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Answer: Franz
was not scolded that day because the scenario in the school had changed. M.
Hamel spoke kindly to him and asked him to go to his seat. He blamed himself
for not doing his duty faithfully and now there was the order from Berlin
which had to be followed.
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21. Why was M. Hamel kind to Franz even though he was
late for school?
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Answer: It
was the last lesson of M. Hamel in the school as the new German teacher was
arriving the following day. M. Hamel was sad and sentimental as he was to leave
the school after forty years of service as a teacher in French. He was very
emotional, kind and understanding. So, he did not scold Franz even though he
was late.
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22. The ban on teaching French strengthened the resolve
of the French to learn their language. Give evidence from the text to
prove/disapprove the above statement.
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Answer: ‘The
Last Lesson’ clearly brings out the resolve of the French to hold fast to
their language. The order from Berlin imposing the German language on them made
them more determined to respect and learn their language. This was evident in
the last lesson of M. Hamel. All the back benches were occupied by villagers,
including old Hauser, the former mayor, the former postmaster, etc. That day students
in the class were quiet and eager to make the best of the last opportunity to
learn their mother tongue.
M. Hammel taught the last lesson with immense patience and told his students
to safeguard their language. He reminded them that they would be able to
liberate themselves only if they kept their language with them. Even the
students realised the importance of their language and listened to their
teacher carefully. They could not be distracted by beetles or the cooing of
the pigeons.
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23. How was the last lesson different from earlier
lessons?
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Answer: The
last lesson was different from earlier lessons in many ways. It revealed the
love and respect of the teacher and students for their mother tongue. M.
Hamel spoke very kindly and taught very patiently. He did not scold anybody
that day. It seemed as if he wanted to give all that he knew before going
away. He was in his best attire and his ‘iron ruler’ was no more in use. This
lesson was attended by villagers to show their love and respect for their
mother tongue and M. Hamel. The students listened very carefully and
everybody was absolutely quiet. Franz was sorry for not learning his lesson.
The last lesson was an emotional time which stirred patriotic feelings and
awakened the villagers to the importance of their mother tongue.
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24. Justify the title ‘The Last Lesson’.
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Answer: The
title ‘The Last Lesson’ is significant and conveys the central theme of the
story. The title highlights the fact that sometimes even the most precious
things in our lives are taken for granted by us. The people of Alsace never
gave much thought or importance to their mother tongue. They did not insist
that their children should give it wholehearted attention. They did not
encourage regular attendance of their children in French classes. They
thought there was plenty of time to learn it. They preferred their children
to work and earn rather than learn. They received a severe jolt when orders
came from Berlin to ban French and make German compulsory. This brutal order
from Prussians made them realise the importance of their mother tongue. So
they came in full force to attend M. Hamel’s last lesson. Thus, the title
‘The Last Lesson’ reveals the theme of the story and is fully justified.
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25. Write a character sketch of little Franz.
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Answer: Franz
was a typical schoolboy. He was carefree and hated to go to school. He was
afraid of his French teacher M. Hamel’s ‘iron ruler’. He was more interested
in spending his time outside the school. Many times, he missed school and
went in search of ‘bird’s eggs’ or watching the Prussian soldiers drilling at
the sawmill. He did not realise the importance of learning his mother tongue
till the time his country passed into Prussian hands and teaching French
was banned.
This came as a thunderbolt to him when he came to school and found it to be
his last French lesson. At this point, he lamented the loss of his language.
His entire perspective towards the language and the teacher changed. He was
surprised to learn and understand everything on the last day and did not find
M. Hamel strict during the lesson. He was not able to understand the severity
of war and wondered whether “the pigeons would be made to coo in German”.
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26. Our language is part of our culture and we are proud
of it. Describe how regretful M. Hamel and the village elders are for having
neglected their native language, French.
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Answer: M.
