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Background
The Naval Nuclear Propulsion Program (NNPP) started in 1948. Since that time, the NNPP has provided safe and effective propulsion systems to power submarines, surface combatants, and aircraft carriers. Today, nuclear propulsion enables virtually undetectable US Navy submarines, including the sea-based leg of the strategic triad, and provides essentially inexhaustible propulsion power independent of forward logistical support to both our submarines and aircraft carriers. Over forty percent of the Navy's major combatant ships are nuclear-powered, and because of their demonstrated safety and reliability, these ships have access to seaports throughout the world. The NNPP has consistently sought the best way to affordably meet Navy requirements by evaluating, developing, and delivering a variety of reactor types, fuel systems, and structural materials. The Program has investigated many different fuel systems and reactor design features, and has designed, built, and operated over thirty different reactor designs in over twenty plant types to employ the most promising of these developments in practical applications. Improvements in naval reactor design have allowed increased power and energy to keep pace with the operational requirements of the modern nuclear fleet, while maintaining a conservative design approach that ensures reliability and safety to the crew, the public, and the environment. As just one example of the progress that has been made, the earliest reactor core designs in the NAUTILUS required refueling after about two years while modern reactor cores can last the life of a submarine, or over thirty years without refueling. These improvements have been the result of prudent, conservative engineering, backed by analysis, testing, and prototyping. The NNPP was also a pioneer in developing basic technologies and transferring technology to the civilian nuclear electric power industry. For example, the Program demonstrated the feasibility of commercial nuclear power generation in this country by designing, constructing and operating the Shipping port Atomic Power Station in Pennsylvania and showing the feasibility of a thorium-based breeder reactor.
In: Report on Low Enriched Uranium for Naval Reactor Cores. Page 1. Report to Congress, January 2014. Office of Naval Reactors. US Dept. of Energy. DC 2058 http://fissilematerials.org/library/doe14.pdf
The Naval Nuclear Propulsion Program (NNPP) started in 1948. Since that time, the NNPP has provided safe and effective propulsion systems to power submarines, surface combatants, and aircraft carriers. Today, nuclear propulsion enables virtually undetectable US Navy submarines, including the sea-based leg of the strategic triad, and provides essentially inexhaustible propulsion power independent of forward logistical support to both our submarines and aircraft carriers. Over forty percent of the Navy's major combatant ships are nuclear-powered, and because of their demonstrated safety and reliability, these ships have access to seaports throughout the world. The NNPP has consistently sought the best way to affordably meet Navy requirements by evaluating, developing, and delivering a variety of reactor types, fuel systems, and structural materials. The Program has investigated many different fuel systems and reactor design features, and has designed, built, and operated over thirty different reactor designs in over twenty plant types to employ the most promising of these developments in practical applications. Improvements in naval reactor design have allowed increased power and energy to keep pace with the operational requirements of the modern nuclear fleet, while maintaining a conservative design approach that ensures reliability and safety to the crew, the public, and the environment. As just one example of the progress that has been made, the earliest reactor core designs in the NAUTILUS required refueling after about two years while modern reactor cores can last the life of a submarine, or over thirty years without refueling. These improvements have been the result of prudent, conservative engineering, backed by analysis, testing, and prototyping. The NNPP was also a pioneer in developing basic technologies and transferring technology to the civilian nuclear electric power industry. For example, the Program demonstrated the feasibility of commercial nuclear power generation in this country by designing, constructing and operating the Shipping port Atomic Power Station in Pennsylvania and showing the feasibility of a thorium-based breeder reactor.
In: Report on Low Enriched Uranium for Naval Reactor Cores. Page 1. Report to Congress, January 2014. Office of Naval Reactors. US Dept. of Energy. DC 2058 http://fissilematerials.org/library/doe14.pdf
Choose the alternative in which the bold and underlined word has the same grammar function as the one below.
“The NNPP has consistently sought the best way to affordably meet Navy requirements by evaluating, developing, and delivering a variety of reactor types, fuel systems, and structural materials.”
“The NNPP has consistently sought the best way to affordably meet Navy requirements by evaluating, developing, and delivering a variety of reactor types, fuel systems, and structural materials.”
According to BROWN (2007):
“As students work together in pairs and groups, they share information and come to each others’ aid. They are a ‘team’ whose players must work together in order to achieve goals successfully.”
