Questões de Concurso Sobre passado perfeito | past perfect em inglês

Foram encontradas 101 questões

Q1938884 Inglês

According to the text, judge the item


There is an occurrence of the past perfect tense in the line 6.

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Q1877311 Inglês
Leia a frase abaixo e selecione a alternativa que preenche corretamente as lacunas com verbos no passado perfeito.

   “His father _______ five years before and since then Tom _________ alone”
(THOMSON, A. J., MARTINET, A. V. A pratical english gramar. New York: Oxford. 1995, p. 176.)

Assinale a alternativa que preencha correta e respectivamente as lacunas.
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Q1877310 Inglês
Leia o texto abaixo e identifique verbo em destaque:

      “At the start of the 20th century, a new city was beginning to grow on some flat land near the sea in southern California; its name was Los Angeles - the name of the old Spanish mission that had been there for many years.       At the same time, a new industry was just being born; the cinema. In America, they talked of "motion pictures", but this soon became shortened to "movies".”
(https://linguapress.com/intermediate/hollywoodworld.htm)

Assinale a alternativa que apresenta o tempo verbal do termo em destaque.
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Q1877309 Inglês
Leia o texto abaixo e identifique verbo em destaque:

      “I think I have had a very interesting life. I'm 73 now and I don't work anymore. I was in the army for 51 years. I retired when I was 69. I have been to so many countries that I can't remember all of them. I've been to Australia six or seven times and to South Africa three times. I have also been once to Russia but I didn't like it at all: much too cold for me!       They say that love is the greatest thing and I agree. I've been married four times but never for more than five years. I don't think women really understand me!        I've never been on television, but I've been on the radio once. It was a programme about life in the military about twenty years ago. I met the Prime Minister on the same day. Actually, I've met a lot of famous people: members of the royal family, famous politicians and also famous cinema and television personalities. I've never met the American President though which is a pity.       Because I've travelled a lot, I've seen a lot of wonderful things and have also eaten and drunk some strange foods and drinks. I ate cat and rat in India and drank something called Mirto on a little island in Italy many years ago.” 

(https://www.esl-lounge.com/student/grammar/2g30-oldcolonel.php)

Assinale a alternativa que apresenta o correto modo temporal dos termos em destaque:
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Q1877307 Inglês

Leia as frases abaixo e coloque SP para indicar as frases que estão no Simple Past e PP para as que estão no Past Progressive.



( ) I met him yesterday;


( ) Mary was talking on the phone


( ) While the boys were playing soccer, the boys were reading.


( ) You ran in the marathon.


Assinale a alternativa que apresenta a sequência correta de cima para baixo.

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Q1798468 Inglês
TEACHING GRAMMAR IN THE POST COMMUNICATIVE APPROACH ERA
D I A N A B A U D U C C O

   Grammar. To teach or not to teach? This has been the question that language teachers have asked themselves for ages. It has been a matter of debate for teachers, linguists and second language acquisition experts.
   Historically, language teaching approaches and methods have moved from one extreme of the spectrum to another as regards the explicit teaching of grammar. Long before our times, grammar was at the centre of language teaching, as it was believed that the study of the grammar of X‟s language was the best way to its mastery. So, from medieval times till around the 1970s, the fixation of language teaching on the study and description of structures manifested in approaches such as the Grammar Translation and the Audio Lingual method, with short interludes of the other approaches such as the Direct Method, Total Physical Response and the Silent way which although claiming to differ still based their syllabus on grammar points.
   From the Grammar-dominated end of the spectrum, we moved to the Absolutely-noGrammar end. Grammar based approaches proved inadequate in that students were unable to communicate outside the classroom. Based mainly on Hymes‟ “communicative competence” and Krashen‟s models of language acquisition, the Communicative Approach emerged as the meaning-focused alternative to the formfocused approaches of the past. Strong versions of the approach emphasized the teaching of functions and absolutely discouraged the teaching of grammar structures arguing that communication – and not language description- was the aim of language teaching.
   However, the studies of the last 30 years have proved that the lack of grammar instruction has not encouraged language acquisition. On the contrary, more recent studies show that grammar instruction and explicit knowledge of the target language do have positive effects on language acquisition. So, how should we approach the teaching of Grammar in the Post- CommunicativeApproach Era?