Hamel in his last French lesson emphasized the importance of the mother tongue
and how it binds everybody together. He exhorted all of them to guard their
native language though he blamed himself also for neglecting French. He
regretted giving them a holiday when he wanted to go fishing. He wished he
had not sent them often to water his flowers instead of learning their
lessons. The parents too were not very keen for their children to learn. They
preferred to put them to work on a farm or at the mills for a little more
money than to encourage them to study. But after the announcement, all elders
sat quietly at the back of the classroom with regret written large on their
faces. M. Hamel appealed to them again to hold fast to their language as that
was the key to their freedom.
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27. How did the order from Berlin change the situation
in the school?
Or
The day of the last lesson was full of regret and
sadness. Describe the events of the day in the classroom in the light of the
above remark.
Or
“Order from Berlin aroused a particular zeal in the
school.” Comment.
Or
“Everybody in the last lesson is filled with
regret.” Comment.
Or
The entire classroom, M. Hamel as well as those
present in the class, are full of regret. For what and why?
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Answer: The
order from Berlin brought a sense of shock and surprise to the class. As per
the order, this was the last French class. Alsace and Lorraine had been
captured by the Prussians. So only German was to be taught in the schools.
This made all the distinguished village elders feel guilty for ignoring their
mother tongue. So, they all came to the class to show their love and respect
for their mother tongue and French teacher M. Hamel. The entire school was
filled with an air of remorse and regret. There was complete silence. The
teacher, M. Hamel, was in his best dress and was full of emotions. Even the
students in the class, including little Franz, felt remorse for their
indifference to their mother tongue. There was an atmosphere of stillness and
quietness in the class.
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28. Give a character sketch of M. Hamel.
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Answer: M. Hamel was a teacher at a school in a village in
the French districts of Alsace and Lorraine. He used to teach French. He had
been teaching his mother tongue for the last forty years. He loved his
profession from the core of his heart and had a deep sense of respect for the
mother tongue. He had always been very particular and strict in imparting the
knowledge of the language to his pupils.
The news, that French would no more be taught in the schools of Alsace and
Lorraine and that this was going to be his last lesson, completely shattered
a calm and composed M. Hamel. He tried his level best to remain calm and
composed but broke down at the end. He felt tormented by the fact that people
had become indifferent to learning French and appealed to them to keep their
language alive.
M. Hamel was a patriot in the real sense. He regarded the mother tongue to be
a means of holding one’s identity and self-respect. He blamed not only the
parents and children but himself also for neglecting the French.
His concern and love for his country is evident at the end of his last
lesson, when, he writes on the blackboard ‘Vive La France!’ in bold letters.
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29. ‘Bah! I have plenty of time. I’ll learn it
tomorrow.’
Franz was shocked when he heard that it was the last lesson in French and he
hardly knew his mother tongue. Many of us find ourselves in similar
situations and regret when all is over. What should we do so that we are able
to achieve our goals?
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Answer: Opportunity
knocks on the door only once. In fact, everyone gets only one chance in life and
if it is lost there is no way to redeem it. It is said that hard work can turn
the impossible into possible. But along with that, value for time is very
essential. Most of us are in a habit of delaying things. Unless and until we
are consistent and regular in our efforts, we cannot achieve our goals.
Setting a goal is an easy task but the journey to reach that goal is tedious
and demands perseverance, grit and determination. One has to be focused and
consistent in one’s efforts.
To achieve our goals in life, we need to understand the importance of time.
Like Franz, we should not delay our efforts and sit comfortably thinking that
there is enough time. As we know time and tide wait for no man. So in
order to achieve our goals, we need to be vigilant, consistent, punctual,
regular, hardworking and a determined person who greatly values time.
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30. The people of Alsace and Lorraine did not understand
the importance of learning their language — French. Emphasising the
importance and need of learning one’s native language, discuss why one should
learn one’s native language.
