CESPE-2011 –SAEB – PROFESSOR DE INGLÊS – LÍNGUA INGLESA – CONCURSO PÚBLICO – SECRETARIA DA ADMINISTRAÇÃO DO ESTADO DA BAHIA –PROVA COM GABARITO.

Welcome back to another post!

➧ PROVA DE LÍNGUA INGLESA: CESPE-2011-SAEB-PROFESSOR DE INGLÊS, aplicação em 01/01/2011.

➧ BANCA/ORGANIZADOR: CESPE-Centro Brasileiro de Pesquisa em Avaliação e Seleção e de Promoção de Eventos.

➧ PADRÃO / COMPOSIÇÃO DA PROVA: 10 questões.

➧ GABARITO:

01-C, 02-D, 03-B, 04-A, 05-C

06-A, 07-B, 08-D, 09-D, 10-B

➧ TEXTO I: Text for questions from 41 to 44

It almost goes without saying that the native language of every learner is an extremely significant factor in the learning of a new language. Most of the time, we think of the native language as exercising an interfering effect on the target language, and indeed the most salient, observable effect does appear to be one of interference. The majority of learners’ errors in producing the second language, especially in the beginning levels, stem from the learner’s assumption that the target language operates like the native language.

But what we observe may, like an iceberg, only be part of the reality. The facilitating effects of the native language are surely as powerful in the process, or more so, even though they are less observable. When the native French speaker who is learning English says, “I’ m here since January”, there is one salient native language effect, a verb tense error stemming from French. But who is to say that the learner’s native French did not facilitate the production of that sentence’s subject-verb-complement word order, the placement of the locative (here), the one-to-one grammatical correspondence of every word in the sentence, rules governing prepositional phrases, and the cognate word (January)?

In dealing with the native language effect in the classroom, interference will most often be the focus of your feedback in the classroom. That’s perfectly sound pedagogy. Learners’ errors stand out like the tips of icebergs giving us salient signals of an underlying system at work.

D. Brown. Teaching by Principles – An Interactive Approach to Language Pedagogy. Prentice Hall Regents, New Jersey. San Francisco State University. USA, 2007 (adapted).

01 – (CESPE-2011-SAEB-PROFESSOR DE INGLÊS)

From the text, it can inferred that

(A) second language learners can be victims of their own native language.
(B) the more you learn a foreign language the more interference you experience.
(C) interference is part of a natural process while learning a foreign language.
(D) native language influence is a handicap against learners of a second language.
_____________________________________________________________________________
👍 Comentários e Gabarito  C 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
From the text, it can inferred that
(A) second language learners can be victims of their own native language.
(B) the more you learn a foreign language the more interference you experience.
(C) interference is part of a natural process while learning a foreign language.
(D) native language influence is a handicap against learners of a second language.

02 – (CESPE-2011-SAEB-PROFESSOR DE INGLÊS)

According to the text, it can be stated that

(A) it is obvious to say that the second language learning may change the structure of the native language.
(B) second language interference must be totally avoided.
(C) the native language and the second language operate the same way.
(D) native and target languages can share some traces.
_____________________________________________________________________________
👍 Comentários e Gabarito  D 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
According to the text, it can be stated that
(A) it is obvious to say that the second language learning may change the structure of the native language.
(B) second language interference must be totally avoided.
(C) the native language and the second language operate the same way.
(D) native and target languages can share some traces.

03 – (CESPE-2011-SAEB-PROFESSOR DE INGLÊS)

Based on the text, judge the items below.

(A) Most foreign language learners make unusual mistakes.
(B) Second language interference can be particularly found at the beginner’s level.
(C) French and English are structurally different.
(D) Icebergs give you tips on how to teach a foreign language.

_____________________________________________________________________________
👍 Comentários e Gabarito  B 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
Based on the text, judge the items below.
(A) Most foreign language learners make unusual mistakes.
(B) Second language interference can be particularly found at the beginner’s level.
(C) French and English are structurally different.
(D) Icebergs give you tips on how to teach a foreign language.

04 – (CESPE-2011-SAEB-PROFESSOR DE INGLÊS)

The conjunction “even though” (R.13) is synonymous with

(A) although.
(B) however.
(C) despite.
(D) in spite of
_____________________________________________________________________________
👍 Comentários e Gabarito  A 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
The conjunction “even though” (R.13) is synonymous with
(A) although.
(B) however.
(C) despite.
(D) in spite of

➧ TEXTO II: Text for questions from 05 to 07.

