Questões de Concurso
Comentadas sobre presente perfeito | present perfect em inglês
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"The mysteries shrouding Peru's Nazca Lines have intrigued scientists for decades."
"They were created during the Nazca culture."
"A research team led by Masato Sakai [...] has discovered [...] over 350 new etchings since 2004."
The verb forms used in the sentences are correctly explained in:
Poland’s reading habits have been in steady decline for years. A 2024 survey by the National Library of Poland found that only 41 percent of respondents had read at least one book in the past year. According to Tomasz Makowski, director of the National Library, the legacy of war has shaped these numbers. During World War II, Poland lost 70 percent of its libraries.
“We had several generations that did not see their parents or grandparents in front of a wall of books,” Makowski says. “Reading is [also] not something associated with adulthood, but with schools, teachers, librarians, and usually mothers reading to children.”
About the underlined conjugations, it is correct to say that they are examples of
Japan in the Ancient World
Japanese archaeologists divide the earliest part of Japanese history into four periods: the Paleolithic (preceramic) period, the Jomon (cord-marked pottery) period, the Yayoi period, and the Kofun (burial mound) period. Underlying this chronology, however, are two basic problems: First, who are the Japanese, and where did they come from? Second, how do the Japanese or "proto-Japanese" relate to the Ainu, a group of people who have resided in Japan since about 7500 B.C.E. but differ racially, culturally, and linguistically from modern Japanese in significant ways?
Paleolithic Japan (before 10,000 B.C.E.)
The Japanese islands have probably been occupied by humans for at least 30,000 years, if not longer. However, 10,000 years ago, Paleolithic Japan was a cooler place, and the sea level was 125 feet (38 meters) lower; therefore, some of the archaeological evidence of the earliest inhabitants is submerged. These hunters and gatherers, who had an extensive stone-tool inventory, most likely came to southern Japan through present-day Korea or to northern Japan from eastern Siberia, though there is abundant evidence of land connections to Asia at this time throughout the islands. It appears that the complete physical separation of the Japanese islands occurred only as recently as 18,000 to 12,000 years ago.
Jomon period (c. 10,000-c. 300 B.C.E.)
Starting about 13,000 years ago, when the Japanese climate began to warm, beautiful local pottery traditions—characterized by complex impressions made by twisted cords or sticks on the outside of pots before baking—abruptly appeared at various locales. Such ceramics eventually became commonplace throughout the islands. The Jomon people (named for this distinctive "cord-marked" ceramic style) were probably the direct descendants of the people of the previous Paleolithic traditions. They were very successful at hunting, fishing, and gathering, and because of the numerous rivers and rugged coastlines, they were largely sedentary. Shell mounds all over the islands indicate how extensively the ocean and rivers were exploited by Jomon people. The Jomon pottery eventually came to show distinctive regional styles, suggesting the existence of rather well-defined cultural groups and local folk traditions.
Yayoi (c. 300 B.C.E.-c. 300 C.E.)
About two thousand years ago, a distinct break occurred in the archaeological record. In Kyushu, the southernmost main island of Japan, bronze from the Korean peninsula and a newer style of earthenware pottery appeared, and iron smelting was developed. These changes characterize the Yayoi period, named after the district in modern Tokyo where certain artifacts were first discovered. The Yayoi period also saw the beginning of Japanese-style intensive irrigated wet-rice cultivation, which became the main means of subsistence for almost everyone on the islands. This agrarian rice-based economy—with basically the same kind of farming practices—would persist until Japan's westernization in the late nineteenth century.
However, controversy surrounds the origins of this culture. The Yayoi people may have come from overseas and replaced the earlier Jomon people (as evidenced by the presence of many new technologies from abroad). For many years, Japanese archaeologists have assumed this to be true, with the implication being that the Jomon people are the ancestors of modern Ainu, and modern Japanese are the descendants of those who migrated from the Asian mainland during the Yayoi and Kofun periods. However, a majority of archaeologists feel that the record probably indicates a gradual but direct continuity from Jomon people to early, but historically identifiable, Japanese, with any migration from the mainland blending in with the local cultures. In either case, by the end of the Yayoi period, certain institutional structures were in place—a division of labor, the accumulation of prestige and luxury goods by particular individuals, and the rise of complex political organizations—which created a more stratified society, allowing for the development of a full-fledged Japanese state in the Kofun period.
https://www.ebsco.com/research-starters/history/japan-ancient-world
Regarding the verb structure and meaning of the excerpt "Japan has probably been occupied for at least 30,000 years, if not longer" from the text, judge the statements below.