Taking into consideration the above passage it is possible to state that the authors refer to
Ano: 2019Banca: ADM&TECOrganização: Prefeitura de Palmeirina - PEDisciplina: Língua InglesaTemas: Aspectos Linguísticos
Leia as afirmativas a seguir:
I. Está correta a grafia do trecho a seguir, em inglês: it is like enough (é muito provável).
II. Está correta a grafia do trecho a seguir, em inglês: to take leave (despedir-se, partir).
Marque a alternativa CORRETA:
Ano: 2024Banca: IPEFAEOrganização: Prefeitura de Américo de Campos - SPDisciplina: Língua InglesaTemas: Aspectos Linguísticos
Choose the sentence that correctly uses inversion for
emphasis:
Ano: 2024Banca: FGVOrganização: Prefeitura de São Lourenço da Mata - PEDisciplina: Língua InglesaTemas: Aspectos Linguísticos | Ensino de Língua Inglesa | Futuro Simples | Verbos
Considere a habilidade: (EF08LI04PE) Utilizar recursos e repertório linguísticos apropriados para informar/comunicar/falar do futuro: planos, previsões, possibilidades e probabilidades.
Em uma atividade de sala, a professora pediu aos alunos que marcassem em suas agendas seus planos para a semana seguinte. Em seguida, eles deveriam sentar-se com um colega e simular um diálogo. Para realizar a atividade, ela escreveu na lousa o seguinte diálogo, a partir do qual os alunos deveriam usar corretamente um repertório linguístico aprendido para preencher a lacuna.
Aluno A: What __________ (do) on Monday/Tuesday/Wednesday…?
Aluno B: I ____________ (play soccer/go dancing/do my homework…) on Monday/Tuesday/Wednesday…
Para que os alunos sejam bem-sucedidos nessa atividade, é preciso que eles saibam usar corretamente qual tempo verbal?
Ano: 2023Banca: VUNESPOrganização: Prefeitura de São Bernardo do Campo - SPDisciplina: Língua InglesaTemas: Ensino de Língua Inglesa | Fonética | Aspectos Linguísticos
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Leia o texto para responder a questão.
The teaching of English as a Lingua Franca
An inexorable trend in the use of global English is that
fewer interactions now involve a native speaker. Proponents
of teaching English as a Lingua Franca (ELF) suggest that the
way English is taught and assessed should reflect the needs
and aspirations of the ever-growing number of non-native
speakers who use English to communicate with other nonnatives. Understanding how non-native speakers use English
among themselves has now become a serious research area.
Different priorities in teaching English pronunciation, for
example, have been defined. Teaching certain pronunciation
features, such as the articulation of ‘th’ as an interdental
fricative, appears to be a waste of time whereas other common
pronunciation problems (such as simplifying consonant
clusters) contribute to problems of understanding. Such an
approach is allowing researchers to identify a ‘Lingua Franca
Core’ (LFC) which provides guiding principles in creating
syllabuses and assessment materials.
Unlike traditional ESL (English as Second Language), ELF
focuses also on pragmatic strategies required in intercultural
communication. The target model of English, within the ELF
framework, is not a native speaker but a fluent bilingual
speaker, who retains a national identity in terms of accent,
and who also has the special skills required to negotiate
understanding with another non-native speaker. Research is
also beginning to show how bad some native speakers are at
using English for international communication. It may be that
elements of an ELF syllabus could usefully be taught within a
mother tongue curriculum.
(David Graddol, English Next. Adaptado)
O aprendiz brasileiro, por influência de sua língua materna, tende a erroneamente acrescentar uma vogal a
palavras em Língua Inglesa que terminam em grupo consonantal. Dessa forma, adiciona uma nova sílaba à palavra, possivelmente dificultando a compreensão. Assinale
a alternativa correta contendo uma palavra que ilustraria
tal fenômeno.
Ano: 2023Banca: IF-MTOrganização: IF-MTDisciplina: Língua InglesaTemas: Aspectos Linguísticos | Ensino de Língua Inglesa | Compreensão de Texto | Fonética
Read the quote about error to get familiarized with the topic.
“Mistakes are often divided into errors and slips. Errors happen when learners try to say something that
is beyond their current level of language processing. Usually, learners cannot correct errors themselves
because they don’t understand what is wrong. Errors play a necessary and important part in language
learning. Slips are the result of tiredness, worry or other temporary emotions or circumstances. These kinds
of mistakes can be corrected by learners once they realize they have made them.”
(SPRATT; PULLVERNESS; WILLIAMS, 2005, p. 44)
Judge the items below as (T) True or (F) False.
1. There are two main reasons why learners make errors. The first reason is influence from the learner’s first
language (L1) on the second language. This is called interference or transfer. Learners may use sound patterns,
lexis or grammatical structures from their own language in English. The second reason is because they are
unconsciously working out or organizing language, but this process is not yet complete. This kind of error is
called a developmental error.