If we are asked whether culture should be part of
language courses, the answer is an unquestionable “yes”.

The ideal situation is to develop language classes in
which basic cultural information is integrated systematically and completely into the course content. However, until integrated cultural materials become available, language teachers will have to be responsible for incorporating as much culture as possible into their classes while continuing to use
language-based texts.

Given the reality of the present situation, the basic
decision facing the teacher is how to combine culture with the other material to be learned in the class. Learning the language itself is a full-time task. How can room be made for more material? The answer to this question is certainly not an easy one, but it is hoped that the teacher will recognize the need for developing a course in which culture is a basic component. Techniques have been developed that can be inserted unobtrusively into the class without disturbing the remainder of the lesson plan. On those days when more time is required for lengthy activities, the culture portion of the class can serve as a change of pace to the more typical language routine.

How much time should be spent teaching culture? In this author’s opinion, the answer to that question depends on the teacher and the students in the class. The type of cultural material presented and the manner in which it is organized will also influence the amount of time spent.

C. Chastain. Developing Second-Language Skills –
Theory and Practice. Harcourt Brace Jovanovich,
Publishers. University of Virginia. USA, 1988 (adapted)

05 – (CESPE-2011-SAEB-PROFESSOR DE INGLÊS)

Based on the text, it can be concluded that

(A) culture must be taught as much as language.
(B) culture and language teaching should be kept apart to a certain extent.
(C) integrated cultural materials, as it were, are yet to be published.
(D) language teachers ought to be literature teachers as well.
_____________________________________________________________________________
👍 Comentários e Gabarito  C 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
Based on the text, it can be concluded that
(A) culture must be taught as much as language.
(B) culture and language teaching should be kept apart to a certain extent.
(C) integrated cultural materials, as it were, are yet to be published.
(D) language teachers ought to be literature teachers as well.

06 – (CESPE-2011-SAEB-PROFESSOR DE INGLÊS)

According to the text, it can be said that

(A) activities which take a longer time can be coupled with culture portions.
(B) time devoted to culture teaching depends on the material available.
(C) students have to be entirely familiar with the foreign culture at the end of the course.
(D) everyday classes demand as much culture as linguistic knowledge.
_____________________________________________________________________________
👍 Comentários e Gabarito  A 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
According to the text, it can be said that
(A) activities which take a longer time can be coupled with culture portions.
(B) time devoted to culture teaching depends on the material available.
(C) students have to be entirely familiar with the foreign culture at the end of the course.
(D) everyday classes demand as much culture as linguistic knowledge.

07 – (CESPE-2011-SAEB-PROFESSOR DE INGLÊS)

The verb “depends” (R.23) can also be collocated with

(A) of.
(B) upon.
(C) with.
(D) for.
_____________________________________________________________________________
👍 Comentários e Gabarito  B 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
The verb “depends” (R.23) can also be collocated with
(A) of.
(B) upon.
(C) with.
(D) for.

➧ TEXTO II: Text for questions from 48 to 50

Developing the ability to understand the spoken foreign language is a long, continuous process. It is a skill that must be taught and that does not happen automatically. One of the teachers’ most important tasks is to provide a variety of purposeful listening activities throughout the entire language course.

The students must be given a reason for listening to one another. If the teacher requires individuals to respond to each other, the students will make an effort to listen more carefully for the information requested. In order to accomplish this, the teacher must insist that everyone speak up.

It is also important that teachers not repeat their questions and comments. Those teachers who repeat each utterance a dozen times find that their students stop listening altogether. Even more boring is the teacher who repeats each student’s response or question. Obviously the teacher cannot react in silence to a student’s utterance, and repeating what has just been said is an easy but unfortunate way to say something. The alternative is for the teacher to develop a large repertoire of responses to students’ utterances. Even the not-too-fluent teacher can practice a list of possible rejoinders in the foreign language, such as: Great. Wonderful.

At the intermediate and advanced levels, the teacher must make the effort to find suitable taped material for listening activities. It is not enough for students merely to listen to each other and the teacher. They must also have frequent opportunities to listen to a variety of different speakers talking at a normal conversational speed.

