Questões de Concurso Sobre passado progressivo | past continuous em inglês

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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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Q1750013 Inglês
Analyze the sentences below. I - Just as I got into the bath all the lights went off; II - Tiffany was reading concentrated while Ken was cooking; III - They were trembling with anger as they left the hotel. Observing the underlined verb tenses, identify the correct option:
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Q1730992 Inglês

Choose the right answer:


Paula would have made sure Mary was here __________ were coming too.

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Q1727363 Inglês
READ THE FOLLOWING TEXT CAREFULLY, AND THEN CHOOSE THE ALTERNATIVE THAT BEST COMPLETES THE STATEMENTS BELOW, ACCORDING TO THE TEXT. 

Mrs Parker died suddenly in October. She and Mr Parker lived in a Victorian house next to ours, and Mr Parker was my piano teacher. He commuted to Wall Street, where he was a securities analyst, but he had studied at Juilliard and gave lessons on the side – for the pleasure of it, not for money. His only students were me and the church organist.
The word “tragic” was mentioned in connection with her death. She and Mr Parker were in the middle of their middle age, and neither of them had ever been seriously ill. It was heart failure, and unexpected. My parents went to see Mr Parker as soon as they got the news, since they took their responsibilities as neighbours seriously, and two days later they took me to pay a formal condolence call. 
I loved the Parkers’ house. It was a Victorian house, and was shaped like a wedding cake. The living-room was round, and all the walls curved. The third floor was a tower. Every five years the house was painted chocolate brown, which faded gradually to the colour of weak tea. The front-wall window was a stained-glass picture of a fat baby holding a bunch of roses.
On Wednesday afternoons, Mr Parker came home on an early train, and I had my lesson. Mr Parker’s teaching method never varied. He never scolded or corrected. The first fifteen minutes were devoted to a warm-up in which I could play anything I liked. Then Mr Parker played the lesson of the week. His playing was terrifically precise, but his eyes became dreamy and unfocused. Then I played the same lesson, and after that we worked on the difficult passages, but basically he wanted me to hear my mistakes. After that, we sat in the solarium and discussed the next week’s lesson. Mr Parker usually played a record and talked in detail about the composer, his life and times. Mrs Parker used to leave us a tray of cookies and lemonade, cold in the summer and hot in the winter. When the cookies were gone, the lesson was over and I left, passing the Victorian child in the hallway. 

(COLWIN, Laurie. Mr Parker. In: PIERCE, Tina and COCHRANE, Edward (eds.). Twentieth century English short stories. London: Bell & Hyman, 1979, p. 48-9. Adapted.)

The verbal tense in “He had studied at Juilliard” is
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Q1724594 Inglês

Analyze the following sentence.


If she would have broughtit to the committee when she received it, then she would have had 6 weeks to 2 months more to investigate.


The underlined item should be corrected as:

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Q1253818 Inglês

Available at:< http://time.com/5363764/argentina-abortion-vote-progress/html>. Access on: Aug. 10, 2018 

Observe a seguinte sentença retirada do texto: “(…) generations of feminists who have been fighting for women’s rights for years” (l. 26-27) e assinale a alternativa que descreve o tempo verbal destacado.
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Ano: 2018 Banca: IMA Órgão: Prefeitura de Raposa - MA
Q1190663 Inglês
 Complete the sentence below with the correct verbs. Choose the CORRECT answer. “I _________ to the supermarket before I _________ home.” 
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Q1633013 Inglês
Quais os aspectos verbais apresentados pelas frases a seguir?
I. He took the photos. II. He had taken the photos by the time the owner arrived. III. He was taking the photos when the owner arrived. IV. He had been taking the photos before the owner arrived.
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Q1110378 Inglês
Fill in the blanks with the appropriate form of the verbs: Lucca to his mother: “No, it wasn’t me, mom! Barbra did everything! I was at school doing the fnals, remember?” Mother to Barbra: “Lucca _____ it _____ him, Barbra. He _____ you _____ everything and that He ____ at school _____ the fnals. Is that true?”
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Q1110374 Inglês
Fill in the blanks with the appropriate active and passive verb forms (present simple, present continuous, past simple, past continuous, past perfect). Julius ________ (buy) an engagement ring to surprise his girlfriend, but it _______ (steal) from him when he _________ (leave) the establishment. He ________ (go after) the thief, who - he found out later - __________ (tell) to rob him. It was his girlfriend all along: she ________ (discover) about his plans and __________ (decide) to make a bigger surprise before him!
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Q624981 Inglês

