Question must be answered based on the following text.


The strategy of inferencing is defined as the process of using available information (linguistic or nonlinguistic) to guess the meanings of unfamiliar target language elements to predict outcomes or to fill in missing information. Inferencing is also commonly referred to as educated guessing. It regards guessing as a special way of processing new information for it decodes texts through the use of contextual clues and the reader's own background. It is believed that guessing is an essential skill for reading, as it enables the learner to cope with gaps in understanding. Systematic guessing helps learners accept the idea that it is not essential to understand every single word of the text to derive its overall meaning.


Adapted from: ABSY, Conceição A. The use of inference in EFL text comprehension. Available at: https://periodicos.sbu.unicamp.br/ojs/index.php/tla/article/view/8639246/6842.
When analyzing how English as a Foreign Language students process unfamiliar vocabulary in texts, identify below the most suitable pattern of textual engagement that reflects the cognitive strategy of inferencing:
Which option completes the paragraph below correctly?
After a particularly long week in Shanghai and Beijing, several of u s ________ on a United flight direct to Chicago on a late Friday afternoon. We ________ at the airport only to find out the company________ the flight right before takeoff.
(Adapted from https://www.linkedin.com/pulse)
Forthcoming innovation & trends in shipping industry


1 The shipping trends play a vital role in global trade, transporting goods worth trillions of dollars yearly. Population growth and continued urbanization will also lead to an increase in demand for maritime shipping services. The maritime shipping industry must continue to innovate and adopt new technologies to meet this increased demand. The following are some of the most promising trends and innovations currently taking place in the maritime shipping industry:

2 1. Green Technology - One of the most critical trends in maritime shipping is the move toward green technology. With increasing public awareness of the need to protect the environment, it is becoming increasingly crucial for maritime companies to adopt green practices. Maritime companies invest in cleaner-burning fuels such as LNG (liquefied natural gas). LNG produces significantly lower emissions than traditional marine fuels such as heavy fuel oil (HFO) and diesel. Some maritime companies are also experimenting with battery-powered ships to reduce emissions further. While battery-powered ships are not yet commercially viable on long voyages, they show great promise for use on shorter routes.

3 2. Electric Ships - Global maritime transport emits around 900 million tons of carbon dioxide annually, accounting for 2-3% of the world’s total emissions. As the push for decarbonization gathers momentum, it is only a matter of time before electric ships become the norm.

4 3. Autonomous Ships - Another exciting trend in maritime shipping is the development of autonomous ships. Autonomous ships have the potential to revolutionize the industry. They offer many advantages over traditional vessels, including reduced operating costs, increased efficiency, and improved safety by reducing the need for manual labor onboard ships. In addition, automated systems are less susceptible to human error than their manual counterparts. While there are many regulatory hurdles to overcome before autonomous vessels can be deployed commercially, they are expected to eventually become a common sight in the world’s oceans.

5 4. Blockchain - Blockchain technology is also beginning to make its way into the maritime shipping industry. Blockchain offers several potential benefits for maritime companies, including improved tracking of shipments and real-time visibility of their location- this would minimize delays caused by lost or misplaced cargo, reduce paperwork, and increase transparency throughout the supply chain. Moreover, blockchain-based smart contracts could automate many administrative tasks related to shipping, such as documentation and billing.

6 5. Big data and predictive analytics - Another major trend transforming maritime shipping is the increasing use of big data and predictive analytics. The shipping industry generates vast amounts of data that can be extremely valuable if analyzed correctly. Big data analytics can improve everything from route planning to fuel consumption. By harnessing the power of data, shipping companies can optimize their operations, reduce costs, and enhance safety and security. Predictive analytics is particularly valuable for identifying potential problems before they occur, such as equipment failures or weather hazards.

7 6. Cybersecurity - Cybersecurity is a growing concern for maritime companies due to the increased reliance on digital systems and networks. As the shipping industry becomes increasingly digitized, companies must implement robust cybersecurity measures to protect their vessels and cargo from attack. Ships are now equipped with everything from satellite communications to remote monitoring capabilities, all of which create potential cyber vulnerabilities.

8 Conclusion - The maritime shipping news is undergoing a period of significant change, with new technologies and trends emerging that have the potential to revolutionize the way that we ship goods around the world.


