Comprehension Questions:
Q1; Read the passage and answer the following questions:
Passage: "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. It was all much more tempting than the rule for participles, but I had the strength to resist, and hurried off to school."
Questions:
Q1: What was Franz afraid of when he started for school that day?
(a) That he would be late
(b) That he would be scolded
(c) That he would forget his books
(d) That he would be punished
Ans: (b) That he would be scolded. Franz was afraid because M. Hamel would question him on participles, which he didn’t know.
What did Franz briefly consider doing instead of going to school?
(a) Hiding in the woods
(b) Going to the park
(c) Running away for the day
(d) Playing with his friends
Ans: (c) Running away for the day. Franz thought of spending the day outdoors instead of attending school.
Why was Franz tempted to skip school that day?
(a) It was cold and windy
(b) He was afraid of M. Hamel
(c) The weather was beautiful and inviting
(d) He had an important meeting
Ans: (c) The weather was beautiful and inviting. The warm, sunny day with chirping birds tempted him to skip school.
What was Franz’s reaction when he saw the soldiers drilling?
(a) He ignored them
(b) He thought about skipping school
(c) He joined them
(d) He admired them
Ans: (b) He thought about skipping school. The sight of the soldiers drilling made him want to stay outside and not go to school.
How did Franz manage to resist his temptation to run away?
(a) He remembered his lessons
(b) He was afraid of punishment
(c) He decided to go to school anyway
(d) He felt guilty
Ans: (c) He decided to go to school anyway. Franz had the strength to resist and hurried off to school.
Short Answer Questions:
Q1: What was Franz supposed to be prepared with for the school day?
Ans: Franz was expected to be prepared with a lesson on participles, as M. Hamel had said he would question the class on them that day.
Q2: Describe what was unusual about the school atmosphere that day.
Ans: The school was unusually quiet. There was no bustle, no loud repetitions of lessons, and M. Hamel was dressed in his Sunday clothes. Additionally, the village people were present in the classroom, showing respect to M. Hamel.
Q3: Why did Franz regret not learning his lessons?
Ans: Franz regretted not learning his lessons because he realized that this would be his last French lesson. He felt ashamed for not taking his studies seriously and regretted wasting time on things like playing outside instead of studying.
Q4: How did the village people show their respect for M. Hamel?
Ans: The village people sat quietly in the classroom, even though they had no children in the school. They wanted to honor M. Hamel for his forty years of service and show respect for the French language.
Q5: What was M. Hamel's final lesson to the students about the French language?
Ans: M. Hamel's final lesson was that the French language was beautiful, logical, and worth preserving. He emphasized that as long as a people held on to their language, they would have the key to their freedom, even if they were under foreign control.
Character Sketch:
Q1: Write a character sketch of M. Hamel. Describe his qualities and how he reacts to the situation when he learns that this would be his last lesson. How does he show his feelings about leaving the school and his love for the French language?
Ans: M. Hamel is a dedicated, kind, and patriotic teacher. He deeply cares for his students and the French language. When he learns that this would be his last lesson, he reacts with sadness and resignation but maintains his professionalism, giving the lesson with great patience and care. He is also emotionally affected by the situation, as seen when he wears his Sunday clothes and speaks about the importance of preserving the French language. His love for the language is evident in his passionate words to the students about its beauty and importance. M. Hamel’s character reflects a deep sense of duty and love for his country and his students.
Writing Skills:
Q1: Write a letter to your friend describing the emotions and thoughts you would have if you were told that you could no longer study your native language and would have to learn a new one. Express your feelings about this change.
Ans:
Dear [Friend’s Name],
I hope this letter finds you well. Today, I am writing to you about something that has been bothering me for a while. Imagine if one day, we were told that we could no longer study our native language and that we would have to learn a completely new language.
The thought of losing the language I grew up speaking makes me feel sad and helpless. Language is more than just words; it’s part of who we are, and it connects us to our culture and heritage. The idea of losing it would be like losing a part of myself.
I feel that if we were forced to learn a new language, it would be a long and difficult process. It would not just be about learning new words but also about losing the connection to the world around us. I would miss the comfort of my native language in my daily life and in my conversations with my family.
I hope you can understand how deeply this thought affects me, and I would love to hear your thoughts on this.
Take care and write back soon!
Yours sincerely,
[Your Name]
Guess the Word
Q1: Guess the word that means:
1. To feel great fear or anxiety about something:
Ans: Dread
This word refers to the strong fear Franz felt about being scolded for not knowing the participles.
2. A place where soldiers practice their drills:
Ans: Sawmill
The soldiers were drilling in the open field behind the sawmill.
3. To move quickly and suddenly:
Ans: Hurrying
Franz was hurrying to school, trying to make up for the time he had lost.
4. To talk or read something in a loud, repetitive manner:
Ans: Recite
Franz was expected to recite the participle rule in school that day.
5. The state of being unable to understand or think clearly:
Ans: Fright
Franz was in a state of fright, not being able to think clearly when it was his turn to recite.
