Activity of text interpretation, aimed at students in the fifth year of elementary school, about frogs. There were three frogs in Sapolândia that were walking through the forest. Suddenly they fell into a pot full of milk. What happened from there, huh? Are we going to find out how this story unfolds? So, read the text carefully! Then answer the various interpretative questions proposed!
You can download this text comprehension activity in an editable Word template ready to print to PDF and also the answer activity.
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SCHOOL: DATE:
PROF: CLASS:
NAME:
Read:
There were three frogs in Sapolândia that were walking through the forest.
Suddenly, they fell into a pot full of milk.
As soon as they started to struggle, all the other frogs in Toadland went to see what was happening, as there was a racket in the forest.
That's when the first frog died.
The whole Sapolândia began to scream:
— Stop, it's better to die rested than to struggle! said some.
— They're really going to die! said others.
It was then that the second frog died.
The other frogs tried, in vain, to make the third frog give up struggling.
But the more they talked, the more the frog struggled.
And it was thrashing and thrashing and thrashing so vigorously that suddenly the milk in the pan turned to butter and the frog was saved.
Amazed with such a feat, the Sapolândia scientists went to study the frog.
Do you know what they found? The frog was deaf! In other words, he didn't let himself be contaminated by the negativity of others, because he couldn't hear. That way, he could save himself.
Unknown authorship.
Available in: .
(With adaptations).
Question 1 – The story happens because the three little frogs:
( ) “were walking through the forest”.
( ) “fell into a pan full of milk”.
( ) “began to struggle”.
Question 2 – The excerpt “[…] all the other frogs in Sapolândia went to see what was happening, because there was a racket in the forest.” It's:
( ) a narration.
( ) a description.
( ) an argument.
Question 3 – In “— Stop, it's better to die relaxed than struggling!”, the dash was used to mark:
( ) the beginning of the speech of some inhabitants of Sapolândia.
( ) a pause in the speech of some inhabitants of Sapolândia.
( ) the continuity of the speech of some inhabitants of Sapolândia.
Question 4 – Underline below the expression that indicates a circumstance of mode:
"The other frogs tried, in vain, to make the third frog give up struggling."
Question 5 - In the segment “[…] the more they talked, the more the frog struggled.”, the story establishes a relationship of:
( ) opposition.
( ) proportion.
( ) comparison.
Question 6 – Reread this fragment:
"And it was thrashing and thrashing and thrashing so vigorously what, suddenly, the milk in the pan turned to butter and the frog was saved.”
The highlighted term introduces a fact which is:
( ) the cause of another.
( ) the purpose of another.
( ) the consequence of another.
Question 7 – In the part “Amazed at such feat, the Sapolândia scientists went to study the frog.”, the underlined word could be replaced by:
( ) “cunning”.
( ) “feat”.
( ) "courage".
Question 8 – The story about frogs is intended to:
( ) make an alert.
( ) announce a discovery.
( ) transmit a teaching.
By Denyse Lage Fonseca
Graduated in Languages and specialist in distance education.
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