Questões de Concurso

Instruções: As questões de números 53 a 55 referem-se ao texto abaixo.

Cumulonimbus (Cb)

Cumulonimbus is a heavy and dense cloud of considerable vertical extent in the form of a mountain or huge tower, often associated with heavy precipitation, lightning and thunder. The mature Cumulonimbus cloud has a distinctive flat, anvil shaped top.

Flight into a Cb is highly dangerous. The only sensible defence against the hazards associated with a Cb is therefore to avoid flying into one in the first place.

− Planning. Predicting an individual Cb cell is difficult but it is possible to predict the conditions which will trigger formation of a Cb. Forecasters are therefore able to advise flight crews and controllers of the likely timing, location, direction of movement, and height of cells and whether or not they may be embedded. Airport authorities can plan aircraft movements to take into account the disruption to operations caused by storms, and approach controllers can consider how they will manage en-route, departing, and arriving traffic when storms are in the vicinity. Flight crews can alter their routings to avoid forecast Cb activity or decide to carry extra contingency fuel in case they have to re-route in flight to avoid the storms or burn additional fuel because of the potential use of aircraft de/anti-icing systems.

− Awareness. Awareness of the conditions which lead to the formation of a Cb, recognition of a developing and mature Cb, and awareness of the signs which indicate the proximity of a Cb will help controllers and flight crews to plan operations to avoid the associated hazards.

− Weather Radar. In addition to visual recognition, Weather Radar is a particularly valuable aid to avoiding Cb clouds. Airborne weather radar enables the flight crew to identify the areas of the storm cloud which hold the largest water droplets, which indicate the areas with strongest updrafts. The area of the cloud with the most severe turbulence is where the updrafts adjoin the downdrafts; ...[C]... the pilot must avoid flying through the edge of the areas of cloud with the largest water droplets. It should be remembered that a large cloud will absorb a great deal of the radar pulse which may therefore not penetrate all of the way through the storm. This can give a false impression that there are no Cb cells beyond the cell immediately ahead of the aircraft.

− In flight avoidance. In certain circumstances, navigating through a line of Cb cells may be the only option open to a pilot, either because his destination is beyond the line of cells or because he is unable to climb over them. In such circumstances, the aircraft may have to diverge from track by many, perhaps hundreds of miles, in order to find a gap in the wall of Cb clouds. The aircraft captain will need to judge the least hazardous track to follow through a line of cells, something which will absorb the whole crew’s attention. The Weather Radar is invaluable in this situation.

If the Cb cell is situated over the destination aerodrome, then the pilot would be well advised to hold off or divert rather than attempt a landing.

(Adapted from http://skybrary.aero/index.php/Cumulonimbus)

Instruções: As questões de números 50 a 52 referem-se ao texto abaixo.

Crucial part of new US air traffic system in trouble

By JOAN LOWY

WASHINGTON (AP) – An information-sharing program essential to government plans for a new national air traffic control system is about $105 million over budget and has been delayed two years, a government watchdog said Thursday.

The first phase of the Federal Aviation Administration program known as System-Wide Information Management, or SWIM, was supposed to be completed by 2013, but has now been pushed back to 2015, said a report by the Transportation Department's Office of Inspector General.

The FAA is in the midst of switching from an air traffic system based on World War II-era radar technology to one that uses GPS. The transition, which is expected to take more than a decade to complete, was to cost the government as much as $22 billion. The cost to the airline industry to equip their planes to use the new system is likely to be almost as much.

Crucial to that transition is a program to share information, including which airports are experiencing delays, which runways are closed, weather reports, pilot observations, flight plans and security restrictions on where planes can fly.

The idea is to create a one-stop place for FAA employees, the military, other government agencies, airlines and the international aviation community to get real-time information.

(Adapted from http://mb.com.ph/node/323714/crucial-part-new-u)

Instruções: As questões de números 45 a 49 referem-se ao texto abaixo.

Radio Discipline

Communication between pilots and air traffic controllers is a process that is vital for the safe and efficient control of air traffic. Pilots must report their situation, intentions and requests to the controller in a clear and unambiguous way; and the controller must respond by issuing instructions that are equally clear and unambiguous. ...[B]... data link communication has reached an advanced stage of development, verbal communication is likely to remain the prime means of air-ground communication for many years.

t is of course important that radio equipment should be reliable and easy to use, and should be capable of conveying the spoken word clearly and without distortion over long distances. However, the process of communication is equally important and must be successful even in the most difficult conditions.