Available at: https://maritimefairtrade.org/6-forthcoming-innovation-
-trends-in-the-shipping-industry/ Retrieved on April 22, 2023. Adapted.
In the text fragment in the sixth paragraph of the text “Predictive analytics is particularly valuable for identifying potential problems before they occur, such as equipment failures or weather hazards” the words in bold can be replaced, without change in meaning, by
TEXT:


How students can make rapid progress by reading
independently


By Stephanie Hirshman
January 2, 2024



Let me start with a true story. When I was seven years old, my family spent a year in France, and I had to go to school there. The only thing was, I didn’t speak French. Luckily my mother was fluent in that language, and she set out to prepare me a few months before we left. Armed only with a second-hand copy of a little picture book called Totor et Tristan, she sat me down on the sofa with her a few times a week for around 10 minutes. Sometimes she read the book to me while I followed the text silently and sometimes I had to read a page myself. She asked me questions in French and I answered in French, or she corrected my pronunciation. That was it.


My first day at school in France was memorable for many reasons, but one of these was that I was the only child in a class of native French speakers to score 100% on our first spelling test! Everyone was amazed, me most of all because I didn’t even know what most of the words meant.


So, what made this possible? I think it was reading with my mother – I guess had read more in French than my classmates and thus was able to recognize the tricky relationship between sound and spelling. My confidence was sky high and I was fluent within four months.


Exploring a written text for fun, on your own terms, is called extensive reading, and teachers can support their students to realize its many benefits.


Graded readers


Graded readers are books which have been adapted to be suitable for specific levels of language learners to enjoy. They can be classics (The Phantom of the Opera), film adaptations (Rain Man) or original works of fiction or non-fiction. They can be purchased online or at bookshops, or you can obtain them from libraries or even find some on websites.


There are many reasons for making them available to students. First, reading is fun. It’s also magic learning. Students who have a sustained habit of extensive reading see improvements in a range of areas: lexical, grammatical and spelling as well as reading speed, which is vital for success in academic and work contexts. Being able to select their own reading material gives students a sense of ownership.


Choosing a book


It’s helpful if a teacher initially introduces students to graded readers and explains how to choose and use them. Students should examine both covers carefully, using the picture and the blurb to determine the genre and read a basic description of the story. Additional information can be found inside the book, in the Introduction.


While it’s not necessary to have 100% comprehension of the text, choosing a book which is too difficult or too easy will not lead to an enjoyable experience. Most books are labelled with a level, but no two intermediate readers will have the same needs. Therefore, a simple test can be performed: the student should choose one page at random and read it to see how many unknown words they encounter. If the answer is seven or fewer, this book will be suitable. More than seven, and it’ll be too hard to get a good flow going when reading.



Activities


While students are reading, they should try to work out the meaning of unfamiliar items from context. They should also be made aware of the Glossary at the back of some books and, of course, they can use a dictionary if they really need to. However, some items do notreally need further exploration - making decisions about what’s important and what’s not is an important skill for language learners. Some books also have comprehension questions at the back.


However, the main aim is to get into and enjoy the story without lots of interruptions and checks. Encourage students to read ten minutes a day on a regular basis (perhaps in bed or while commuting). Results will not be immediate, but within a few weeks, students should recognize the improvements.


Conclusion


A collection of readers is well worth investing in. Be creative when looking for material – why not try a graphic novel? Even authentic texts not intended for language learners can be worthwhile for advanced students or those with a special interest in or knowledge of a topic.


Adapted from: https://www.linguahouse.com/blog/post/how-students-can-make-rapid-progress-by-reading-independently
Acesso em 04/11/2024

No trecho: “Students should examine both covers carefully, using the picture and the blurb to determine the genre and read a basic description of the story”, o termo em destaque pode ser substituído, sem prejuízo de significado, por:
In the sentence “She said she loved swimming, but actually, she is afraid of deep water”, the word false cognate is
Leia o texto a seguir:
What does a CCQ mean?
A concept checking question is a question designed to help the teacher check students’ understanding of a language item (grammar structure, vocabulary, fixed expression). “Do you understand?”, “Is that clear?”, “We all know that, right?” or “OK?” should be absolute taboos.

