Questões de Concurso Sobre substantivos e compostos | nouns and compounds em inglês

Look at the extract from a novel and answer the question below:

TEXT 1: How brightly the moon glows is a mystery, but maybe not for long.

    “The lunar dark side may be the moon’s more mysterious face, but there’s something pretty basic scientists still don’t know about the bright side — namely, just how bright it is.

    Current estimates of the moon’s brightness at any given time and vantage point are saddled with at least 5 percent uncertainty. That’s because those estimates are based on measurements from ground-based telescopes that gaze at the moon through the haze of Earth’s atmosphere.

    Now, scientists have sent a telescope beyond the clouds on a high-altitude airplane in hopes of gauging the moon’s glow within about 1 percent or less uncertainty, the National Institute of Standards and Technology reports in a Nov. 19 news release.

    Knowing the exact brightness of Earth’s celestial night-light could increase the reliability of data from Earth-observing satellites that use the moon’s steady glow to check that their sensors are working properly. Those satellites keep tabs on things like weather, crop health and dangerous algal blooms.”

(Adapted from https://www.sciencenews.org/article/how-brightly-moon-glows-is-mystery-but-maybe-not-long).

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The birth of a nation

     The most memorable writing in eighteenth-century America was done by the founding fathers, the men who led the American Revolution of 1775-1783 and wrote the constitution of 1989. But none of them were writers of fiction. Rather, they were practical philosophers, and their most typical product was the political pamphlet. They shared the European Enlightenment belief that human reason could understand both nature and man. Unlike the Puritans – who saw man as a sinful failure – the Enlightenment men were sure man could improve himself. They wanted to create a happy society based on justice and freedom.

     The writings of Benjamin Franklin (1706 -1790) show the Enlightenment spirit in America at its best and most optimistic. His style is quite modern and, even today, his works are a joy to read. At the same time, there’s something “anti-literary” about Franklin. He had no liking for poetry and felt that writing should always have a practical purpose.

     Almanacs, containing much useful information for farmers and sailors (about the next year’s weather, sea tides, etc.), were a popular form of practical literature. Together with the Bible and the newspaper, they were the most-widely read and often the only reading matter in most Colonial households. Franklin made his Almanac interesting by creating the character “Little Richard”. Each new edition continued a simple but realist story about Richard, his wife and family. He also included many “sayings” about saving money and working hard. Some of those are known to most Americans today:

     Lost time is never found again.

     God helps those who help themselves.

     In 1757 Franklin collected together the best of his sayings and published The Way to Wealth. This little book became one of the best-sellers of the Western World and was translated into many languages.

(Peter High. Outline of American Literature . Essex, Longman. 1996. Adaptado)

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    For years attention has been paid to so-called communicative tests – usually implying tests dealing with speaking. More recently, efforts have been made to design truly communicative tests of other language skills as well, such as reading comprehension.

    Canale (1984) points out that a good test is not just one which is valid, reliable, and practical in terms of test administration and scoring, but rather one that is accepted as fair, important and interesting by test takers (the teachers) and test users (the students). Also, a good test has feedback potential, rewarding both teachers and students with clear, rich, relevant, and generalizable information. Canale suggests that acceptability and feedback potential have often been accorded low priority, thus explaining the curious phenomenon of multiple-choice tests claiming to assess oral interaction skills.

    One example of a communicative test has been referred to as a “storyline” test. In such a test, a common theme runs throughout in order to assess the effects of context. The basis for such an approach is that the respondents learn as they read on, that they check previous content, and that the ability to use language in conversation or writing depends in large measure on the skill of picking up information from past discussion and using it in formulating new strategies.

    Swain (1984), for example, developed a storyline test of French as a foreign language for high school French immersion students. The test consisted of six tasks around a common theme, “finding summer employment”. There were four writing tasks (a letter, a note, a composition, a technical exercise) and two speaking tasks (a group discussion and a job interview). The test was designed so that the topic would be motivating to the students and so that there would be enough information provided in order to give the tasks credibility. There was access to dictionaries and reference material, and opportunity for students to review and revise their work. Swain’s main concern was to “bias for best” in the construction of the test – to make every effort to support the respondent in doing their best on the test.

(Andrew D.Cohen. Second Language Assessment. IN: Marianne Celce-Murcia(ed). Teaching English as a second or foreign language. Boston, Massachusstes: Heinle&Heinle. 2nd edition. 2001. Adaptado)

(Source: https://www.sciencedaily.com/releases/2019/11/191114141247.htm– Adapted)

Instruction: Answer question based on the following text. 

Source: https://www.newyorker.com/humor/daily-shouts/the-eurohug-is-it-a-thing-a-global-guide-toembrace

Instructions: answer the question based on the following text.

Source: https://www.independent.co.uk/life-style/ikigai-hygge-lagom-swedish-danish-japaneses-candinavian-lifestyle-happiness-meaning-of-life-a7956141.html

TEXT V

Strategic behavior in digital reading in English

as a second/foreign language: a literature review

(Juliana do Amaral, Marília Camponogara Torres, Lêda Maria Braga Tomitch).