Of the many factors involved in the process of communication, phraseology is perhaps the most important, because it enables us to communicate quickly and effectively despite differences in language and reduces the opportunity for misunderstanding. Standardised phraseology reduces the risk that a message will be misunderstood and aids the readback/ hear-back process so that any error is quickly detected.

Radio communications (including party-line communications) contribute to building the pilot’s and the controller’s situational awareness. Flight crew and controllers may prevent misunderstandings by providing each other with timely information, for better anticipation.

Good radio discipline is essential to this process. Poor radio discipline is the most common cause of breakdown in the RTF communication process.

Aspects of Radio Discipline

1. Always listen out before transmitting − unless flight crew listen out before making a first call on a new frequency, they may interrupt an exchange between other traffic and ATC.

2. Always use standard phraseology.

3. Follow best practice on message format and content.

4. Ensure the use of a high standard of English language and pronounce as clearly as possible whilst speaking at a sensible pace.

5. Do not communicate with aircraft in the national language when there is a risk of loss of situational awareness for nonlocal pilots.

6. Follow best-practice with regard to speed and timeliness of communication.

7. Always apply the read-back/hear-back procedure. 8. Always request a repeat of a transmission when in any doubt as to the content or meaning of it.

(Adapted from http://www.skybrary.aero/ bookshelf/books/113.pdf)

Read the following text to answer the question.

By Leo Selivan

In this article, informed by the Lexical Approach, I reflect on grammar instruction in the classroom […]. I consider the problems with ‘traditional’ grammar teaching before arguing that what we actually need is more grammar input as well as showing how lexis can provide necessary ‘crutches’ for the learner.

Lexis = vocabulary + grammar

The shift in ELT from grammar to lexis mirrors a similar change in the attitude of linguists. In the past linguists were preoccupied with the grammar of language; however the advances in corpus linguistics have pushed lexis to the forefront. The term ‘lexis’, which was traditionally used by linguists, is a common word these days and frequently used even in textbooks.

Why use a technical term borrowed from the realm of linguistics instead of the word ‘vocabulary’? Quite simply because vocabulary is typically seen as individual words (often presented in lists) whereas lexis is a somewhat wider concept and consists of collocations, chunks and formulaic expressions. It also includes certain patterns that were traditionally associated with the grammar of a language, e.g. If I were you…, I haven’t seen you for ages etc.

Recognising certain grammar structures as lexical items means that they can be introduced much earlier, without structural analysis or elaboration. Indeed, since the concept of notions and functions made its way into language teaching, particularly as Communicative Language Teaching (CLT) gained prominence, some structures associated with grammar started to be taught lexically (or functionally). I’d like to is not taught as ‹the conditional› but as a chunk expressing desire. Similarly many other ‹traditional› grammar items can be introduced lexically relatively early on.

Less grammar or more grammar?

You are, no doubt, all familiar with students who on one hand seem to know the ‘rules’ of grammar but still fail to produce grammatically correct sentences when speaking or, on the other, sound unnatural and foreign-like even when their sentences are grammatically correct. Michael Lewis, who might be considered the founder of the Lexical Approach, once claimed that there was no direct relationship between the knowledge of grammar and speaking. In contrast, the knowledge of formulaic language has been shown by research to have a significant bearing on the natural language production.

Furthermore, certain grammar rules are practically impossible to learn. Dave Willis cites the grammar of orientation (which includes the notoriously difficult present perfect and the uses of certain modal verbs) as particularly resistant to teaching. The only way to grasp their meaning is through continuous exposure and use.

Finally, even the most authoritative English grammars never claim to provide a comprehensive description of all the grammar, hence the word ‘introduction’ often used in their titles (for instance, Huddleston & Pullum’s A Student’s Introduction to English Grammar or Halliday’s An Introduction to Functional Grammar).

