e rever mais do que uma vez.

It takes quite a lot of practice to internalise new words.

É preciso muita prática para interiorizar novas palavras.

Since most aviation English practice is oral, pronunciation practice should be part of every lesson.

Como a maior parte da prática do inglês para aviação é oral, a prática da pronúncia deve fazer parte de todas as aulas. 

Not just the sounds, or phonemes, but also the rhythms.

Não apenas os sons ou fonemas, mas também os ritmos.

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.

A acentuação correta de palavras mais longas é essencial para a compreensão, e a consciência de como a língua inglesa enfatiza as palavras importantes de uma frase e depois "engole" o resto é fundamental para a compreensão do inglês falado.

One French pilot was blown away by his first contact with real North American English at his hotel when ordering eggs for breakfast.

Um piloto francês ficou impressionado com o seu primeiro contato com o verdadeiro inglês norte-americano no seu hotel, ao pedir ovos para o café da manhã.

The question “How ye wan yer eggs?” corresponded very little to his idea of the pronunciation of “How do you want your eggs?”

A pergunta "How ye wan yer eggs?" correspondia muito pouco à sua ideia da pronúncia de "How do you want your eggs?".

What had his English teachers been teaching him all these years?

O que é que os seus professores de inglês lhe ensinaram durante todos estes anos?

Let me emphasise it is not necessary to speak Oxford, BBC or Boston English.

Permitam-me realçar que não é necessário falar inglês de Oxford, BBC ou Boston.

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.

Os sotaques estrangeiros fazem parte da personalidade de quem fala – ainda falo francês com sotaque inglês, talvez escocês, passados ​​mais de 30 anos.

But it is necessary to be understood and to understand.

Mas é preciso ser compreendido e compreender.

Pronunciation and oral comprehension are very closely related.

A pronúncia e a compreensão oral estão intimamente relacionadas.

Someone who pronounces badly will have problems understanding.

Alguém que pronuncia mal terá dificuldade em compreender.

• (adapted from http://www.bigmag.co.uk/main/static/site/1957/download/14-Robertson.pdf on March 9th, 2007)

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.

•   Gabarito C  

The writer suggests that placing pilots and controllers in the same classroom would foster:
(A) writing;
(B) testing;
(C) speaking;
(D) reading;
(E) reflecting.

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.

•   Gabarito B  

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.

59 – At the end of the first paragraph the author expresses:
(A) rage;
(B) praise;
(C) criticism;
(D) defiance;
(E) indifference.

•   Gabarito C  

At the end of the first paragraph the author expresses:
(A) rage;
(B) praise;
(C) criticism;
(D) defiance;
(E) indifference.

60 – The author suggests that words should be learned:
(A) by memorizing;
(B) through repetition;
(C) in situations;
(D) by copying;
(E) in tables.

•   Gabarito C  

The author suggests that words should be learned:
(A) by memorizing;
(B) through repetition;
(C) in situations;
(D) by copying;
(E) in tables.

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.

•   Gabarito A  

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.

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.

•   Gabarito A  

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.

63 – The expression “take two spoonfuls daily” (l. 4) can be found in:
(A) letters;
(B) prescriptions;
(C) editorials;
(D) receipts;
(E) essays.

•   Gabarito B  

The expression “take two spoonfuls daily” (l. 4) can be found in:
(A) letters;
(B) prescriptions;
(C) editorials;
(D) receipts;
(E) essays.

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.

•   Gabarito D  

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.

65 – A few in "a few of which are" (l. 14) means:
(A) some;
(B) others;
(C) less;
(D) most;
(E) any.

•   Gabarito A  

A few in "a few of which are" (l. 14) means:
(A) some;
(B) others;
(C) less;
(D) most;
(E) any.

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.

•   Gabarito C  

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.

67 – ought to be in “they ought to be experts” (l. 39) means:
(A) should;
(B) may;
(C) used to;
(D) will;
(E) can.

•   Gabarito A  

ought to be in “they ought to be experts” (l. 39) means:
(A) should;
(B) may;
(C) used to;
(D) will;
(E) can.

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.

•   Gabarito A  

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.

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.

•   Gabarito D  

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.

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.

•   Gabarito C  

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.