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Answer: One
of the major effects of Westernization is that people have started losing interest
in learning their native language. One’s native language is the repository of
one’s culture, identity and way of living. As long as one speaks and
communicates in one’s language, one can be proud of oneself.
Many Indians who live abroad make it compulsory for their family to speak their native language at home so as to have a sense of belonging to their
country. In fact, the native language binds us with our roots. Every language
has its own speciality and the people who speak that language imbibe that
speciality. Native language inculcates a sense of pride. A person who doesn’t
know his native language is like a slave.
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31. It was so warm, so bright! The birds were chirping at the
edge of the woods, and in the open field back of the sawmill, the Prussian
soldiers were drilling. It was all much more tempting than the rule for
participles, but I had the strength to resist and hurried off to school.
Answer the following.
(a) The speaker of these lines is ____________ and he is thinking of not going
to the class.
Answer: Little Franz.
(b) Prussian soldiers were in ____________ as there was a war going on.
Answer: Alsace.
(c) The speaker is in a dilemma about going to school as he has not learnt
the ____________.
Answer: participles.
(d) Find a word similar to ‘withstand’ from the given lines.
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Answer: resist.
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32. Reading the bulletin, called after me, “Don’t go so fast,
bub; you’ll get to your school in plenty of time!” I thought he was making
fun of me, and reached M. Hamel’s little garden all out of breath.
Answer the following.
(a) Bub here refers to ____________, who was going to school.
Answer: Franz.
(b) The speaker was nervous as he did not learn his lessons and was
____________.
Answer: late.
(c) M. Hamel was Bub’s teacher who taught him __________.
Answer: French.
(d) Find an expression from the extract which means ‘mocking’.
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Answer: making
fun of.
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33. What a thunderclap these words were to me!
Oh, the wretches; that was what they had put up at the town hall!
My last French lesson! Why, I hardly knew how to write! I should never learn
any more! I must stop there, then.
Answer the following.
(a) Hamel’s announcement ____________ Franz and he was frightened.
Answer: shocked.
(b) Town hall had a ____________ that provided all the information.
Answer: a bulletin board.
(c) ‘Wretches’ here refers to Germans. (True/False)
Answer: True.
(d) Franz was happy that his studies were over. (True/False)
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Answer: False.
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34. I heard M. Hamel say to me, “I won’t scold you,
little Franz; you must feel bad enough. See how it is! Every day we have said
to ourselves, ‘Bah! I’ve plenty of time. I’ll learn it tomorrow.’ And now you
see where we’ve come out. Ah, that’s the great trouble with Alsace; she puts
off learning till tomorrow.
Answer the following.
(a) Hamel was not ____________ with Franz because it was the last lesson.
Answer: angry.
(b) Franz would feel bad because he always learnt his lessons on time.
(True/False)
Answer: False.
(c) ‘Ourselves’ here refers to all the teachers. (True/False)
Answer: False.
(d) Find a word for ‘problem’ from the extract.
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Answer: trouble.
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35. Then, from one thing to another, M. Hamel went
on to talk of the French language, saying that it was the most beautiful
language in the world — the clearest, the most logical; that we must guard it
among us and never forget it, because when a people are enslaved, as long as
they hold fast to their language it is as if they had the key to their
prison. Then he opened a grammar and read us our lesson.
Answer the following.
(a) M. Hamel is the speaker and he is overwhelmed with ____________ for his
language.
Answer: love.
(b) ‘French people’ here refers to ‘they’. (True/False)
Answer: True.
(c) Here the word ‘prison’ means the real prison. (True/False)
Answer: False.
(d) Find a word from the passage that means the same as ‘dominate’.
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Answer: enslave.
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36. But he dared to hear every lesson to the very last. After the writing, we had a history lesson, and then the babies chanted their ba, be bi, bo, bu. Down
there at the back of the room old Hauser had put on his spectacles and,
holding his primer in both hands, spelt the letters with them.
Answer the following.
