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Text 1
TEXT III
A new Aviation English Test Speaks of Pilots’ voices and aviation safety
In addition ___(1) the development ___(2) various tests ___(3) response ___(4) the ICAO’s language proficiency requirement, a new test has been designed using flight simulators, ___(5) consideration of both the test takers and the ICAO’s fundamental focus ___(6) aviation safety. The test provides a familiar and work-related testing environment ___ (7) pilots, an efficient and cost-effective test system ___(8) airlines, and international credibility and valid evaluation tools to states, while fully covering both aviation and plain English Assessment needs.
(Jason Park and Tyler Kong ALTEON Training Asia LLC Seoul, Korea.)
TEXT III
A new Aviation English Test Speaks of Pilots’ voices and aviation safety
In addition ___(1) the development ___(2) various tests ___(3) response ___(4) the ICAO’s language proficiency requirement, a new test has been designed using flight simulators, ___(5) consideration of both the test takers and the ICAO’s fundamental focus ___(6) aviation safety. The test provides a familiar and work-related testing environment ___ (7) pilots, an efficient and cost-effective test system ___(8) airlines, and international credibility and valid evaluation tools to states, while fully covering both aviation and plain English Assessment needs.
(Jason Park and Tyler Kong ALTEON Training Asia LLC Seoul, Korea.)
TEXT II
LANGUAGE TEACHING
Languages are taught and learned in various places, some in informal settings, others in formal contexts, such as classrooms. It is common knowledge that regardless of the method used, second language learners achieve mastery of the target language to varying degrees. Although 10 individuals may be in the same language class for a year, their eventual proficiency level and profile will be different from one another. This is the result of a combination of the factors briefly mentioned above, compounded with the pedagogical methods that the learner has encountered. Generally speaking, it can be stated that most individuals learn to communicate basic information through a conversation in the target language in the first few years of active language study (provided that there are opportunities to use the language to create personal meaning). It is important to note that mere exposure or contact with the target language in most cases is not sufficient to result in productive language skills.
(http://www.aeservices.net/English/newsletters/Oct2007.html#B2)
“This is a result of a combination of the factors briefly mentioned above” (sentence 04) is a sentence in which the subject is clearly in evidence. Now, mark the alternative in which the underlined word(s) is the subject.
I. Who is the pilot that flew the TAM aircraft which burnet out in São Paulo?
I. Who is the pilot that flew the TAM aircraft which burnet out in São Paulo?
III. What was responsible for the TAM aircraft crash in São Paulo?
IV. What was responsible for the TAM aircraft crash in São Paulo?
TEXT II
LANGUAGE TEACHING
Languages are taught and learned in various places, some in informal settings, others in formal contexts, such as classrooms. It is common knowledge that regardless of the method used, second language learners achieve mastery of the target language to varying degrees. Although 10 individuals may be in the same language class for a year, their eventual proficiency level and profile will be different from one another. This is the result of a combination of the factors briefly mentioned above, compounded with the pedagogical methods that the learner has encountered. Generally speaking, it can be stated that most individuals learn to communicate basic information through a conversation in the target language in the first few years of active language study (provided that there are opportunities to use the language to create personal meaning). It is important to note that mere exposure or contact with the target language in most cases is not sufficient to result in productive language skills.
(http://www.aeservices.net/English/newsletters/Oct2007.html#B2)