D. E. Allen and R. M. Valette. Classroom Techniques: Foreign Languages and English as Second Language. Harcourt Brace Jovanovich, Publishers. The Ohio State University. USA (adapted)

08 – (CESPE-2011-SAEB-PROFESSOR DE INGLÊS)

The text above makes clear that

(A) oral expression must be learned mechanically.
(B) listening activities should be postponed for a later stage.
(C) the students must listen to themselves.
(D) oral comprehension is a long as well as a continuous learning process.
_____________________________________________________________________________
👍 Comentários e Gabarito  D 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
The text above makes clear that
(A) oral expression must be learned mechanically.
(B) listening activities should be postponed for a later stage.
(C) the students must listen to themselves.
(D) oral comprehension is a long as well as a continuous learning process.

09 – (CESPE-2011-SAEB-PROFESSOR DE INGLÊS)

As found in the text, it can be affirmed that

(A) the more listening and repeating drills the better the fixation becomes.
(B) it is advisable for the teacher to remain silent while the student is speaking.
(C) every single student may be asked to speak up.
(D) to repeat utterances is less boring than repeating student’s response or questions.
_____________________________________________________________________________
👍 Comentários e Gabarito  D 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
As found in the text, it can be affirmed that
(A) the more listening and repeating drills the better the fixation becomes.
(B) it is advisable for the teacher to remain silent while the student is speaking.
(C) every single student may be asked to speak up.
(D) to repeat utterances is less boring than repeating student’s response or questions.

10 – (CESPE-2011-SAEB-PROFESSOR DE INGLÊS)

The relative pronoun “who” (R.8) can be correctly replaced by

(A) which.
(B) that.
(C) whose.
(D) what
_____________________________________________________________________________
👍 Comentários e Gabarito  B 
TÓPICO - IDEIA CONTEXTUAL ou INFORMAÇÃO DENTRO DO TEXTO:
(A) which.
(B) that.
(C) whose.
(D) what 

ESAF-2016 – ANAC – TÉCNICO EM REGULAÇÃO – LÍNGUA INGLESA – CONCURSO PÚBLICO – AGÊNCIA NACIONAL DE AVIAÇÃO CIVIL – PROVA COM GABARITO.

❑ PROVA DE LÍNGUA INGLESA: ESAF-2016-ANAC-TÉCNICO EM REGULAÇÃO DE AVIAÇÃO CIVIL-20/03/2016.

www.esaf.fazenda.gov.br.

❑ ESTRUTURA-PROVA:

➭ 10 Multiple Choice Questions / 5 Options Each Question.

• Text (1) – | Welcome to the Drone Age | The Economist |

• Text (2) – | Busy air traffic control facilities lack enough controllers | Washington Post |

➧ TEXT 1: Read Text 1 and answer questions 36-41.

Welcome to the Drone Age

THE scale and scope of the revolution in the use of small, civilian drones has caught many by surprise. In 2010 America's Federal Aviation Authority (FAA) estimated that there would, by 2020, be perhaps 15,000 such drones in the country. More than that number are now sold there every month. And it is not just an American craze. Some analysts think the number of drones made and sold around the world this year will exceed 1 million. In their view, what is now happening to drones is similar to what happened to personal computers in the 1980s, when Apple launched the Macintosh and IBM the PS/2, and such machines went from being hobbyists’ toys to business essentials.

That is probably an exaggeration. It is hard to think of a business which could not benefit from a PC, whereas many may not benefit (at least directly) from drones. But the practical use of these small, remote-controlled aircraft is expanding rapidly. These involve areas as diverse as agriculture, landsurveying, film-making, security, and delivering goods. Other roles for drones are more questionable. Their use to smuggle drugs and phones into prisons is growing. Instances have been reported in America, Australia, Brazil, Britain and Canada, to name but a few places. In Britain the police have also caught criminals using drones to scout houses to burgle. The crash of a drone on to the White House lawn in January highlighted the risk that they might be used for acts of terrorism. And in June a video emerged of a graffito artist using a drone equipped with an aerosol spray to deface one of New York’s most prominent billboards.

How all this activity will be regulated and policed is, as the FAA's own flat-footed response has shown, not yet being properly addressed. There are implications for safety (being hit by an out-of-control drone weighing several kilograms would be no joke); for privacy, from both the state and nosy neighbours; and for sheer nuisance—for drones can be noisy. But the new machines are so cheap, so useful and have so much unpredictable potential that the best approach to regulation may simply be to let a thousand flyers zoom.

