Portuguese activity, aimed at first-year high school students, aims to study the coordinating and subordinating conjunctions. They play an important role in linking the ideas that make up the text! Are we going to analyze them? So, go deeper into the theme, answering the various questions proposed about the text Where did the tomatoes come from? Let's find out?
This Portuguese language activity is available for download in an editable Word template, ready to print in PDF and also the completed activity.
Download this Portuguese exercise at:
SCHOOL: DATE:
PROF: CLASS:
NAME:
Read:
The history of the tomato is full of rumors, rumors and speculation, but one thing is certain: this favorite red fruit of many people (yes, tomato is a fruit) does not originate in Italy. Despite the fact that it is an essential ingredient for pastas, pizzas and salads, tomatoes originate from Mexico and Central America.
The tomato in its original form, however, had nothing to do with that red globe we know and love today. It was a small fragrant fruit (imagine something like cherry tomatoes) that Native American groups combined with “ahi,” a type of pepper to make a well-seasoned sauce. _______________ Native Americans have consumed it for centuries, tomatoes quickly gained a bad reputation in the Americas. Colonists believed that tomatoes were poisonous and no European ancestor dared to eat the fruit until the early 19th century – in fear of dying.
In fact, the Father Thomas Jefferson American Foundation is credited with initiating the cultivation of tomatoes for consumption in the United States. Jefferson's records say he planted the fruit every year in his “Garden Kalendar” which he kept from 1,809 to 1,824. Perhaps this is the first written reference to the cultivation of tomatoes by New World settlers and which was published in the “Notes on the State of Virginia” in 1787. His meticulous records indicated that he frequently sold his tomatoes in Washington markets, as well as presenting different uses for the same in his personal collection of recipes.
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Question 1 - Underline the coordinating conjunctions that make up this part of the text:
“The history of tomatoes is full of rumors, rumors and speculation, but one thing is certain […]”
A:
Question 2 - The conjunctions, underlined above, express the ideas of:
a) conclusion and addition.
b) addition and conclusion.
c) explanation and alternation.
d) addition and adversity.
Question 3 – In the period “The tomato in its original form, however, had nothing to do with this red globe […]”, the conjunction “however” introduces:
a) a comparison.
b) a caveat.
c) a compensation.
d) a condition.
Question 4 - Identify the conjunction present in the information in parentheses:
A:
Question 5 - The conjunction, identified above, is subordinate:
a) causal
b) conformative
c) comparative
d) temporal
Question 6 – In order to introduce the idea of concession, the space indicated in the text must be filled in with the conjunction:
a) Although
b) As
c) Case
d) Because
Question 7 – In the fragment “The colonizers believed that the tomato was poisonous and no European ascendant dared to eat the fruit […]”, the coordinating conjunction “and”:
a) links facts that complement each other.
b) links opposing facts.
c) links alternating facts.
d) links interposing facts.
Question 8 – In the sentence "He planted the tomatoes, so that were sold in markets.”, the highlighted phrase is:
a) adjective
b) prepositional
c) adverbial
d) conjunctiva
Per Denyse Lage Fonseca – Graduated in Languages and specialist in distance education.
At answers are in the link above the header.
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