(a) Hamel was ____________ with each and every student. Answer: patient. (b) Old Hauser spelt the letters from the primer. (True/False) Answer: True. (c) Babies had come to school for the first time so they had to learn the
alphabet. (True/False)
Answer: False. (d) Find the synonym of
‘bravery’ from the extract.
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Answer: courage.
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37. But now it was all so still! I had counted on
the commotion to get to my desk without being seen; but, of course, that day
everything had to be as quiet as Sunday morning. Through the window, I saw my
classmates, already in their places, and M. Hamel walking up and down with
his terrible iron ruler under his arm.
Answer the following.
(a) Franz was counting on ____________ as he did not wish to be seen by his
teacher.
Answer: commotion.
(b) Find the synonym of ‘peaceful’ from the extract.
Answer: still.
(c) Who was terrible: the teacher or the ruler.
Answer: The
teacher.
(d) M. Hamel had called the students on a Sunday. (True/False)
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Answer: False.
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38. Besides, the whole school seemed so strange and
solemn. But the thing that surprised me most was to see, on the back benches
that were always empty, the village people sitting quietly like ourselves;
old Hauser, with his three-cornered hat, the former mayor, the former
postmaster, and several others besides.
Answer the following.
(a) The school was ____________and solemn because it was the last lesson.
Answer: strange.
(b) Franz was surprised to see a class full of villagers. (True/False)
Answer: True.
(c) The benches were ____________ earlier but not today.
Answer: vacant.
(d) Give the synonym for ‘sober’ from the extract.
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Answer: solemn.
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39. Poor man! It was in
honour of this last lesson that he had put on his fine Sunday clothes, and
now I understood why the old men of the village were sitting there in the
back of the room. It was because they were sorry, too, that they had not gone
to school more. It was their way of thanking our master for his forty years
of faithful service and of showing their respect for the country that was
theirs no more.
Answer the following.
(a) Franz was sorry for his teacher as he was going to lose his job.
(True/False)
Answer: False.
(b) Hamel wore Sunday clothes in honour of the ____________.
Answer: last lesson.
(c) Old men came for the class in the honour of ____________ services.
Answer: Hamel’s.
(d) Pick the antonym of ‘dishonour’.
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Answer: Honour.
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40. I was amazed to see how
well I understood it. All he said seemed so easy, so easy! I think, too, that
I had never listened so carefully, and that he had never explained
everything with so much patience. It seemed almost as if the poor man wanted
to give us all he knew before going away, and to put it all into our heads at
one stroke.
Answer the following.
(a) The speaker here is ____________.
Answer: Franz.
(b) The speaker felt ____________ for not being inattentive in the class.
Answer: sorry.
(c) Hamel was sorry for not being regular with his classes. (True/False)
Answer: True.
(d) Find a word from the extract that means ‘the ability to stay calm’ from
the extract.
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Answer: patience.
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41. I started for school very late that morning and
was in great dread of a scolding, especially because M. Hamel had said that
he would question us on participles, and I did not know the first word about
them. For a moment, I thought of running away and spending the day out of
doors. It was so warm, so bright! The birds were chirping at the edge of the
woods, and in the open field back of the sawmill, the Prussian soldiers were
drilling.
(a) Alphonse Daudet, the author of ‘The Last
Lesson’ was a ...................... novelist and short story writer.
(i) Spanish (ii) German
(iii) French (iv) Austrian
Answer: (iii) French.
(b) Franz was late and wanted to skip going to
school as he dreaded
(i) beating from M.
Hamel (ii) scolding from the teacher (iii) taunts from his classmates (iv) scolding
from parents
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Answer: (ii) scolding from
the teacher.
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(c) What would have M. Hamel questioned Franz
about?
(i) adjectives (ii)
writing skills (iii) the previous days’ activities (iv) participles
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Answer: (iv) participles.
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(d) Which of the outdoor activities were
tempting Franz more than attending school that day?