When to ask CCQs?
Every time you explain new material or need to check whether students know what you are talking about. CCQs are particularly useful after guided practice and at the end of the lesson as a review.

How to ask CCQs?
There are some simple rules that can help you create good CCQs and use them effectively:

1. CCQs should be easy to understand, use simple language in CCQs.
2. Don’t use the target language in CCQs;
E.g. I’ll meet her tomorrow.
Bad CCQ: Will I meet her next week?
3. Don’t use new vocabulary in CCQs;
4. Plan CCQs in advance;
5. Ask at least 2 CCQs to cover all of the important aspects of the target language;
6. CCQs should check the meaning of the target language, not of the situation.
E.g. She’s been in bed all day.
Bad CCQ: Is she sick?
7. Some of the most efficient CCQs are yes/no questions along with either/or questions; simple Wh-questions and true/false statements.

My TEFL.Concept Checking Questions (CCQs). My Tefl, 2024. Disponível em: https://mytefl.com/wp-content/uploads/2019/09/CCQs.pdf. Acesso em: 12 jul. 2024. Adaptado.

Considere que você precisa ensinar o sentido do termo em destaque na frase “His pink carstands outon the road”. A partir da leitura sobre as CCQ’s, qual das alternativas abaixo apresenta uma CCQ efetiva para checar o entendimento do aluno sobre o sentido do termo ‘stand out’?
Based on the text below, answer question.

How to Become a USNA Midshipman

Posted by: Jacqui Murray j December 8, 2010There are lots of how-to books on getting in the NavalAcademy, but they1re quite dry and impersonal. Mine -Buildinq a Midshipman - is from the perspective of a womanwho did it (my daughter!) and how she accomplished such alofty goal. It's down-to-earth and should give confidence toany teen, male or female, considering a military academy astheir college of choice.
I wrote this because there was a need for a book likethis. When my daughter wanted a step-by-step on how to getinto the Naval Academy, ali she could find were books thattold her how hard it was, how selective they were, how veryfew could achieve it. My daughter brushed the negativityoff, but I wondered how many kids were discouraged by thatapproach.
I decided to write a book (a) explaining how to achievethe goal, not why kids couldnTt; (b) showing how teens cansolve the problems that stand in their way rather than whythey can't, and (c) sharing the many but predictable stepsthat will take a motivated, committed applicant where theywant to go rather than why they can't get there.That approach worked for my daughter and I had no doubtit would work for others. From what I hear from readers,it1s true. I hope you find it useful. .

(MURRAY, Jacqui. Building a USNA Midshipman. How to crack the UnitedStates Naval Academy Application, 2n edition, 2008. Adapted fromhttps:// usnaorbust.wordpress.com)
Considering the text, the words "lofty" in how she accomplished such a lofty goal.n and "brushed off" in "[...] she brushed the negativity off [...] ." mean respectively.
Which sequence best completes this paragraph from arecommendation letter?
John is a very ____________ teacher. Attractive andprofessional-looking, he has __________ interpersonal skillsand is _________ understood by students and parents alike. Hecarries out every responsibility ____________ and in a timelymanner.
(Adapted from http://www.writeexpress.com).
Read Text II and answer question

TEXT II

Uses of AI in Education

In May 2023, the U.S. Department of Education released a report titled Artificial Intelligence and the Future of Teaching and Learning: Insights and Recommendations. The department had conducted listening sessions in 2022 with more than 700 people, including educators and parents, to gauge their views on AI. The report noted that “constituents believe that action is required now in order to get ahead of the expected increase of AI in education technology – and they want to roll up their sleeves and start working together.” People expressed anxiety about “future potential risks” with AI but also felt that “AI may enable achieving educational priorities in better ways, at scale, and with lower costs.

AI could serve – or is already serving – in several teachingand-learning roles, for instance: instructional assistants: AI’s ability to conduct human-like conversations opens up possibilities for adaptive tutoring or instructional assistants that can help explain difficult concepts to students. AI-based feedback systems can offer constructive critiques on student writing, which can help students fine-tune their writing skills. Some research also suggests certain kinds of prompts can help children generate more fruitful questions about learning. AI models might also support customized learning for students with disabilities and provide translation for English language learners; and teaching assistants: AI might tackle some of the administrative tasks that keep teachers from investing more time with their peers or students. Early uses include automated routine tasks such as drafting lesson plans, creating differentiated materials, designing worksheets, developing quizzes, and exploring ways of explaining complicated academic materials. AI can also provide educators with recommendations to meet student needs and help teachers reflect, plan, and improve their practice.