2. Errors in which learners wrongly apply a rule for one item of the language to another item are known as
overgeneralization, and as a second language learners’ language ability increases, these kinds of errors also
reduce.
3. Errors are part of learner’s interlanguage, which develops and progresses as they learn more. Experts think
that interlanguage is an essential and unavoidable stage in language learning. In other words, interlanguage
and errors are necessary to language learning.
4. Errors are a natural part of learning. They usually show that learners are learning and that their internal
mental processes are working on experimenting with language.
5. Sometimes errors do not disappear, but get fossilized. These fossilized errors may be the result of lack of
exposure to the second language and/or of a learner’s lack of motivation to improve their level of accuracy.
Choose the CORRECT sequence.
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Read the text below.
What is hunger?
Acute hunger or starvation are often highlighted on TV screens: hungry mothers too weak to breastfeed their children in drought-hit Ethiopia, refugees in war-torn Syria queuing for food rations, helicopters airlifting high energy biscuits to earthquake victims in Haiti or Pakistan.
These situations are the result of high profile crises like war or natural disasters, which starve a population of food. Yet emergencies account for less than eight percent of hunger's victims.
Daily undernourishment is a less visible form of hunger – but it affects many more people, from the shanty towns of Jakarta in Indonesia and the Cambodian capital Phnom Penh to the mountain villages of Bolivia and Nepal. In these places, hunger is much more than an empty stomach.
For weeks, even months, its victims must live on significantly less than the recommended 2,100 kilocalories that the average person needs to lead a healthy life.
The body compensates for the lack of energy by slowing down its physical and mental activities. A hungry mind cannot concentrate, a hungry body does not take initiative, a hungry child loses all desire to play and study.
Hunger also weakens the immune system. Deprived of the right nutrition, hungry children are especially vulnerable and become too weak to fight off disease and may die from common infections like measles and diarrhea. Each year, almost 7 million children die before reaching the age of five; malnutrition is a key factor in over a third of these deaths
(Source: Levels and Trends in Child Mortality, IGME, 2012 in http://www.wfp.org).
What is hunger?
Acute hunger or starvation are often highlighted on TV screens: hungry mothers too weak to breastfeed their children in drought-hit Ethiopia, refugees in war-torn Syria queuing for food rations, helicopters airlifting high energy biscuits to earthquake victims in Haiti or Pakistan.
These situations are the result of high profile crises like war or natural disasters, which starve a population of food. Yet emergencies account for less than eight percent of hunger's victims.
Daily undernourishment is a less visible form of hunger – but it affects many more people, from the shanty towns of Jakarta in Indonesia and the Cambodian capital Phnom Penh to the mountain villages of Bolivia and Nepal. In these places, hunger is much more than an empty stomach.
For weeks, even months, its victims must live on significantly less than the recommended 2,100 kilocalories that the average person needs to lead a healthy life.
The body compensates for the lack of energy by slowing down its physical and mental activities. A hungry mind cannot concentrate, a hungry body does not take initiative, a hungry child loses all desire to play and study.
Hunger also weakens the immune system. Deprived of the right nutrition, hungry children are especially vulnerable and become too weak to fight off disease and may die from common infections like measles and diarrhea. Each year, almost 7 million children die before reaching the age of five; malnutrition is a key factor in over a third of these deaths
(Source: Levels and Trends in Child Mortality, IGME, 2012 in http://www.wfp.org).
Choose the alternative that presents the correct spelling of
the number 2,100.
Ano: 2020Banca: ADM&TECOrganização: Prefeitura de Delmiro Gouveia - ALDisciplina: Língua InglesaTemas: Aspectos Linguísticos | Tradução
Analise as afirmativas a seguir:
I. O trecho em inglês “as it is” possui a grafia correta e pode ser adequadamente traduzido para: de qualquer maneira.
II. Estão corretas a grafia e a tradução do seguinte trecho, em
inglês: she eating to be 90 (ela viveu 90 anos).
Marque a alternativa CORRETA:
Ano: 2020Banca: FURBOrganização: FURB - SCDisciplina: Língua InglesaTemas: Aspectos Linguísticos | Fonética
The sound of letter ‘a’ is underlined in the words below. What is the correct sequence that brings the phonemic
symbols that would be used in a dictionary entry?
late – player – party – alphabet – island – hard – pizza – grandson – invitation
1. /æ/
2. /ei/
3. /ɑ:/
4. /ə/
..