(i) chirping of the
birds (ii) the drill practice by Prussian soldiers (iii) both (i) and (ii)
(iv) children playing outside
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Answer: (iii) both (i) and
(ii).
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42. I thought he was making fun of me, and reached
M. Hamel’s little garden all out of breath. Usually, when school began, there
was a great bustle, which could be heard out in the street, the opening and
closing of desks, lessons repeated in unison, very loud, with our hands over
our ears to understand better, and the teacher’s great ruler rapping on the
table. But now it was all so still! I had counted on the commotion to get to
my desk without being seen; but, of course, that day everything had to be as
quiet as Sunday morning.
(a) ‘I thought he was making fun of me.’ Who is
Franz referring to here?
(i) the blacksmith
Wachter (ii) the gardener (iii) the old Hauser (iv) his teacher
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Answer: (i) the blacksmith
Wachter.
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(b) The expression ‘out of breath’ means
(i) exhaled breath (ii) excess breath (iii) feeling short of breath (iv) respiratory failure
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Answer: (iii) feeling
short of breath.
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(c) What were the pointers to a great bustle in
the school?
(i) the opening and
closing of desks (ii) the teacher’s great
ruler rapping on the table (iii)
lessons repeated in loud unison (iv)
all the above
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Answer: (iv) all the above.
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(d) What was Franz banking upon to go to his
seat unnoticed?
(i) the fight in the
class (ii) the teacher’s absence (iii) the commotion in the class (iv) tip-toeing in the class
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Answer: (iii) the commotion
in the class.
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43. I jumped over the bench and sat down at my desk.
Not till then, when I had got a little over my fright, did I see that our
teacher had on his beautiful green coat, his frilled shirt, and the little
black silk cap, all embroidered, that he never wore except on inspection and
prize days. Besides, the whole school seemed so strange and solemn. But the
thing that surprised me most was to see, on the back benches that were always
empty, the village people sitting quietly like ourselves; old Hauser, with
his three-cornered hat, the former mayor, the former postmaster and several
others besides.
(a) ‘Got a little over his fright’ means that
Franz
(i) was still feeling
frightful (ii) had overcome his fright (iii) was out of his wits (iv) all of the above
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Answer: (ii) had overcome
his fright.
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(b) Besides, the whole school seemed so
(i) noisy and scary (ii) messy and strange (iii) queer and in ruins (iv) strange and solemn
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Answer: (iv) strange and
solemn.
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(c) What struck Franz the most about M. Hamel
that day which was quite different was
(i) his formal attire (ii) his mannerisms (iii) his behaviour (iv) all of the above
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Answer: (i) his formal
attire.
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(d) Who were sitting on the back benches on the
last day of the lesson?
(i) parents (ii) village people (iii) only young children (iv) other staff members
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Answer: (ii) village people.
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44. While I was wondering about it all, M Hamel
mounted his chair, and, in the same grave and gentle tone which he had used
to me, said, “My children, this is the last lesson, I shall give you. The
order has come from Berlin to teach only German in the schools of Alsace and
Lorraine. The new master is coming tomorrow. This is your last French lesson. I
want you to be very attentive.”
What a thunderclap these words were to me!
Oh, the wretches; that was what they had put up
at the town hall!
(a) What was Franz wondering about as mentioned
in the first line?
(i) about M. Hamel’s
behaviour (ii) about the turn of
events (iii) both (i) and (ii) (iv) about his study of participles
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Answer: (iii) both (i) and
(ii).
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(b) From where did the orders come to teach only
German in the schools of Alsace and Lorraine?
(i) Paris (ii) Spain (iii) London (iv) Berlin
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Answer: (iv) Berlin.
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(c) Which words were a thunderclap to Franz?
(i) This is your last
French lesson. (ii) I want you to be
very attentive. (iii) The order has
come from Berlin. (iv) None of the
above
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Answer: (i) this is your
last French lesson.