Along with these potential benefits come some difficult challenges and risks the education community must navigate. For example, both teachers and students face the risk of becoming overly reliant on AI-driven technology. For students, this could stifle learning, especially the development of critical thinking. This challenge extends to educators as well. While AI can expedite lesson-plan generation, speed does not equate to quality. Teachers may be tempted to accept the initial AI-generated content rather than devote time to reviewing and refining it for optimal educational value.

In light of these challenges, the Department of Education has stressed the importance of keeping “humans in the loop” when using AI, particularly when the output might be used to inform a decision. As the department encouraged in its 2023 report, teachers, learners, and others need to retain their agency. AI cannot “replace a teacher, a guardian, or an education leader as the custodian of their students’ learning,” the report stressed.

Adapted from: https://www.educationnext.org/a-i-in-education-leap-into-new-eramachine-intelligence-carries-risks-challenges-promises/
Based on the context of text II, it is CORRECT to say that “roll up their sleeves” is used:
TEXT I


What is the definition of translanguaging?



For years, research into the best instructional approaches for students identified as English learners has pointed to the concept of translanguaging.


Identified by bilingual education researcher Ofelia García, it’s both a skill set and a total shift in the way language is thought of, used, and taught in K-12 classrooms where multiple languages are honored and addressed, even as English remains the dominant language of instruction, said Marybelle Marrero-Colon, the associate director of professional development for the Center for Applied Linguistics.


Researchers are looking into how it can be applied to formal assessments, such as state standardized tests on which English learners might struggle to demonstrate their academic proficiency because they are tested in an unfamiliar language.


Translanguaging is the ability to move fluidly between languages and a pedagogical approach to teaching in which teachers support this ability.


In translanguaging, students are able to think in multiple languages simultaneously and use their home language as a vehicle to learn academic English.


A student could be reading an article about the solar system in English, but in their brain, they are also thinking and making connections in Spanish. They might annotate in Spanish or first write down reading comprehension responses in Spanish and then figure out how to provide the responses in English, said MarreroColon. […]


Teachers can engage in a variety of activities that deliberately encourage translanguaging, ranging from providing vocabulary in multiple languages to collaborative translation opportunities. The goal is to get students translanguaging as a practice that can be leveraged toward supporting literacy outcomes and engagement, as well as other academic endeavors.

For example, two students could be assigned to solve a word problem, and one might be stuck on a word in English. The two students can then use an equivalent word in their home language to make sense of what the word problem is asking of them, Phillips Galloway said.


Or in group activities, students can be prompted to share with the rest of the class how something taught in English would make sense in Spanish by highlighting similar and different grammatical structures between the two languages, Marrero-Colon said.


“When you translate, you don’t have to do it word for word. You’re really trying to capture the feeling of that text,” MarreroColon said.


Once teachers start doing these activities, research has found that students who have not spoken before start speaking and students who were not as engaged in text-comprehension activities suddenly are, she added. That's occurring because they are being encouraged to use their home language in class to think about language use overall.


Adapted from https://www.edweek.org/teaching-learning/what-is-translanguagingand-how-is-it-used-in-the-classroom/2023/07
The phrase “as well as” in “as well as other academic endeavors” (7th paragraph) can be replaced without significant change in meaning by:
Read the sentence: "The cascade of water flowed effusively." What does the word "effusively" suggest about the flow of water?
In the realm of lexicography, identify the word that best encapsulates the following definition: "A state of being excessively self-centered or absorbed in one's own thoughts and interests to the detriment of others, often manifested as a disregard for social norms."
The worn wooden floorboards squeak under Rafael Molina’s heavy steps as he paces the saloon. Outside, the sound of galloping horses breaks the silence of the surrounding desert. All around him, the Old West town’s empty shops and abandoned houses look as if they have just been ransacked by cowboy bandits.