Source: https://www.eflmagazine.com/teachinggrammar-post-communicative-approach-era/ Accessed on 17/06/2018
(Concurso Milagres/2018) In the clause that language teachers have asked themselves for ages, the verbal form is in the:
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Q1794188 Inglês
Read the following dialog and mark the ONLY alternative which best completes the blank spaces.
Imagem associada para resolução da questão
Bill: Why aren’t you coming out tonight? Zachary: Because I don’t have any money. If I ______, I with you Bill: Well, what about the movies tomorrow? Zachary: It depends. If my parents _____ me some money, ______ I . Bill: You always have an excuse! Why didn’t you come to Josh?s party last week? Zachary: I didn’t come because I lost my wallet and all my money. If I _____ my wallet, of course I _____ !
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Q1792131 Inglês

Instructions: answer the question based on the following text.

Source (adapted): https://www.bbc.com/news/worldafrica-50800864

" Botswana has cancelled the licenses of two professional hunters who shot dead a research elephant.” (l.1-3) Which verb tense the sentence above is?
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Q1791124 Inglês
“You look so happy!” “You’re right! I just saw my grandmother, whom I haven’t for three years.”
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Q1790104 Inglês

For question, choose the correct answer.


Mary ______ in Liverpool for five years, but now she ________ in Edinburgh since March.

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Q1790102 Inglês

For question, choose the correct answer.


Philip couldn’t remember where he ______ his car.

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Q1790101 Inglês

For question, choose the correct answer.


The Indians _______________ on the continent for about twenty-five thousand years.

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Q1790100 Inglês
“We ________ every stores empty if they ________ early.”
The alternative that contains the correct answer to the sentence above is:
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Q1790096 Inglês
Read the short paragraph below and choose the alternative that completes the gap CORRECTLY.
Yesterday Paul and Sophia played tennis. They began at 09:30 and finished at 11 o’clock. So, at 10:30 they ______ tennis.
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Q1785439 Inglês
Read the text below and answer the question.

Employees on its Employee Experience

Big Blue is actively involving its employees in retooling its processes.

By: Andrew R. McIlvaine | March 1, 2018 • 4 min read

Topics: Uncategorized

Earlier this year I posted about how more employers are planning to use HR tech tools to boost their employee experience. Now, in the March/April issue of Harvard Business Review, IBM CHRO Diane Gherson explains in a Q&A how Big Blue is “co-creating the employee experience” with its employees, with the understanding that positive rates of employee engagement translate directly to the company’s bottom line.

“We’ve found that employee engagement explains two-thirds of our client experience scores,” she said. “And if we’re able to increase client satisfaction by five points on an account, we see an extra 20 percent in revenue, on average.”

Gherson and her team have done a lot of work in collaborating with employees to redesign and enhance HR processes, particularly learning and development and performance management. With the former, Gherson said IBM has taken a “Netflix” approach to learning and development, bringing in employees to help create an individually personalized learning platform with different channels, tailored by role, with “intelligent recommendations that are continually updated.” 

Employees are guided in their course selections by a live-chat advisor as well as ratings by coworkers who’ve taken the courses, said Gherson. HR also measures the offerings’ effectiveness via Net Promoter Scores, which she said are more accurate than a previously used five-point satisfaction scale.

As for improving the performance management process, Gherson said IBM disregarded what she said would be a typical approach – conduct some benchmarking, convene a group of experts, come up with a design and pilot it – in favor of working with employees “in a sort of extended hackathon.”

“We used design thinking and came up with something you might describe as a ‘concept car’— something for people to test drive and kick the tires on, instead of just dealing with concepts,” she said.

Gherson said she initially encountered some skepticism from employees after inviting them to participate in the process.

“Some people said ‘This is such a sham—you already know what you want to do,'” she said. “But then we explained that we really wanted to hear from them, and we got them into various discussion forums.”

Ultimately, about 100,000 IBMers participated in the redesign process, Gherson said. Employees even selected a name for the redesigned PM process: Checkpoint. Even now, the company continues to solicit input from employees on how the process can be improved, she said.

The employee response has been overwhelmingly positive, said Gherson. “Their overall message has been ‘This is what we wanted.’ It was cited as the top reason engagement improved.”

“People are getting much more feedback out of this system, in much richer ways,” she said. “And more important, they are not feeling like spectators in our transformation; they are active participants.”

