Activity of text interpretation, suitable for 8th grade students, aims to develop different reading skills and analyze various linguistic resources. The questions are based on the text that deals with Japanese immigration in Brazil.
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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PROF: CLASS:
NAME:
Read:
Did you think about a sushi and sashimi festival? Think bigger. In total, the Japanese brought more than 50 types of food to Brazil. The first were probably the sweet persimmon and tangerine poncan varieties, which arrived in the 1920s. But it was from the 1930s that most new genres arrived here.
The scenario was favorable to Japanese farmers: buying or leasing plots of land from failed coffee farms after the New York Stock Exchange crisis, smallholders turned to a variety of cultures that were not popular in the Brazil. Many immigrants brought seedlings along with their luggage on ships.
This was the case with strawberries and even with an unsuspected type of fruit: the Italian grape, which despite being Italian, as the name implies, painted in Brazil by Japanese hands, in the 1940s. The thing was easier when it came through official means, via cooperation agreements between the two countries. From time to time, the Japanese government released seeds for cultivation in Brazil, such as the Fuji apple, in 1971. Along with “unpublished” foods, the Japanese brought techniques to expand the scale of production of foodstuffs already present in the country, but still restricted to the backyard scheme, such as lettuce, tomato, black tea, potatoes and the emblematic example of chicken and egg production.
Brazilian poultry farming only rehearsed a chicken flight until the 1930s. The activity only took off for good with the import of mother birds from Japan and with the experience of Japanese immigrants on the farms.
“Superinteressante Magazine”. Issue 246 – Dec. 2007. P. 59.
Question 1 - Identify the purpose for which you wrote the text:
A:
Question 2 - Mark the passage that presents the foods that were brought by Japanese immigrants to Brazil:
a) lettuce, strawberry and black tea.
b) tomato, lettuce and tangerine poncan.
c) potatoes, sweet persimmon varieties and lettuce.
d) sweet persimmon, tangerine poncan, strawberry and Italian grape varieties.
Question 3 – According to the text, Japanese immigrants played an important role in improving Brazilian poultry farming. Explain:
A:
Question 4 - Mark the moment that highlights the author's direct speech with the reader:
a) “Thought about a sushi and sashimi festival? Think bigger.”
b) "But it was from the 1930s that most new genres arrived here."
c) “It was easier when it came through official means, via cooperation agreements between […]”
d) "The Brazilian poultry industry only rehearsed a chicken flight until the 1930s."
Question 5 - There is a trace of informal language in:
a) "In total, the Japanese brought more than 50 types of food to Brazil."
b) “[…] small landowners devoted themselves to a variety of crops […]”
c) “[…] the Italian grape, which despite being Italian, as the name implies, painted in Brazil […]”
d) "From time to time, the Japanese government released seeds for cultivation in Brazil [...]"
Question 6 – In the excerpt, “But it was from the 1930s that most of the new genres arrived here.”, the underlined conjunction establishes a relationship of:
the conclusion
b) addition
c) cause
d) opposition
Question 7 – In the segment “Many immigrants brought seedlings along with their luggage on the ships.”, the highlighted verb indicates a fact:
a) what is happening.
b) in past performance.
c) fully completed.
d) that could occur.
Question 8 – In “From time to time, the Japanese government released seeds for cultivation in Brazil […]”, the comma separates:
a) a bet
b) an adverbial adjunct
c) a vocative
d) an 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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