“When I was a kid, I could only dream about all this,” says the 68-year-old former actor and stuntman. “My aspiration was to see a film set firsthand. Today I own one of the most famous ones in the history of Western movies.”

But this busy movie site is located in Spain — not Montana or Texas. It’s one of three faux Old Western towns in the small village of Tabernas and the surrounding desert of the Almería province. Since the late 1950s, these rugged mountains, arid plains, and dry canyons have provided the backdrops for more than 170 movie Westerns, including The Good, The Bad and The Ugly (1966) and Once Upon a Time in The West (1968).

Molina belongs to a small community of local cowboy actors and stuntmen in Tabernas who have played a role in movies and TV shows since the first productions in the 1950s. They can perform anything from fistfights to horse drags. Knowledge and skills often pass from father to son, keeping tricks of the trade in the family. Steeped in the golden era of Westerns, these actors embody the values of their movie heroes: pride, bravado, freedom, and a trusting relationship with horses.

“I’ve always liked horses and the [U.S.] West,” says 29- year-old Ricardo Cruz Fernández, a stuntman and cowboy who appeared in recent productions including Game of Thrones. Fernández started his career as a cowboy after completing a stuntman course a decade ago.

Between productions, he performs daily shows at Fort Bravo for thousands of tourists who visit the set each year. In one show, Fernández portrays a bank robber who absconds with some gold. Visitors encounter him in the saloon, fist and (fake) gun fighting with actors playing his double-crossing accomplices. The town also offers cancan dance shows and set tours by horsedrawn wagon.

“I prefer to play the bad guy, because it gives me a wider range of possibilities,” says Fernández. “The good guy only has to keep things in order.”

Almería has hosted more than 500 productions, including blockbuster films (Patton, Terminator: Dark Fate) and TV shows (Doctor Who). “Our landscapes are very convenient. We have sea, desert, and snowy mountains all within a short distance,” says local producer Plácido Martínez. “We can serve as Texas, New Mexico, Arizona, California, and endless other natural settings.”


Matteo Fagotto. The Wild West lives on in southern Spain. In: National Geographic. Internet: (adapted)

Concerning the previous text and its linguistic aspects, judge the following item.

In the fifth paragraph, the word “stuntman” means a man who performs a dangerous action which needs to be done by someone skilled, especially instead of an actor in a film or television programme.

Read the text and answer question.

Education in a language which is not the first language of the learner is as old as education itself. As individuals from different language groups have lived together, some have been educated in an additional language. This is as true of Ancient Rome as it is of the increasingly multilingual societies being created through mobility and globalization in the 21th century.


Two thousand years ago, provision of an educational curriculum in an additional language happened as the Roman Empire expanded and absorbed Greek territory, language and culture. Families in Rome educated their children in Greek to ensure that they would have access to not only the language, but also the social and professional opportunities it would provide for them in their future lives, including living in Greek-speaking educational communities. This historical experience has been replicated across the world through the centuries, and is now particularly true of the global uptake of English language learning.


Researchers and educators have sought new practices in education that will suit the demands of the present day. Globalization and the forces of economic and social convergence have had a significant impact on who learns which language, at what stage in their development, and in which way. The driving forces for language learning differ according to country and region, but they share the objective of wanting to achieve the best possible results in the shortest time. This need has often dovetailed with the need to adapt content-teaching methodologies so as to raise overall levels of proficiency.


(COYLE, Do; HOOD, Philip; MARSH, David. 2010. Adaptado)

Suppose the reader of the text is not familiar with the expression “dovetail with”. The vocabulary learning strategy which the learner could use to arrive at the meaning of the word from the context is
In a world where many of us are glued to our smartphones, Dulcie Cowling is something of an anomaly — she has ditched hers. The 36-year-old decided at the end of last year that getting rid of her handset would improve her mental health. So, over Christmas she told her family and friends that she was switching to an old Nokia phone that could only make and receive calls and text messages.

She recalls that one of the pivotal moments that led to her decision was a day at the park with her two boys, aged six and three: “I was on my mobile at a playground with the kids and I looked up and every single parent — there was up to 20 — were looking at their phones, just scrolling away,” she says.

“I thought ‘when did this happen?’. Everyone is missing out on real life. I don’t think you get to your death bed and think you should have spent more time on Twitter, or reading articles online.”