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(d) What had been put up on the bulletin board
that day the realization of which hit Franz in the class?
(i) Only French will be
taught. (ii) German will take over
French in the schools. (iii) Everyone
will speak only English. (iv) A third
language will be introduced.
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Answer: (ii) German will
take over French in the schools.
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45. Poor Man! It was in honour of this last lesson
that he had put on his fine Sunday clothes and now I understood why the old
men of the village were sitting there in the back of the room. It was because
they were sorry, too, that they had not gone to school more. It was their way
of thanking our master for his forty years of faithful service and of showing
their respect for the country that was theirs no more.
(a) Who is the poor man being referred to here?
(i) old Hauser (ii) a villager (iii) the apprentice (iv) M. Hamel
Answer: (iv) M. Hamel.
(b) For how many years had the master served the
school?
(i) 20 years (ii) 10 years (iii) 40 years (iv) 30 years
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Answer: (iii) 40 years.
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(c) What made the villagers come to meet M.
Hamel in the school that particular day?
(i) to bid goodbye (ii) to express their gratitude (iii) to have a meeting (iv) to gossip with the teacher
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Answer: (ii) to express
their gratitude.
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(d) What does the lesson ‘The Last Lesson’
signify?
(i) importance of one’s
language and freedom (ii) loss of
one’s mother tongue (iii) loss of
speech (iv) loss of freedom
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Answer: (i) importance of
one’s language and freedom.
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46. I heard Mr. M. Hamel say to me, “I won’t scold
you, little Franz; you must feel bad enough. See how it is! Every day we have
said to ourselves, ‘Bah! I’ve plenty of time. I’ll learn it tomorrow. And now
you see where we have come out. Ah, that’s the great trouble with Alsace; she
puts off learning till tomorrow. Now those fellows out there will have the right
to say to you, ‘How is it; you pretend to be Frenchmen and you can neither
speak nor write your own language?’ But you are not the worst, poor little
Franz.
We have all a great deal to reproach ourselves
with.”
(a) “I have plenty of time. I will learn it
tomorrow.’ What trait does it reflect of the people of Alsace?
(i) putting off things (ii) procrastination (iii) postponing matters (iv) all of the above
Answer: (iv) all of the
above.
(b) M. Hamel’s tone and tenor while speaking is
filled with
(i) eagerness (ii) regret
(iii) pleasure (iv) sorrow
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Answer: (ii) regret.
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(c) In the above extract, what is Hamel trying
to emphasize on?
(i) freedom of
expression (ii) importance of a
language (iii) importance of one’s
mother tongue (iv) all of the above
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Answer: (iii) importance
of one’s mother tongue.
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d) “We have all a great deal to reproach
ourselves with.” By saying this, Hamel is holding .......... responsible.
(i) himself (ii) parents (iii) parents and himself (iv) none
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Answer: (iii) parents and
himself.
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47. Then, from one thing to another, M. Hamel went
on to talk of the French language, saying that it was the most beautiful
language in the world—the clearest, the most logical: that we must guard it
among us and never forget it, because when a people are enslaved, as
long as they hold fast to our language it is as if they had the key to
their prison. Then he opened a grammar and read us our lesson. I was amazed
to see how well I understood it. All he said seemed so easy, so easy!
(a) What made M. Hamel praise the French
language so much?
(i) Because he is a
French citizen. (ii) Because he is in
love with the language. (iii) Because
it is the clearest and most logical. (iv)
Because he teaches the language.
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Answer: (iii) because it
is the clearest and most logical.
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(b) How does M. Hamel make the people of the
district realize the preciousness of their mother tongue?
(i) after the sudden
orders from Berlin (ii) by being
emotional (iii) by giving them a long
lecture (iv) all of the above
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Answer: (i) After the
sudden orders from Berlin.
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(c) If the people are enslaved, what will hold
the key to their prison?
