Portuguese activity, focused on first year high school students, about conjunctions (coordinative and subordinate). Are we going to analyze the various meaning relationships established by them? To do this, answer the questions that explore the conjunctions present in the interesting text Curiosities about the history of bread!
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:
In Egypt, bread was also used to pay wages: a day's work was worth three loaves of bread and two large pots of beer.
In Europe, it became customary for mothers to give their daughters who got married some of their bread dough, because they thought they would make bread as delicious as theirs!
Throughout history, a person's social status could be discerned by the color of the bread he ate. Dark bread represented low status, while white bread represented high status. It is because the process of refining white flour was much more expensive. Today, the opposite is true: dark breads are more expensive and sometimes more appreciated because of their nutritional value.
On the eve of the French Revolution, Marie Antoinette, Queen of France, was informed that the people were hungry: “They have no bread, Your Highness”. To which she replied: “If you don't have bread, let them eat brioche”. It is not known if the dialogue actually took place, but the phrase, in fact, became famous. The queen had her head cut off at the guillotine!
For Christians, the bread symbolizes the body of Christ. In the prayer of the “Our Father” God is asked to “give us this day our daily bread”.
For Jews, yeast symbolizes corruption. Therefore, they only offered to God unleavened bread, unleavened. Even today, this is the bread they eat at Passover, when it is forbidden to consume any fermented food.
Available in: .
Question 1 - Identify, with a stroke, the conjunction present in this text fragment:
“[…] a day's work was worth three loaves of bread and two large pots of beer.”
Question 2 - In the fragment above, the conjunction indicates:
( ) elements that add up.
( ) opposing elements.
( ) alternating elements.
Question 3 – The "what" is an integral conjunction in the passage:
( ) “[…] because I think they would make such a delicious bread […]”
( ) “[…] could be discerned by the color of the bread she ate.”
( ) “To this day, this is the bread they eat at Easter […]”
Question 4 - In the sentence “[…] that they married a little of their bread dough […]”, the “if” is:
( ) a reflexive pronoun
( ) a passive pronoun
( ) a conditional conjunction
Question 5 - In the part "If there is no bread, let them eat brioche", the conjunction "If" expresses:
( ) a cause
( ) a condition
( ) a conformity
Question 6 – In the period “It is not known if the dialogue actually took place, but the phrase, in fact, became famous.”, the underlined conjunction is:
( ) causal
( ) concessive
( ) adversative
Question 7 – The conjunction “but” links independent clauses together. Therefore, it is called:
( ) absolute
( ) coordinating
( ) subordinate
Question 8 – In the segment “For this reason, they only offered to God unleavened bread, without leaven.”, the conjunction “For this reason” introduces:
( ) a purpose
( ) a conclusion
( ) a consequence
Question 9 – In “At Passover the Jews eat unleavened bread, why the consumption of fermented food at that time is prohibited.”, the underlined conjunction could be replaced by:
( ) "because"
( ) "although"
( ) "therefore"
Per Denyse Lage Fonseca – Graduated in Languages and specialist in distance education.
At answers are in the link above the header.
report this ad