Ms Cowling, who is a creative director at London-based advertising agency Hell Yeah!, adds that the idea to abandon her smartphone had built up during the covid-19 lockdowns.

“I thought about how much of my life is spent looking at the phone and what else could I do. Being constantly connected to lots of services creates a lot of distractions, and is a lot for the brain to process.”

She plans to use the time gained from quitting her smartphone to read and sleep more.

About nine out of 10 people in the UK now own a smartphone, a figure broadly replicated across the developed world. And we are glued to them — one recent study found that the average person spends 4.8 hours a day on their handset.

Yet for a small, but growing number of people, enough is enough.

Alex Dunedin binned his smartphone two years ago. “Culturally we have become addicted to these tools,” says the educational researcher and technology expert. “They are blunting cognition and impeding productivity.”

He has become happier and more productive since he stopped using a smartphone, he says.

Mr Dunedin doesn’t even have an old-fashioned mobile phone or even a landline anymore. He is instead only electronically contactable via emails to his home computer.

“It has improved my life,” he says. “My thoughts are freed up from constantly being cognitively connected to a machine that I need to feed with energy and money. I think that the danger of technologies is that they are emptying our lives.”

Yet, while some worry about how much time they spend on their handset, for millions of others they are a godsend.

“More than ever, access to healthcare, education, social services and often to our friends and family is digital, and the smartphone is an essential lifeline for people,” says a spokesperson for UK mobile network Vodafone.

“We also create resources to help people get the most from their tech, as well as to stay safe when they’re online — that’s hugely important.”


Suzanne Bearne. The people deciding to ditch their smartphones.
Internet: <www.bbc.com> (adapted).



Considering the previous text, judge the following item.

In the sentence (thirteenth paragraph) “Yet, while some worry about how much time they spend on their handset, for millions of others they are a godsend.”, the word “Yet” is synonymous with However.

Leia o Texto 4 para responder a questão.

Texto 4


Brazil is preparing for the biggest heat wave in history, with temperatures above 45°C

Dacio Augustus
November 9th, 2023



Tired of the extreme heat in Brazil? So it's good to prepare, since according to the institute MetSul Meteorology, starting in the next few days another heat wave capable of breaking temperature records will hit the country.

According to information from the MetSouth, the heat wave has already begun, affecting mainly the South and Southeast of Brazil, with atypically high temperatures for the month of November, a period that is already historically hot, but which, in 2023, could see records broken.

Until Friday (10), the most intense heat should be concentrated in the Central-West and in the interior of São Paulo, but from the weekend onwards the mass of hot air increases and the maximum temperatures begin to reach more areas of Brazil, just as it was in September and October. (...)



Disponível em: <https://www.showmetech.com.br/en/brasil-se-prepara-para-

maior-onda-de-calor-da-historia/>. Acesso em: 13 nov. 2023. [Adaptado].

A forma completa da frase “Tired of the extreme heat in Brazil?” é
O texto seguinte servirá de base para responder à questão.


Gigantic skull of prehistoric sea monster found on England's 'Jurassic Coast'


The remarkably well-preserved skull of a gigantic pliosaur, a prehistoric sea monster, has been discovered on a beach in the county of Dorset in southern England, and it could reveal secrets about these awe-inspiring creatures.


Pliosaurs dominated the oceans at a time when dinosaurs roamed the land. The unearthed fossil is about 150 million years old, almost 3 million years younger than any other pliosaur fins. Researchers are analyzing the specimen to determine whether it could even be a species new to science.


Originally spotted in spring 2022, the fossil, along with its complicated excavation and ongoing scientific investigation, are now detailed in the upcoming BBC documentary "Attenborough and the Jurassic Sea Monster" presented by legendary naturalist Sir David Attenborough, that will air February 14 on PBS.


Such was the enormous size of the carnivorous marine reptile that the skull, excavated from a cliff along Dorset's "Jurassic Coast", is almost 2 meters (6.6 feet) ling. In its fossilized form, the specimen weighs over half a metric ton. Pliosaurs species could grow to 15 meters (50 feet) in length, according to Encyclopaedia Britannica.