[Source: The Economist September 26th 2015- adapted]

36 – (ESAF-2016-ANAC-TÉCNICO EM REGULAÇÃO)

As used in the text, the word "drone" is best defined as

(A) a high-pitched noise which can cause serious annoyance.
(B) an unmanned flying machine that has many possible uses.
(C) an object used exclusively by criminals for nefarious purposes.
(D) a multi-purpose flying aid designed for film-makers and artists.
(E) an unstoppable bore which probably needs to be banned.

 👍  Comentários e Gabarito  B 

TÓPICO - RELAÇÃO SEMÂNTICA ENTRE PARTES DO TEXTO & VOCÁBULOS SINÔNIMOS:

Conforme usado no texto, a palavra "drone" é melhor definida como:

(A) a high-pitched noise which can cause serious annoyance.

um ruído muito agudo que pode causar um sério incômodo.
(B) an unmanned flying machine that has many possible uses.

uma máquina voadora não tripulada que tem muitos usos possíveis.
(C) an object used exclusively by criminals for nefarious purposes.

um objeto usado exclusivamente por criminosos para fins nefastos.
(D) a multi-purpose flying aid designed for film-makers and artists.

um auxílio voador multifuncional projetado para cineastas e artistas.
(E) an unstoppable bore which probably needs to be banned.

um perfurador imparável que provavelmente precisa ser banido.

➦ TRECHO QUE JUSTIFICA A RESPOSTA:

• "[...] But the practical use of these small, remote-controlled aircraft is expanding rapidly. These involve areas as diverse as agriculture, landsurveying, film-making, security, and delivering goods. Other roles for drones are more questionable. Their use to smuggle drugs and phones into prisons is growing."

• Mas o uso prático dessas pequenas aeronaves de controle remoto está se expandindo rapidamente. Estes envolvem áreas tão diversas como a agricultura, o planejamento de terras, a produção de filmes, a segurança e a entrega de mercadorias. Outros papéis para drones são mais questionáveis. Seu uso para contrabandear drogas e telefones para as prisões está crescendo.

37 – (ESAF-2016-ANAC-TÉCNICO EM REGULAÇÃO)

According to the text, five years ago America's Federal Aviation Authority

(A) failed to perceive the importance of personal computers.
(B) exaggerated the probable number of drones in circulation today.
(C) expected the number of drones to fall below one million soon.
(D) seriously underestimated the number of drones sold today.
(E) condoned the use of unmanned aircraft for illegal ends.

 👍  Comentários e Gabarito  D 

TÓPICO - RELAÇÃO SEMÂNTICA ENTRE PARTES DO TEXTO:

De acordo com o texto, há cinco anos, a FAA (agência de aviação federal americana):

(A) failed to perceive the importance of personal computers.

não percebeu a importância dos computadores pessoais.
(B) exaggerated the probable number of drones in circulation today.

exagerou o provável número de drones em circulação hoje.
(C) expected the number of drones to fall below one million soon.

esperou que o número de drones caisse abaixo de um milhão em breve.
(D) seriously underestimated the number of drones sold today.

subestimou seriamente o número de drones vendidos hoje.
(E) condoned the use of unmanned aircraft for illegal ends.

tolerou o uso de aeronaves não tripuladas para fins ilegais.

➦ TRECHO QUE JUSTIFICA A RESPOSTA:

• "[...] In 2010 America's Federal Aviation Authority (FAA) estimated that there would, by 2020, be perhaps 15,000 such drones in the country. More than that number are now sold there every month."

• Em 2010 a FAA estimou que haveria, em 2020, talvez 15.000 desses drones no país. Mais do que esse número são agora vendidos lá todos os meses.

➦ NOTAS IMPORTANTES:

➭ TO CONDON /kənˈdoʊn/ – ACEITAR/PERMITIR COMPORTAMENTO ERRADO – TOLERAR – https://dictionary.cambridge.org.

• I cannot condone the use of violence. – Não posso tolerar o uso da violência.

• The state appears to condone police brutality. – O estado parece tolerar a brutalidade policial.

• If the government is seen to condone violence, the bloodshed will never stop. – Se o governo for visto tolerando a violência, o derramamento de sangue nunca irá parar.