Andrew R. McIlvaine is former senior editor with Human Resource Executive®.

https://hrexecutive.com/ibm-works-employees-employee-experience/ 
“We’ve found that employee engagement explains two-thirds of our client experience scores,” she said. “And if we’re able to increase client satisfaction by five points on an account, we see an extra 20 percent in revenue, on average.”
According to the sentence above is correct in relation to the verbs, EXCEPT:
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Q1784411 Inglês

A Brief and Simplified Description of Papermaking


The paper we use today is created from individual wood fibers that are first suspended in water and then pressed and dried into sheets. The process of converting the wood to a suspension of wood fibers in water is known as pulp making, while the manufacture of the dried and pressed sheets of paper is formally termed papermaking. The process of making paper has undergone a steady evolution, and larger and more sophisticated equipment and better technology continue to improve it.


The Wood yard and Wood rooms


The process at Androscogging began with receiving wood in the form of chips or of logs 4 or 8 feet in length. From 6 AM to 10 PM a steady stream of trucks and railroad cars were weighted and unloaded. About 40 percent were suplied by independents who were paid by weight their logs. The mill also received wood chips from lumber mills in the area. The chips and logs were stored in mammoth piles with separate piles for wood of different species (such as pine, spruce, hemlock).


When needed, logs were floated in flumes......(1).....the wood yard.....(2).....one of the mill’s three wood rooms. There, bark was rubbed......(3)........in long, ribbed debarking drums by tumbling the logs against one another. The logs then fell into a chipper;......(4)......seconds a large log was reduced to a pile of chips approximately 1 inch by 1 inch by 1/4 inch.


The chips were stored in silos. There were separate silos for softwoods (spruce, fir, hemlock, and pine) and hardwoods (maple, oak, beech, and birch). This separate and temporary storage of chips permitted the controlled mixing of chips into the precise recipe for the grade of paper being produced.


The wood chips were then sorted through large, flat vibrating screens. Oversized chips were rechipped, and ones that were too small were collected for burning in the power house. (The mill provided approximately 20 percent of all its own steam and electricity needs from burning waste. An additional 50 percent of total electricity needs was produced by harnessing the river for hydroelectric power.)


Once drawn from the silo into the digesters, there was no stopping the flow of chips into paper. 


Pulpmaking


The pulp made at Androscoggin was of two types: Kraft pulp (produced chemically) and ground wood pulp (produced mechanically). Kraft pulp was far more important to the high quality white papers produced at Androscoggin, accounting for 80 percent of all the pulp used. Kraft pulp makes strong paper. (Kraft is German for strength. A German invented the Kraft pulp process in 1884.) A paper’s strength generally comes from the overlap and binding of long fibers of softwood; only chemically was it initially possible to separate long wood fibers for suspension in water. Hardwood fibers are generally smaller and thinner and help smooth the paper and make it less porous.


The ground wood pulping process was simpler and less expensive than the Kraft process. It took high quality spruce and fir logs and pressed them continuously against a revolving stone that broke apart the wood’s fibers. The fibers, however, were smaller than those produced by the Kraft process and, although used to make newsprint, were useful at Androscoggin in providing “fill” for the coated publication gloss papers of machines 2 and 3, as will be described later.


(A)The chemical Kraft process worked by dissolving the lignin that bonds wood fibers together. (B) It did this in a tall pressure cooker, called a digester, by “cooking” the chips in a solution of caustic soda (NaOH) and sodium sulfide (Na2S), which was termed the “white liquor.” (C)The two digesters at Androscoggin were continuous digesters; chips and liquor went into the top, were cooked together as they slowly settled down to the bottom, and were drawn off the bottom after about three hours. (D) By this time, the white liquor had changed chemically to “black liquor’’; the digested chips were then separated from this black liquor. (E)


In what was known as the “cold blow” process, the hot, pressurized chips were gradually cooled and depressurized. A “cold liquor’’ (170°F) was introduced to the bottom of the digester and served both to cool and to transport the digested chips to a diffusion washer that washed and depressurized the chips. Because so much of the lignin bonding the fibers together had been removed, the wood fiber in the chips literally fell apart at this stage.


The black liquor from the digester entered a separate four-step recovery process. Over 95 percent of the black liquor could be reconstituted as white liquor, thereby saving on chemical costs and significantly lowering pollution. The four-step process involved (1) washing the black liquor from the cooked fiber to produce weak black liquor, (2) evaporating the weak black liquor to a thicker consistency, (3) combustion of this heavy black liquor with sodium sulfate (Na2SO4 ), and redissolving the smelt, yielding a “green liquor” (sodium carbonate + sodium sulfide), and (4) adding lime, which reacted with the green liquor to produce white liquor. The last step was known as causticization.