I.The structure "have probably been occupied" is in the present perfect passive and suggests cautious probability, while "if not longer" extends the stated time span beyond the minimum mentioned.
II.The adverb "probably" expresses absolute certainty and shows that the author presents the information as an unquestionable fact.
III.The expression "if not longer" restricts the occupation period to exactly 30,000 years.
Which proposition(s) is/are CORRECT?
"Mary ________ to London three times this year."
English verb tenses are used to express actions that occur at different times and under different circumstances. Understanding the structure and function of each tense is essential for accurate communication and for teaching English effectively. Analyze the sentences in Column 01 and correlate them with the appropriate verb tense descriptions in Column 02.
Column 01
( )She loves classical music and attends concerts regularly.
(_)They are studying for their final exams at the moment.
( )He had finished the report before the manager arrived.
( )We will be traveling across Europe this time next month.
(__)She has lived in this city for more than ten years.
Column 02
I.Present Perfect Simple
II.Future Continuous
III.Simple Present
IV.Past Perfect Simple
V.Present Continuous
Correlate the columns according to the verb tense used in each sentence. Then, choose the alternative with the correct sequence.
• Pesquisador 1: "When the conference started, the professor presented the project."
• Pesquisador 2: "When the conference started, the professor had presented the project."
• Pesquisador 3: "The professor has presented the project at several conferences."
Considerando a relação cronológica e o sentido que os tempos verbais estabelecem em cada frase, assinale a afirmação correta:
A new William Hope Hodgson blog
Welcome to Hodgsoniana, a new blog
about the life and works of author William Hope Hodgson (1877–1918). The aim
of this blog is to provide a home for articles and new research on Hodgson,
details of Hodgson-related happenings, and just generally act as an up-to-date
(hopefully) resource that’s open to anyone interested in this remarkable
literary figure. At time of writing, there is a lack of other active websites
covering this subject, which is why starting a blog seemed a worthwhile
endeavour. At the very least, it gives me a place to post some Hodgson-related
thoughts and findings I’ve been meaning to write up! My hope is that others may
be moved to contribute also.
Before going any further, I want to
recognise the work of the late Hodgson scholar Sam Gafford, and in particular
his excellent Hodgson blog williamhopehodgson.wordpress.com. I first stumbled
upon Sam’s blog back in 2016, and his work opened my eyes to the depths and
complexities of Hodgson’s history and writings. I entered into brief
correspondence with Sam at that time, and his enthusiasm and encouragement were
key factors in starting me on the path of pursuing my own Hodgson studies.
Sam Gafford sadly passed away in
2019, leaving his site dormant. It remains a valuable treasure trove of
information, and I will certainly aspire to follow Sam’s example in exploring
and documenting all matters Hodgson.
2027 will see the 150th anniversary
of William Hope Hodgson’s birth. There is still much to discuss regarding his
work, and many areas of his life remain obscure and in need of further
investigation. I hope this site can help in encouraging and chronicling such
efforts.
Source: https://hodgsoniana.wordpress.com/2025/06/22/a-new-william-hope-hodgson-blog/
access on 28 february 2026.
Leia o texto para responder à questão.
It has been common in second language teaching to stress the role of interference – that is, the interfering effects of the native language on the target (the second) language. It is of course not surprising that this process has been so singled out, for native language interference is surely the most immediately noticeable source of error among second language learners. The saliency of interference has been so strong that some have viewed second language learning as exclusively involving the overcoming of the effects of the native language. It is clear from learning theory that a person will use whatever previous experience he or she has had with language to facilitate the second language learning process. The native language is an obvious set of prior experiences. For example, a French native speaker might say in English, “I am in New York since January,” a perfectly logical transfer of the comparable French sentence “Je suis a New York depuis Janvier.” Because of the negative transfer of the French verb form to English, the French system has, in this case, interfered with the person’s production of a correct English form.
(Brown, D. 1994. Principles of Language
Learning and Teaching. Adaptado)
Text 1
Smatphones are banned in Brazilian Schools
Brazil’s president has signed a law to limit smartphone use in schools, starting in February. This rule will apply to elementary and high schools across the country. Phones will only be allowed in emergencies, for educational activities, or for students with disabilities. The goal is to help students focus better and reduce distractions caused by phones.