➭ FAIL TO DO A PARTICULAR SOMETHING  – DEIXAR DE FAZER ALGO ESPECÍFICO QUE DEVERIA TER FEITO E NÃO FAZ.

• She failed to reach the Wimbledon Final this year. – Ela não  chegou à final de Wimbledon este ano.

• Some schools fail to set any homework. – Algumas escolas não definem nenhum dever de casa.

• Firms that fail to take advantage of the new technology will go out of business. – As empresas que não aproveitarem as vantagens da nova tecnologia fecharão as portas.

38 – (ESAF-2016-ANAC-TÉCNICO EM REGULAÇÃO)

The concluding sentence of the text suggests that the best policy for drones may be to regulate them

(A) for safety and privacy reasons.
(B) as strictly as possible.
(C) for cost and reliability.
(D) as often as possible.
(E) as little as possible.

 👍  Comentários e Gabarito  E 

TÓPICO - RELAÇÃO SEMÂNTICA ENTRE PARTES DO TEXTO:

A sentença final do texto sugere que a melhor política para os drones pode ser regulamentá-los

(A) for safety and privacy reasons.

por razões de segurança e privacidade.
(B) as strictly as possible.

o mais estritamente possível.
(C) for cost and reliability.

em termos de custo e confiabilidade.
(D) as often as possible.

com a maior frequência possível.
(E) as little as possible.

o menos possível.

➦ TRECHO QUE JUSTIFICA A RESPOSTA:

• "[...] But the new machines are so cheap, so useful and have so much unpredictable potential that the best approach to regulation may simply be to let a thousand flyers zoom."

• Mas as novas máquinas são tão baratas, tão úteis e têm tanto potencial imprevisível que a melhor abordagem para a regulamentação pode ser simplesmente deixar que milhares de drones voem velozmente.

39 – (ESAF-2016-ANAC-TÉCNICO EM REGULAÇÃO)

In Paragraph 2 line 12, the verbs "to scout" and "to burgle" mean respectively

(A) to survey and to break into.
(B) to access and to police.
(C) to look down on and to shoot.
(D) to eavesdrop and to harass.
(E) to film and to embezzle.

 👍  Comentários e Gabarito  A 

TÓPICO - RELAÇÃO SEMÂNTICA ENTRE PARTES DO TEXTO, VERBS & PHRASAL VERBS:

No parágrafo 2, linha 12, os verbos "scout" e "to burgle" significam respectivamente

(A) to survey and to break into.

vistoriar e arrombar.
(B) to access and to police.

acessar e policiar.
(C) to look down on and to shoot.

olhar com superioridade e disparar.
(D) to eavesdrop and to harass.

escutar (atrás da porta) e assediar.
(E) to film and to embezzle.

filmar e apropriar-se fraudulentamente de.

➦ TRECHO:

• "[...] In Britain the police have also caught criminals using drones to scout houses to burgle."

• Na Grã-Bretanha, a polícia também pegou criminosos usando drones para vistoriar casas para arrombar.

40 – (ESAF-2016-ANAC-TÉCNICO EM REGULAÇÃO)

The word "whereas" in Paragraph 2 line 2 could best be replaced by

(A) since.
(B) once.
(C) moreover.
(D) while.
(E) because.

 👍  Comentários e Gabarito  D 

TÓPICO - RELAÇÃO SEMÂNTICA ENTRE PARTES DO TEXTO & CONJUNÇÃO:

A palavra "whereas" ino parágrafo 2, linha 2, poderia ser melhor substituída por

(A) since.

desde
(B) once.

uma vez

(C) moreover.

além disso
(D) while.

enquanto
(E) because.

porque

➦ TRECHO:

• "[...] IIt is hard to think of a business which could not benefit from a PC, whereas many may not benefit (at least directly) from drones."

• É difícil pensar numa empresa que não possa beneficiar de um PC, MAS POR OUTRO LADO muitas podem não beneficiar (pelo menos diretamente) dos drones..

➦ NOTA IMPORTANTE:

➭ WHEREAS (= but on the other hand. while on the contrary) – ENQUANTO QUE, AO PASSO QUE, MAS POR OUTRO LADO.