Meanwhile, the wood-fiber pulp was purged of impurities like bark and dirt by mechanical screening and by spinning the mixture in centrifugal cleaners. The pulp was then concentrated by removing water from it so that it could be stored and bleached more economically.


By this time, depending on the type of pulp being made, it had been between 3 1/2 and 5 hours since the chips had entered the pulp mill. 


All the Kraft pulp was then bleached. Bleaching took between 5 and 6 hours. It consisted of a three-step process in which (1) a mix of chlorine (Cl2 ) and chlorine dioxide (CIO2 ) was introduced to the pulp and the pulp was washed; (2) a patented mix of sodium hydroxide (NaOH), liquid oxygen, and hydrogen peroxide (H2 O2 ) was then added to the pulp and the pulp was again washed; and (3) chlorine dioxide (ClO2 ) was introduced and the pulp washed a final time. The result was like fluffy cream of wheat. By this time the pulp was nearly ready to be made into paper.


From the bleachery, the stock of pulp was held for a short time in storage (a maximum of 16 hours) and then proceeded through a series of blending operations that permitted a string of additives (for example, filler clay, resins, brighteners, alum, dyes) to be mixed into the pulp according to the recipe for the paper grade being produced. Here, too, “broke” (paper wastes from the mill itself) was recycled into the pulp. The pulp was then once again cleaned and blended into an even consistency before moving to the papermaking machine itself.


It made a difference whether the broke was of coated or uncoated paper, and whether it was white or colored. White, uncoated paper could be recycled immediately. Colored, uncoated paper had to be rebleached. Coated papers, because of the clays in them, could not be reclaimed.



In the following sentence “By this time, depending on the type of pulp being made, it had been between 3 1/2 and 5 hours since the chips had entered the pulp mill.”, the words in bold are being used to express an action that:
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Q1780442 Inglês

Instructions: Question are based on the following text.


Source: http://languagemagazine.com/?page_id=124967

Consider the sentence “While visual literacy has always been important, it is even more so today” (line 36). The underlined structure is in the:
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Q1776089 Inglês
Leia o texto para responder à questão.

    Daniel Ferreira, 24, is a guy who had to learn to overcome expectations from the day hewas born, without his arms, due to a treatment with thalidomy that his mother had to do during pregnancy. “Some relatives did not bet a chip on me; they saw me as a poor thing,” he says. It turns out that he did not put any brakes on any ambition, he did very well in life and,painting with his feet and mouth, he became a fine artist.
  About the International Day of People with Disabilities, celebrated last Wednesday (3), he says: “Unfortunately, we still need special days toremember minorities, such as blacks,homosexuals and the disabled. Brazil is not prepared in any way to meet the needs of people with disabilities. There is no accessibility. Neither public nor private schools have a structure. We still have a lot to fight for ”.
     The boy speaks properly on the subject, since he had to fight hard to be able to study in a regular public school, from the age of seven. The principal argued that the state institution was not supported to receive a student with a disability. His father, Francisco, was the one who had to build a special desk, without State aid, so that Daniel could write with his feet. 
(Fonte: Texto Adaptado. Disponível em:<https://www.vidamaislivre.com.br/2014/12/04/conhe
ca-daniel-ferreira-o-artista-que-pinta-com-os-pes-e-aboca/>.Acesso em: 15 dez. 2020).
Considerando o terceiro parágrafo do texto, assinale a alternativa que indica corretamente o tempo verbal predominante nas frases destacadas.
 “(...) since he had to fight hard to be ableto study in a regular public school, from the age of seven. The principal argued that the stateinstitution was not supported to receive a student with a disability. His father, Francisco, was  the one who had to build a special desk, without State aid, so that Daniel could write with his feet”.
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Q1765580 Inglês
Use the conditional clauses that express hypothetical situations and their consequences, in other words, conditions and results, to answer the question.
The use of past had been. Choose the incorrect sentence:
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Q1738373 Inglês

Imagem associada para resolução da questão


This is a mind map about:

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Respostas
41: C
42: D
43: A
44: B
45: A
46: C
47: A
48: A
49: B
50: C
51: A
52: D
53: D
54: D
55: E
56: B
57: B
58: A
59: B
60: A