Questões de Concurso Comentadas sobre passado simples | simple past em inglês

Questões Discursivas

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Q1004916 Inglês

TEXT II

What to Know About the Controversy Surrounding the Movie Green Book

Depending on who you ask, Green Book is either the pinnacle of movie magic or a whitewashing sham. 

The film, which took home the prize for Best Picture at the 91st Academy Awards, as well as honors for Mahershala Ali as Best Supporting Actor and Nick Vallelonga, Brian Currie and Peter Farrelly for Best Original Screenplay, depicts the burgeoning friendship between a black classical pianist and his ItalianAmerican driver as they travel the 1960s segregated South on a concert tour. But while Green Book was an awards frontrunner all season, its road to Oscar night was riddled with missteps and controversies over its authenticity and racial politics. 

Green Book is about the relationship between two real-life people: Donald Shirley and Tony “Lip” Vallelonga. Shirley was born in 1927 and grew up in a well-off black family in Florida, where he emerged as a classical piano prodigy: he possessed virtuosic technique and a firm grasp of both classical and pop repertoire. He went on to perform regularly at Carnegie Hall— right below his regal apartment—and work with many prestigious orchestras, like the Chicago Symphony and the New York Philharmonic. But at a time when prominent black classical musicians were few and far between due to racist power structures, he never secured a spot in the upper echelons of the classical world. (African Americans still only make up 1.8 percent of musicians playing in orchestras nationwide, according to a recent study.) 

Vallelonga was born in 1930 to working-class Italian parents and grew up in the Bronx. As an adult he worked as a bouncer, a maître d’ and a chauffeur, and he was hired in 1962 to drive Shirley on a concert tour through the Jim Crow South. The mismatched pair spent one and a half years together on the road — though it’s condensed to just a couple of months in the film — wriggling out of perilous situations and learning about each other’s worlds. Vallelonga would later become an actor and land a recurring role on The Sopranos. 

In the 1980s, Vallelonga’s son, Nick, approached his father and Shirley about making a movie about their friendship. For reasons that are now contested, Shirley rebuffed these requests at the time. […]

(Source: from http://time.com/5527806/green-book-movie-controversy/)

The verb phrase in “was riddled with missteps” is in the
Alternativas
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:
Alternativas
Q1784414 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 sentence “The process of making paper has undergone a steady evolution…”, the word “making” is being used in the:
Alternativas
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:
Alternativas
Q1784404 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.



Study the following sentences:
“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.”
1. the word ‘simpler’ is an adjective in the superlative form. 2. the word ‘them’ is an object pronoun. 3. the tense used in ’took’, is simple past of a regular verb. 4. the word ‘that’ can be replaced by ‘which’ without changing its meaning.
Choose the alternative which presents the correct ones:
Alternativas
Q1750186 Inglês
Analyze the sentence below. “Until recently, statistics ____ a subject that I ______ at all costs.” Choose the best option that completes the context.
Alternativas
Q1750027 Inglês
Analyze the underlined items below and identify the wrong sentence according to the context
Alternativas
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:
Alternativas
Q1728623 Inglês
Observe the sentence below.
I ______ watching her yesterday she was going to be tough to beat.
Choose the best option that completes the context.
Alternativas
Q1728437 Inglês
Observe the sentence below.
If I have been King, all body part names should be royally restricted to one syllable. If 'brain' and 'heart' can be one syllable, so can any other part.
Choose the best option that corrects the underlined items.
Alternativas
Q1727853 Inglês

Observe the fragment below.


One of the ladies ___________ very pretty and wearing silk stockings and I just sat down and _____________ a poem about her and her silk stockings.


Choose the best option that completes the context, observing the correct verb tenses.

Alternativas
Q1727365 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.)

“Mrs Parker used to leave us a tray of cookies”’ gives an idea of past
Alternativas
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
Alternativas
Q1724593 Inglês

Observe the sentences below.


I - Clearly, she did not sent the card and I asked if she had family locally;

II - […] they traveled together to the consulate;

III - He had no knowledge of how to travel the deserts and lack of streams and water almost killed them as they traveled west;

IV - It was not until they traveled to Arkansas.


Choose the option in which all the verb tenses are correct.

Alternativas
Q1724589 Inglês

Read the sentence below.


I really ____ of her yesterday, I really did it and she ____ thought this was all pretty cool.