Read the sentences below:


I. John study engineering at my university.

II. Helene is going to live in London last year.

III. Pedro wishes he can read more this month.

IV. When I grew up, I want to be a jazz singer.


Choose the best alternative to replace the words underlined in the sentences above: 

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Q1239248 Inglês
A Oração: “Doctors are investigating 29 related infant deaths” encontra-se em que tempo verbal? 
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Q499577 Inglês
A man stepped onto the overnight train and told the conductor, “I need you to wake me up  in Philadelphia. I'm a  deep sleeper and can be angry when I get up, but no matter what, I want you to help me make that stop. Here's $100 to  make sure".

The conductor agreed. The man  fell asleep, and when he awoke he heard  the announcement  that  the  train was  approaching New York, which meant they had passed Philadelphia a long time ago.  Furious, he ran to the conductor. “I gave you $100 to make sure I got off in Philadelphia, you idiot!"  “Wow," another passenger said to his traveling companion. “Is that guy mad!"  “Yeah," his companion replied. “But not half as mad as that guy they forced off the train in Philadelphia." 

                                                      (English2Go, No 7,The Reader's Digest Association, 2005. P. 80.) 

In “ ...the train was approaching New York" a gerund is used as a/an
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Q501862 Inglês
Assinale a alternativa que apresenta os termos que preenchem CORRETAMENTE as lacunas existentes nos enunciados seguintes, de cima para baixo:

I. These bees ___________ kept in a large hive before they were taken out and examined by the beekeeper.
II. A thief came into his house, tied him up, took his money, and left. He ___________ tied up for several hours.
III. John doesn't cook very well. He _____________ helped by his wife.
IV. Amanda is pregnant. She expects her baby ______________ in November.
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Q465486 Inglês
Read the text below and answer the questions that follow:

Teaching English as a foreign language teacher: job description

Teaching English as a foreign language (TEFL) involves teaching adults and children whose first or main language is not English. This can be done in the UK or abroad and the students may be learning English for either business or leisure reasons.

Teaching English to speakers of other languages (TESOL) is also a widely used term and often means the same thing as TEFL. It’s sometimes specifically used to refer to teaching English to people who are living in the UK but who do not speak English as a first language. These students are most commonly refugees and immigrants and need to learn the language in order to help them settle into the UK society.Their courses are often government funded.

Teaching English as a second language (TESL) or teaching English as an additional language (TEAL) may also be terms that are used but they generally all refer to the same thing - teaching English to someone whose native language is not English.

Teachers of English as a foreign language can work in a variety of settingswith different age ranges. This can include commercial language schools, schools and institutions of further and higher education throughout the UK and overseas. Some may also teach in industry, while others are self-employed. Classes are usually taught in English, evenwith beginners. Teaching English as a foreign language teacher: job description

Adapted from: < www.prospects.ac.uk/case-studies-working- abroad>

Read these sentences:

1. I studied English five years ago.

2. I was studying Englishwhen the telephone rang.

3. Have you ever studied French?

4. I amgoing to study Spanish next year.

Choose the correct alternative.
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Ano: 2013 Banca: FUNCAB Órgão: SEPOG - RO
Q1228027 Inglês
Choose the correct verb form that completes the sentence below.          If the teenagers ________________ (not , drink) so much beer last night, they wouldn't have had an accident.
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Respostas
49: B
50: B
51: D
52: B
53: B
54: B
55: D
56: C
57: A
58: A
59: C
60: D
61: A
62: B
63: A
64: E