Why does the narrator refer to M. Hamel as ‘Poor man!’?a) He empathizes with M. Hamel as he had to leave the village.b) He believes that M. Hamel’s “fine Sunday clothes” clearly reflected thathe was not rich.c) He feels sorry for M. Hamel as it was his last French lesson.d) He thinks that M. Hamel’s patriotism and sense of duty resulted in hispoverty.ii Which of the following idioms might describe the villagers’ act of attendingthe last lesson most accurately?a) ‘Too good to miss’b) ‘Too little, too late’c) ‘Too many cooks spoil the broth’d) ‘Too cool for school’iii Choose the option that might raise a question about M. Hamel’s “faithfulservice”.a) When Franz came late, M. Hamel told him that he was about to beginclass without him.b) Franz mentioned how cranky M. Hamel was and his “great rulerrapping on the table”.c) M. Hamel often sent students to water his flowers, and gave a holidaywhen he wanted to go fishing.d) M. Hamel permitted villagers put their children “to work on a farm or atthe mills” for some extra money.iv Choose the option that most appropriately fills in the blanks, for thefollowing description of the given extract.The villagers and their children sat in class, forging with their old mastera (i) _____ togetherness. In that moment, the class room stood (ii)_____. It was France itself, and the last French lesson a desperatehope to (iii) ______ to the remnants of what they had known and takenfor granted. Their own (iv) _______.a) (i) graceful; (ii) still; (iii) hang on; (iv) countryb) (i) bygone; (ii) up; (iii) keep on; (iv) education
Question
Why does the narrator refer to M. Hamel as ‘Poor man!’?a) He empathizes with M. Hamel as he had to leave the village.b) He believes that M. Hamel’s “fine Sunday clothes” clearly reflected thathe was not rich.c) He feels sorry for M. Hamel as it was his last French lesson.d) He thinks that M. Hamel’s patriotism and sense of duty resulted in hispoverty.ii Which of the following idioms might describe the villagers’ act of attendingthe last lesson most accurately?a) ‘Too good to miss’b) ‘Too little, too late’c) ‘Too many cooks spoil the broth’d) ‘Too cool for school’iii Choose the option that might raise a question about M. Hamel’s “faithfulservice”.a) When Franz came late, M. Hamel told him that he was about to beginclass without him.b) Franz mentioned how cranky M. Hamel was and his “great rulerrapping on the table”.c) M. Hamel often sent students to water his flowers, and gave a holidaywhen he wanted to go fishing.d) M. Hamel permitted villagers put their children “to work on a farm or atthe mills” for some extra money.iv Choose the option that most appropriately fills in the blanks, for thefollowing description of the given extract.The villagers and their children sat in class, forging with their old mastera (i) _____ togetherness. In that moment, the class room stood (ii)_____. It was France itself, and the last French lesson a desperatehope to (iii) ______ to the remnants of what they had known and takenfor granted. Their own (iv) _______.a) (i) graceful; (ii) still; (iii) hang on; (iv) countryb) (i) bygone; (ii) up; (iii) keep on; (iv) education
Solution
i) The narrator refers to M. Hamel as 'Poor man!' because he empathizes with M. Hamel as he had to leave the village. This is a moment of realization for the narrator where he understands the gravity of the situation and the loss that M. Hamel is experiencing.
ii) The idiom that might describe the villagers’ act of attending the last lesson most accurately is 'Too little, too late'. This is because the villagers have realized the importance of their language and culture only when they are about to lose it.
iii) The option that might raise a question about M. Hamel’s “faithful service” is that M. Hamel often sent students to water his flowers, and gave a holiday when he wanted to go fishing. This shows that he sometimes prioritized his personal interests over his duty as a teacher.
iv) The option that most appropriately fills in the blanks, for the following description of the given extract is: The villagers and their children sat in class, forging with their old master a (i) graceful togetherness. In that moment, the class room stood (ii) still. It was France itself, and the last French lesson a desperate hope to (iii) hang on to the remnants of what they had known and taken for granted. Their own (iv) country. This option captures the essence of the situation and the emotions of the characters most accurately.
Similar Questions
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