If grammarians do not even attempt to address all areas of grammar, how can we, practitioners, cover all the aspects of grammar in our teaching, especially if all we seem to focus on is a limited selection of discrete items, comprised mostly of tenses and a handful of modal verbs? It would seem that we need to expose our students to a lot of naturally occurring language and frequently draw their attention to various grammar points as they arise.

For example, while teaching the expression fall asleep / be asleep you can ask your students:

• Don’t make any noise – she’s fallen asleep.

• Don’t make any noise – she’s asleep.

What does’s stand for in each of these cases (is or has)?

One of the fathers of the Communicative Language Teaching Henry Widdowson advocated using lexical items as a starting point and then ‘showing how they need to be grammatically modified to be communicatively effective’ (1990:95). For example, when exploring a text with your students, you may come across a sentence like this:

• They’ve been married for seven years.

You can ask your students: When did they get married? How should you change the sentence if the couple you are talking about is no longer married?

The above demonstrates how the teacher should be constantly on the ball and take every opportunity to draw students’ attention to grammar. Such short but frequent ‘grammar spots’ will help to slowly raise students’ awareness and build their understanding of the English grammar system.

[…]

Conclusion

So is there room for grammar instruction in the classroom? Certainly yes. But the grammar practice should always start with the exploitation of lexical items. Exposing students to a lot of natural and contextualised examples will offer a lexical way into the grammar of the language.

To sum up, grammar should play some role in language teaching but should not occupy a big part of class time. Instead grammar should be delivered in small but frequent portions. Students should be encouraged to collect a lot of examples of a particular structure before being invited to analyse it. Hence, analysis should be preceded by synthesis.

Lastly, language practitioners should bear in mind that grammar acquisition is an incremental process which requires frequent focus and refocus on the items already studied.

Available at: https://www.teachingenglish.org.uk/professionaldevelopment/teachers/knowing-subject/articles/grammar-vs-lexisor-grammar-through. Accessed on: April 29, 2024.

A revolution in communication

When cell phones first became available in the 1980s, they were considered to be expensive playthings for business people. No one thought that they were going to change the world. People knew that the internet had the power to transform lives, but the expectation was that this would happen through the dissemination of personal computers. However, it is now predicted that by 2020, cell phones will have replaced laptops as the main point of access to the internet worldwide. So, why will more people be using cell phones than laptop computers in the future? One reason is that the price of even a fairly cheap laptop makes it inaccessible for a lot of people in developing countries. Computers rely on a regular power supply, which is a problem in many developing countries where outages are frequent, and internet connections unreliable. Cell phones, on the other hand, are cheap to buy (especially recycled ones), require little electricity for recharging, and have good access to the internet in most parts of the world via cell phone networks. It is therefore cell phones, rather than computers, which are revolutionizing life and communication in many developing countries.

How cell phones are transforming the developing world

NextDrop is an app which is now being used in rural parts of India. In many parts of the country, people rely on weekly or twice weekly deliveries of clean water. The problem is that villagers never know exactly when deliveries will take place, meaning that they waste time waiting by their village well for the water tanker to turn up. NextDrop is a simple app that sends automatic text messages to people notifying them when their next water delivery will be. It’s a simple idea which greatly improves people’s lives.

Transferring money between countries can be tricky, and this causes problems for the thousands of people who work abroad and need to send money to their families back home. A piece of software called Boom allows Mexicans who work in the US to send money back to family members in Mexico through their cell phones. Once the link is established and the software is installed on both phones, money can be transferred using a simple text message.

Cell phones are also bringing health benefits to developing countries. A project called TulaSalud in Guatemala uses cell phone technology to communicate with nurses in remote areas of the country, who are working to reduce the infant mortality rate. The software allows nurses access to their patients’ medical records wherever they are. The service provides free phone numbers that both nurses and patients can call to ask questions about health.

Maria Neander is a nurse who works on the TulaSalud project.

Before we had TulaSalud, patients’ medical records were only available........ the health center. When I went..........into the villages, I couldn’t take the records with me, so I didn’t know if a woman I was visiting had any health problems. Now I have all.........information I need.............my cell phone. It helps me monitor women during pregnancy, giving them a better chance of having a healthy baby. When I’m with a woman who is giving birth, I have phone numbers that I can use if there are any problems, so I can get help and advice about what to do. TulaSalud has definitely saved lives.