Officials explained that children are using the internet at younger ages, which makes it harder for parents to monitor them. Limiting smartphones at school can help students concentrate on studying. A recent survey found that nearly two-thirds of Brazilians support banning smartphones in schools, and over threequarters believe these devices are harmful for kids.
Some families and students agree with the move, saying it will encourage more interaction and help classmates focus better. However, others believe it won’t solve all school issues, like bullying and harassment.
As of 2023, about two-thirds of Brazilian schools already limit smartphone use, while 28% ban them completely. Some states, such as Rio de Janeiro and Goias, have passed local laws restricting phones in schools, but enforcement has been challenging. In Sao Paulo, discussions are ongoing about banning phones in both public and private schools.
Globally, concerns ______________ smartphone use ______________ children have led to similar measures. Countries ______________ China, France, and parts of the U.S. have introduced restrictions to reduce distractions and protect children’s mental health. A report ______________ UNESCO found that one in four countries has already limited smartphone use in schools.
Adapted from: https://en.islcollective.com
( ) The following underlined words in the sentence (1st paragraph): Brazil’s president has signed a law to limit smartphone use in schools, starting in February., the apostrophe ‘s is the reduced form of the verb to be: is.
( ) The word allowed in : Phones will only be allowed in emergencies, for educational activities, or for students with disabilities (1st paragraph), can be replaced by permitted without changing its meaning.
( ) The number 28% (4th paragraph), refers to the amount of schools which have banned smartphones.
( ) The following verb tenses has signed (1st paragraph) and have passed (4th paragraph) are examples of the past perfect tense.
Choose the alternative which presents the correct sequence, from top to bottom.
Text 7A1-II
Two roads diverged in a yellow wood,
And sorry I could not travel both
And be one traveler, long I stood
And looked down one as far as I could
To where it bent in the undergrowth;
Then took the other, as just as fair,
And having perhaps the better claim,
Because it was grassy and wanted wear;
Though as for that the passing there
Had worn them really about the same,
And both that morning equally lay
In leaves no step had trodden black.
Oh, I kept the first for another day!
Yet knowing how way leads on to way,
I doubted if I should ever come back.
I shall be telling this with a sigh
Somewhere ages and ages hence:
Two roads diverged in a wood, and I—
I took the one less traveled by,
And that has made all the difference.
Robert Frost. The Road Not Taken. 1916 (adapted).
In the last verse of text 7A1-II, the author uses the present perfect tense to
READ TEXT I AND ANSWER THE FIVE QUESTION THAT FOLLOW IT
TEXT I
National Assessment Reform: Core Considerations for Brazil
Education has been an integral part of Brazil’s success story. With expanded access to basic education and improvements in literacy rates, young Brazilians are entering today’s workforce with higher levels of education than previous generations. This educational progress has contributed to and benefited from the economic growth that helped improve living standards and, during the first decade of the millennium, lifted more than 29 million people out of poverty. Trend data from the OECD Programme for International Student Assessment (PISA) reveal that Brazil’s increasing school participation rates have been realised alongside progress in education quality. This is a remarkable achievement considering that many of the new students progressing through the education system come from disadvantaged backgrounds and often lack the socio-economic support that helps enable learning. Nevertheless, PISA also reveals that the overall performance of Brazil’s education system is well below the OECD average and other emerging economies, such as parts of China and the Russian Federation. One reason for this is Brazil’s high share of students who do not achieve baseline proficiency, or Level 2 in PISA. Results from PISA 2018 show that 50% of Brazilian students failed to reach Level 2 in reading, meaning they can only complete basic tasks. Brazil’s share of low-performers was even higher in Mathematics and Science (68% and 55%, respectively). At the other end of the spectrum, few students in Brazil were able to answer more difficult PISA questions, like inferring neutrality or bias in a text, which require skills that are increasingly important in today’s world. The new approach to education, set out in the BNCC, aims not only to ensure that all students achieve basic cognitive skills but also develop the higher-order skills needed to solve complex problems of everyday life.
Adapted from: https://www.oecd-ilibrary.org/docserver/333a6e20- en.pdf?expires=1728831657&id=id&accname=guest&checksum=CD292865CAA9F4B A019D2FE4378B5D2D
From it we have learned most of what we know. Recently, we have waded a little out to sea, enough to dampen our toes or, at most, wet our ankles.
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