(1) Usado em contexto para comparar ou contrastar dois fatos. [www.oxfordlearnersdictionaries.com]

(2) Usado, em contexto formal, para dizer que embora algo seja verdade para uma coisa, não é verdade para outra. [www.ldoceonline.com]

(3) Usado, em contexto jurídico, no início de um documento oficial para significar 'por causa de um fato particular'. [www.ldoceonline.com]

• He must be about 60, whereas his wife looks about 30. – Ele deve ter cerca de 60 anos, ENQUANTO QUE sua esposa parece ter cerca de 30.

• You eat a huge plate of food for lunch, whereas I have just a sandwich. – Você come um prato enorme de comida no almoço, MAS POR OUTRO LADO eu como apenas um sanduíche.

From: www.oxfordlearnersdictionaries.com

41 – (ESAF-2016-ANAC-TÉCNICO EM REGULAÇÃO)

The word "nosy" in Paragraph 3 line 6 could mean

(A) inquisitive.
(B) loud-mouthed.
(C) friendly.
(D) excitable.
(E) unexceptionable.

 👍  Comentários e Gabarito  A 

TÓPICO - RELAÇÃO SEMÂNTICA ENTRE PARTES DO TEXTO & ADJETIVOS SINÔNIMOS:

A palavra NOSY/ˈnəʊ.zi/ (intrometido, bisbilhoteiro) no parágrafo 3 da linha 6 poderia significar

(A) inquisitive.

inquisitivo, curioso.
(B) loud-mouthed.

bocão (pessoa que fala coisas ofensivas ou desagradáveis em voz alta e forte).
(C) friendly.

amigável.
(D) excitable.

excitável.
(E) unexceptionable.

inócuo, inofensivo, incontestável

➧ TEXT 2: Read Text 2 and answer questions 42-45.

Busy air traffic control facilities lack enough controllers

WASHINGTON — Thirteen of America's busiest air traffic control facilities are suffering from a shortage of air traffic controllers, a problem that demands "urgent attention," a government watchdog told lawmakers on Tuesday. The facilities also are under stress because a large share of their controllers are still being trained and are not yet competent to work on their own, he said. Many of their experienced controllers also are eligible to retire, Hampton said. Officials with the National Air Traffic Controllers Association, the union representing controllers, also complained about the difficulty in moving an experienced controller from a less-busy workplace to a busy one. Managers are reluctant to let workers go for fear they won’t be readily replaceable, he said. And employees may oppose moving to an area where the cost of living is higher — New York, for example.

Washington Post 6/12/15 [adapted]

42 – (ESAF-2016-ANAC-TÉCNICO EM REGULAÇÃO)

In relation to air traffic controllers, the text expresses concern that

(A) they are too retiring.
(B) there are too many of them.
(C) there are too few of them.
(D) they are mainly immovable.
(E) they are usually incompetent.

 👍  Comentários e Gabarito  C 

TÓPICO - RELAÇÃO SEMÂNTICA ENTRE PARTES DO TEXTO & VOCÁBULOS SINÔNIMOS:

Em relação aos controladores de tráfego aéreo, o texto expressa preocupação que...
*Alternativa (A): eles estão se aposentando demais.
*Alternativa (B): há muitos deles.
*Alternativa (C): há muito poucos deles.
*Alternativa (D): são principalmente imóveis.
*Alternativa (E): eles são geralmente incompetentes.
➦IDEIA CONTEXTUAL ➜ a escassez de controladores de tráfego aéreo.
"[...] Thirteen of America's busiest air traffic control facilities are suffering from a shortage of air traffic controllers, a problem that demands "urgent attention," a government watchdog told lawmakers on Tuesday."
(Treze das mais movimentadas instalações de controle de tráfego aéreo dos Estados Unidos estão sofrendo de uma escassez de controladores de tráfego aéreo, um problema que exige "atenção urgente", um cão de guarda(um observador) do governo disse aos legisladores na terça-feira.)

43 – (ESAF-2016-ANAC-TÉCNICO EM REGULAÇÃO)

The expression "a government watchdog" in Paragraph 1 line 3 and 4

refers to

(A) a specially trained sniffer canine at airports.
(B) an official inspector or inspection committee.
(C) a state paymaster and his acolytes.
(D) a presidential aircraft supervisor.
(E) an understaffed civil service department.