(i) lock (ii) hammer
(iii) their behaviour (iv)
their language
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Answer: (iv) their
language.
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(d) After listening to the Grammar lesson, what
was Franz’s observation?
(i) he felt repentant (ii) he felt It was not worth the effort (iii) he was amazed at how easy it all was (iv) he disliked the rules of grammar
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Answer: (iii) he was amazed
at how easy it all was.
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48
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Fancy! For forty years he had been in the same
place, with his garden outside the window and his class in front of him, just
like that. Only the desks and the windows had been worn smooth; the walnut trees in the garden were taller, and the hopvine that he had planted
himself twined about the windows to the roof. How it must have broken his
heart to leave it all, poor man: to hear his sister moving about in the room
above, packing their trunks! For they must leave the country the next day.
(a) For forty years, he had been in the same
place. What trait of M. Hamel’s personality, does it bring out?
(i) laziness to shift (ii) loyalty (iii) stubbornness (iv) all of the above
Answer: (ii) loyalty.
(b) What indicates the passage of time?
(i) the growth of walnut
trees (ii) hop vine twined about the
windows to the roof (iii) both (i)
and (ii) (iv) the desks and benches
had been worn smooth
Answer: (iii) both (i)
and (ii).
(c) What was the kind of atmosphere prevailing
at this time in the school and particularly in Franz’s classroom?
(i) villagers were
feeling sorry (ii) atmosphere was
emotionally charged (iii) there was a
feeling of regret (iv) all of the
above
Answer: (iv) all of the
above.
(d) Packing their trunks and moving about in the
room above was Mr. M. Hamel’s
(i) mother (ii) sister
(iii) helper (iv) father
Answer: (ii) sister.
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49
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All at once the church clock struck twelve. Then
the Angelus. At the same moment, the trumpets of the Prussians,
returning from the drill, sounded under our windows. M. Hamel stood up, very
pale, in his chair.
I never saw him look so tall.
“My friends,” said he, “I—I—” But something
choked him. He could not go on.
(a) The Angelus prayer is said
(i) in the morning, noon
and at sunset (ii) in the morning and
evening (iii) only in the morning (iv) at noon and sunset
Answer: (i) in the
morning, at noon and at sunset.
(b) I never saw him look so tall. This
expression means
(i) he looked taller
than before (ii) he had a good height (iii) dignified and great (iv) shy and quiet
Answer: (iii) dignified
and great.
(c) He needed help to complete what he wanted to say.
What sea of emotions was he going through?
(i) exhorted the people
to love their language (ii) his last
message had love, respect and loyalty for his country (iii) his voice choked and he couldn’t go
on (iv) all the above
Answer: (iv) all the
above.
(d) How can a linguistic minority in a state
keep their language alive?
(i) by writing (ii) by safeguarding their language in
every possible way. (iii) by
conversing in that language (iv) none
of the above
Answer: (ii) by
safeguarding their language in every possible way.
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50.
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Then he turned to the blackboard, took a piece
of chalk, and, bearing on with all his might, he wrote as large as he could
“Vive La France!”
Then he stopped and leaned his head against the
wall, and, without a word, he made a gesture to us with his hand—
“School is dismissed—you may go.”
(a) “Vive Live France” means
(i) France is great (ii) learn French (iii) French cuisine is famous (iv) Long Live France
Answer: (iv) Long Live
France.
(b) The author of the lesson belonged to which
country?
(i) England (ii) France (iii) Canada (iv) New Zealand
Answer: (ii) France.
(c) “He made a gesture and couldn’t speak.” What
does it tell the reader about M. Hamel?
(i) he was proud of
being a French national (ii) his
ideas that one’s mother tongue binds people together (iii) his loyalty towards his country (iv) all the above
Answer: (iv) all the
above.
(d) Alphonse Daudet belonged to
(i) New Zealand (ii) Greece (iii) Austria (iv) France
Answer: (ii) France.
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