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Match the Column 1 to Column 2, linking the verbs...

1
Q1569707
Língua Inglesa Voz passiva | Passive voice
Teclas de Atalhos
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Ano: 2019
Banca: Fundação Universidade Empresa de Tecnologia e Ciências - FUNDATEC
Prova: FUNDATEC - Prefeitura de Coronel Bicaco - Professor Ensino Fundamental 6º ao 9º Ano - Área: Inglês - 2019

Instruction: Answer questions 31 to 40 based on the following text.


Matilda: an extra-ordinary bookworm! – Lesson Plan


  1. STARTER ACTIVITY: MY FAVOURITE BOOKS TO READ
  2. Ask children to bring in their favourite book. They have 5 minutes at the start of the lesson to
  3. share it with a classmate and persuade him or her to read it. Children should be encouraged to
  4. use as ____ persuasive techniques as possible (e.g. emotive language, passionate speech).
  5. They should also remember to talk about the key reasons that they love the book that they
  6. have chosen. For example, do they identify with the main character? Do they find it funny? Do
  7. they like the tone of the story? The most persuasive pupil should present his or her book to the
  8. whole class!
  9. TASK 1: MATILDA’S READING HABITS
  10. Read the extract aloud together. Use the information about Matilda’s reading habits to come up
  11. with some mathematical word problems. For example, if she reads 411 pages in one week, how
  12. ____ pages does she read in one year? If Matilda reads one book every week, what is the
  13. average number of books she reads in a month? Can children write word problems for their own
  14. reading habits? Encourage them to use the words, “average”, “mean” and “range” in their
  15. problems.
  16. TASK 2: DIFFERENT TYPES OF BOOKS
  17. Ask children to cut out the genre cards. For each of them, they should think of an example of a
  18. book that fits into that particular genre. Can they also slot each of the books that Matilda has
  19. read (page 12) into a genre? One of the cards has been left blank for children to come up with
  20. their category. They should consider the question if it’s possible for a book to fit into more than
  21. one genre.
  22. TASK 3: INGREDIENTS
  23. Different genres have different features or ‘ingredients’ – like a food recipe. For example,
  24. ‘adventure’ stories often include a journey to a faraway place and a heroic central character.
  25. Can children list three features or ‘ingredients’ for each genre based on their knowledge from
  26. prior reading, or even from their knowledge of films and games using the ingredients sheet?
  27. TASK 4: RECOMMENDATIONS FOR MATILDA
  28. Using the recommendations sheet, children should recommend four books (from different
  29. genres) for Matilda to read! They should include a drawing of the cover along with the genre
  30. and any important information. Can they tailor their recommendations to match Matilda’s taste?
  31. What books do they think she would enjoy? Why?
  32. TASK 5
  33. Using their recommendations from Task 4, children should create a poster for their school
  34. library that advocates the importance of reading. Their posters should highlight the benefits of
  35. reading a variety of books and the concept of reading for pleasure. Children should be
  36. encouraged to use any relevant quotations or inspirational advice from Matilda to make their
  37. posters stand out!
  38. PLENARY:
  39. Ask children to pick their favourite genre from the lesson. They should write the first 2–3
  40. sentences of a story in that genre. When they’ve finished, ask them to read them out to the rest
  41. of the class. Can their classmates guess the genre from the sentences? Finally, have a
  42. classroom discussion about how they have been inspired by reading Matilda. What book will
  43. they read next…?

Source: https://www.roalddahl.com/docs/MatildaLessonPlan201_1567179949.pdf

Match the Column 1 to Column 2, linking the verbs occurrence to their correct voice of the verb.


Column 1

1. Active voice.

2. Passive voice.


Column 2

( ) the book that they have chosen (l.05-06).

( ) Matilda has read (page 12) into a genre (l. 18-19).

( ) One of the cards has been left blank for children (l.19).

( ) how they have been inspired by reading Matilda […] (l.42).


The correct order of filling in the parenthesis, from the top to the bottom, is:

A

1 – 1 – 2 – 2.

B

1 – 2 – 1 – 2.

C

2 – 1 – 1 – 2.

D

2 – 2 – 1 – 1.

E

2 – 1 – 2 – 1.

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