 👍  Comentários e Gabarito  B 

TÓPICO - RELAÇÃO SEMÂNTICA ENTRE PARTES DO TEXTO & VOCÁBULOS SINÔNIMOS:

A expressão "a government watchdog"(um cão de guarda do governo) no parágrafo 1, linha 3 e 4, refere-se a
*Alternativa (A): um canino farejador especialmente treinado nos aeroportos.
*Alternativa (B): um inspetor oficial ou comitê de inspeção.
*Alternativa (C): um pagador do estado e seus acólitos.
*Alternativa (D): um supervisor de aeronave presidencial.
*Alternativa (E): um departamento de serviço civil com escassez de pessoal.
➦IDEIA CONTEXTUAL: a government watchdog ➜ um observador do governo.
"[...] Thirteen of America's busiest air traffic control facilities are suffering from a shortage of air traffic controllers, a problem that demands "urgent attention," a government watchdog told lawmakers on Tuesday."
(Treze das mais movimentadas instalações de controle de tráfego aéreo dos Estados Unidos estão sofrendo de uma escassez de controladores de tráfego aéreo, um problema que exige "atenção urgente", um cão de guarda(um observador) do governo disse aos legisladores na terça-feira.)

44 – (ESAF-2016-ANAC-TÉCNICO EM REGULAÇÃO)

According to Paragraph 1, many air traffic controllers

(A) are suffering from stress.
(B) are currently uneducated.
(C) demand frequent attention.
(D) still need supervision at work.
(E) do not get on with their colleagues.

 👍  Comentários e Gabarito  D 

TÓPICO - RELAÇÃO SEMÂNTICA ENTRE PARTES DO TEXTO & VOCÁBULOS SINÔNIMOS:

De acordo com o Parágrafo 1, muitos controladores de tráfego aéreo
*Alternativa (A): estão sofrendo de estresse.
*Alternativa (B): estão atualmente sem instrução.
*Alternativa (C): exigir atenção frequente.
*Alternativa (D): ainda precisam de supervisão no trabalho.
*Alternativa (E): não se dê bem com os colegas.
➦IDEIA CONTEXTUAL: uma grande parte dos seus controladores ainda está sendo treinada e ainda não é competente para trabalhar por conta própria ➜ ainda precisam de supervisão no trabalho.
"[...] The facilities also are under stress because a large share of their controllers are still being trained and are not yet competent to work on their own, he said. Many of their experienced controllers also are eligible to retire, Hampton said."
(As instalações também estão sob estresse, porque uma grande parte dos seus controladores ainda está sendo treinada e ainda não é competente para trabalhar por conta própria, ele disse. Muitos de seus controladores experientes também são elegíveis para se aposentar, disse Hampton."

45 – (ESAF-2016-ANAC-TÉCNICO EM REGULAÇÃO)

Objections to changing place of work may come from

(A) trades unions and Congressmen.
(B) workers and the unemployed.
(C) workers' wives or husbands and families.
(D) employees in training and experienced workers.
(E) air traffic controllers and their superiors.

 👍  Comentários e Gabarito  E 

TÓPICO - RELAÇÃO SEMÂNTICA ENTRE PARTES DO TEXTO & VOCÁBULOS SINÔNIMOS:

Objeções à mudança de local de trabalho podem vir de...
*Alternativa (A): acordos de sindicatos e congressistas.
*Alternativa (B): trabalhadores e desempregados.
*Alternativa (C): esposas ou maridos e famílias dos trabalhadores.
*Alternativa (D): empregados em treinamento e trabalhadores experientes.
*Alternativa (E): controladores de tráfego aéreo e seus superiores.
"[...] Officials with the National Air Traffic Controllers Association, the union representing controllers, also complained about the difficulty in moving an experienced controller from a less-busy workplace to a busy one. Managers are reluctant to let workers go for fear they won’t be readily replaceable, he said. And employees may oppose moving to an area where the cost of living is higher — New York, for example."(Autoridades com a Associação de Controladores de Tráfego Aéreo Nacional, o sindicato que representa os controladores, também se queixaram da dificuldade em mover um controlador experiente de um ambiente de trabalho menos ocupado para um ocupado. Os gerentes são relutantes em deixar os trabalhadores irem com medo de que eles não sejam substituídos prontamente, disse ele. E os funcionários podem se opor a mudar para uma área onde o custo de vida é mais alto - New York, por exemplo.)