Text interpretation, “The legend of Ipê”, aimed at 9th grade students. The aforementioned legend tells us the conflicting situation experienced by the ipe trees, as they were unable to flower, unlike the other trees in the forest. So what happened? Be sure to check the text! The diverse questions proposed explore the conflict inherent in the legend, as well as the linguistic resources used in its construction.
You can download this Portuguese activity in an editable Word template, ready to print in PDF and also the answered activity.
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SCHOOL: DATE:
PROF: CLASS:
NAME:
Read:
In those times, winter was in its last days and all the trees in the forest were beginning to bloom. Only the Ipês continued without flowers. The Ipês were increasingly saddened by that situation, as they were the only ones that had neither flowers nor fruit.
So, the yellow land canaries, realizing the sadness of the Ipês, decided to make their nests only in the branches of one of the Ipês. And nests were also made by the scarlet and blue macaws and the tanagers in another; the white herons in another, the siaciras in another, and in another less imposing Ipê, were parakeets, jandaias, parrots and parrots.
The Ipês were very happy and decided to ask the gods to give them flowers, as a way of thanks to the earth canaries, and to all the other birds in the forest, for the joy they had brought to them. The next day, they say, under the most beautiful blue sky that those hinterlands have ever known, the Ipês bloomed, in various colors. And each of the Ipês dressed in the colors and hues of the birds that had adopted them. When it all happened, it was August. And so, since then, the Ipês have flourished in the months of August and September. […]
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Question 1 - Identify the conflict around which the narrative developed:
A:
Question 2 - Check the alternative where the personification is registered:
a) “Only the ipe trees continued without flowers.”.
b) “The Ipês were increasingly saddened by that situation […]”.
c) “And nests were also made by the scarlet and blue macaws and the tanagers in another […]”.
d) “[…] the Ipês have bloomed in the months of August and September.”.
Question 3 - In “[…] for the joy they had brought to they.”, the underlined word refers to:
a) ipe
b) gods
c) canaries
d) other forest birds
Question 4 – In “And each one of the Ipês dressed in the colors and hues of the birds that had adopted them.”, the highlighted term could be replaced by:
a) ornaments
b) characteristics
c) shades
d) particularities
Question 5 - “Only the Ipês continued without flowers”. In this excerpt, it is clear that the ipes are in a situation of:
a) exclusion
b) integration
c) restriction
d) transformation
Question 6 – “[…] there were parakeets, jandaias, parrots and parrots.”. In this passage, commas were used to indicate:
a) an explanation
b) an example
c) an insert
d) an enumeration
Question 7 – “Then, the yellow land canaries, realizing the sadness of the Ipês, decided to make their nests only in the branches of one of the Ipês.”. The signed term takes up the previous paragraph to establish the list of:
a) continuity
b) consequence
c) cause
d) condition
Question 8 – In the context of the sentence “The Ipês were very happy […]", the highlighted term performs the function of:
a) adnominal deputy
b) verbal complement
c) predicative of the subject
d) adverbial adjunct
By Denyse Lage Fonseca – Graduated in Languages and specialist in distance education.
At answers are in the link above the header.
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