The fossil was buried deep in the cliff, about 11 meters (36 feet) above the ground and 15 meters (49 feet) down the cliff, local paleontologist Steve Etches, who helped uncover it, told the CNN in a video call.


Extracting it proved a perilous task, one fraught with danger as a crew raced against the clock during a window of good weather before summer storms closed in and the cliff eroded, possibly taking the rare and significant fossil with it.


Etches first learned of the fossil's existence when his friend Philip Jacobs called him after coming across the pliosaur's snout on the beach. Right from the start, they were "quite excited, because its jaws closed together which indicates (the fossil) is complete," Etches said.


After using drones to map the cliff and identify the rest of the pliosaur's precise position, Etches and his team embarked on a three-week operation, chiseling into the cliff while suspended in midair.


"It's a miracle we got it out," he said, "because we had one last day to get this thing out, which we did at 9:30 p.m."


Etches took on the task of painstakingly restoring the skull. There was a time he found "very disillusioning" as the mud, and bone, had cracked, but "over the following days and weeks, it was a case of ..., like a jigsaw, putting it all back. It took a long time but every bit of bone we got back in."


It's a "freak of nature" that this fossil remains in such good condition, Etches added. "It died in the right environment, there was a lot of sedimentation ... so when it died and went down to the seafloor, it got buried quite quickly."


Fearsome top predator of the seas


The nearly intact fossil illuminates the characteristics that made the pliosaur a truly fearsome predator, hunting prey such as the dolphinlike ichthyosaur. The apex predator with huge razor-sharp teeth used as a variety of senses, including sensory pits still visible on its skull that may have allowed it to detect changes in water pressure, according to the documentary.


The pliosaur had a bite twice as powerful as a saltwater crocodile, which has the world's most powerful jaws today, according to Emily Rayfield, a professor of paleobiology at the University of Bristol in the United Kingdom who appeared in the documentary. The prehistoric marine predator would have been able to cut into a car, she said.


Andre Rowe, a postdoctoral research associate of paleobiology at the University of Bristol, added that "the animal would have been so massive that I think it would have been able to prey effectively on anything that was unfortunate enough to be in its space."


By Issy Ronald, CNN

Published December 11, 2023

Available on https://edition.cnn.com/2023/12/11/world/skull-pliosaur-fo
Look at the following words and sort them in the corresponding grammatical classes as they were used on the presented text. Mark the CORRECT answer.

I.Gigantic
II.Said
III.He
IV.Jigsaw
V.Quickly
O texto seguinte servirá de base para responder à questão.

Cargo ship stuck in river after tide falls

A cargo ship travelling through Cambridgeshire has become stuck in a river.

The Baltic Arrow is currently in the River Nene, Wisbech, after the captain reported "grounding" at about 08:49 BST on Tuesday.

The cargo ship was sailing from Riga, in Latvia, to the Port of Wisbech with timber in packs.

A port spokesperson said it was a "rare situation" but because the tide had fallen the plan was to wait "until [the] vessel is afloat at next high water to free her from the banks".

The cargo ship was being sailed under the flag of St Kitts and Nevis to the Port of Wisbech.

Six crew members and two local pilots were on board.

There have been no reported injuries on the 80-metre (262ft) long vessel and the captain has not reported any damage.

A spokesperson from Wisbech Port added that a full investigation will be carried out to find out why it grounded.

They said: "Since tide has fallen away, plan is to wait until vessel is afloat at next high water to free her from banks with additional tug assistance and continue her pilotage safely into Wisbech Port.

"This is a rare situation to happen at Wisbech. We hope to have vessel freed this evening and bring her alongside for discharging as usual."

Grounding can be described as the vessel no longer being afloat and the hull of the ship touching the river bed.

On this occasion, it was down to the tide going out whilst part of the vessel was in contact with the bank, the port spokesperson said.

They added: "All berths at Wisbech port are NAABSA berths which stands for 'not always afloat but safely aground' so technically all vessels ground whilst moored here during low water.

"The river bed is very soft and sludgy here and the vessel is designed to safely ground so we are confident of no ongoing issues."


https://www.bbc.com/news/articles/cxww2rnxzvlo
In the sentence: "This is a rare situation to happen at Wisbech," the word "rare" is closest in meaning to:
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