Choose the best option that completes the context above.
Alternativas
Q1631977 Inglês
Mark the alternative that shows a Simple Past tense.
Alternativas
Q1627580 Inglês

Mark the alternative that completes the blanks.


Nicki _____ already _____ the truth when you saw her at the meeting.

Alternativas
Q1367994 Inglês

Complete the sentence.

“Carol ________ Nina last week.”

Alternativas
Ano: 2018 Banca: FUNDEPES Órgão: Prefeitura de Lagoa Santa - MG
Q1230068 Inglês
TEXT 2 The taxi, an old Rover smelling of old cigarette smoke, trundled along the empty, country road at an unhurried pace. It was early afternoon at the very end of February, a magic winter day of bitter cold, frost, and pale, cloudless skies. The sun shone, sending long shadows, but there was little warmth in it, and the ploughed fields lay hard as iron. From the chimneys of scattered farmhouses and small stone cottages, smoke rose, straight as columns, up into the still air, and flocks of sheep, heavy with wool and incipient pregnancy, gathered around feeding troughs, stuffed with hay. Sitting in the back of the taxi, gazing through the dusty window, Penelope Keeling decided that she had never seen the familiar countryside look so beautiful. The road curved steeply; ahead stood the wooden signpost marking the lane that led to Temple Pudley. The driver slowed and with a painful change of gear, turned, bumping downhill between high and blinding hedges. Moments later they were in the village, with its golden Cotswold stone houses, newsagent butcher, the Sudeley Arms, and the church – set back from the street behind an ancient graveyard and the dark foliage of some suitably gloomy yews. There were few people about. The children were all in school, and the bitter weather kept others indoors. Only an old man, mittened and scarved, walked his ancient dog. “Which house is it?” the taxi driver inquired over his shoulder. She leaned forward, ridiculously excited and expectant. “Just a little way on. Through the village. The white gates on the right. They’re open. There! Here we are.” He turned in through the gates and the car drew up at the back of the house. She opened the door and got out, drawing her dark blue cape around her against the cold. She opened her bag and found her key, went to unlock the door. Behind her, the taxi driver manhandled open the boot of the car and lifted out her small suitcase. She turned to take it from him, but he held on to it, somewhat concerned. “is there nobody here to meet you?” “No. Nobody. I live alone, and everybody thinks I’m still in the hospital.” “Be all right, will you?” She smiled into his kindly face. He was quite young, with fair bushy hair. “Of course.” He hesitated, not wishing to presume. ‘If you want, I’ll carry the case in. Carry it upstairs, if needs be.’ “Oh, that’s kind of you. But I can easily manage…” “No bother.” He told her, and followed her into the kitchen. She opened the door, and led him up the narrow, cottage stairs. Everything smelt clinically clean. Mrs. Plackett, bless her heart, had not been wasting time during the few days of Penelope’s absence. She quite liked it when Penelope went away, because then she could do things like wash the white paint of the bannisters, and boil dusters, and buff up the brass and silver. Her bedroom door stood ajar. She went in, and the young man followed her, setting her case on the floor. “Anything else I can do?” he asked. “Not a thing. Now, how much do I owe you?” He told her, looking shamefaced, as though it were an embarrassment to him. She paid him, and told him to keep the change. He thanked her, and they went back down the stairs. But still he hung about, seeming reluctant to leave. He probably, she told herself, had some old granny, of his own, for whom he felt the same sort of responsibility. “You’ll be all right, then?” “I promise you. And tomorrow my friend Mrs. Plackett will come. So then I won’t be alone anymore.” This, for some reason, reassured him. “I’ll be off then.’” “No trouble.” PILCHER, Rosamund. The shell seekers. London: Coronet Books, Hodder and Stoughton,1989. p. 9-11.
The sentence “No. Nobody. I live alone, and everybody thinks I’m still in the hospital.”, if reported will read as:
Alternativas
Ano: 2018 Banca: IMA Órgão: Prefeitura de Benedito Leite - MA
Q1226128 Inglês
Choose the CORRECT answer. 
“Sarah often ______ until late in the library.”
Alternativas
Respostas
201: B
202: C
203: B
204: B
205: C
206: B
207: D
208: B
209: C
210: C
211: A
212: C
213: B
214: C
215: D
216: D
217: C
218: B
219: B
220: B