10 He shuffles his feet and says nothing (Add a question tag)
a Does he
(b)Doesn't he?
(d) Did he?
(c)Didn't he?
41. Does that bother you? (make it an assertive)
(a That does bother you.
(b) That doesn't bother you
That should bother you.
(d) That would bother you.
42.11 is cowardly and vile. (make it exclamatory)
(a)What cowardly and vile it was!
(b) How cowardly and vile it is!
ic Oh, to be cowardly and vile! (d)Alas, to be cowardly and vile!
43. It's not a joke (make it interrogative)
(a) Wasn't it a joke?
(b) sta joke?
(cilsn't it a joke?
(d) Was it a joke
Answers
Answer:
lol
Explanation:
I don't have time to read this stuff
Answer:
Explanation:
Q3 Multiple Choice Questions based on an extract
A. 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.
i 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 that
he 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 his
poverty.
ii Which of the following idioms might describe the villagers’ act of attending
the 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 “faithful
service”.
a) When Franz came late, M. Hamel told him that he was about to begin
class without him.
b) Franz mentioned how cranky M. Hamel was and his “great ruler
rapping on the table”.
c) M. Hamel often sent students to water his flowers, and gave a holiday
when he wanted to go fishing.
d) M. Hamel permitted villagers put their children “to work on a farm or at
the mills” for some extra money.
iv Choose the option that most appropriately fills in the blanks, for the
following description of the given extract.
The villagers and their children sat in class, forging with their old master
a (i) _____ togetherness. In that moment, the class room stood (ii)
_____. It was France itself, and the last French lesson a desperate
hope to (iii) ______ to the remnants of what they had known and taken
for granted. Their own (iv) _______.
a) (i) graceful; (ii) still; (iii) hang on; (iv) country
b) (i) bygone; (ii) up; (iii) keep on; (iv) education
c) (i) beautiful; (ii) mesmerised; (iii) carry on; (iv) unity
d) (i) forgotten; (ii) transformed; (iii) hold on; (iv) identity
B. 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 book and read us our
lesson. I was amazed to see how well I understood it. All he said seemed
so easy, so easy!
i Which of the following can be attributed to M. Hamel’s declaration about the
French language?
a) subject expertise
b) nostalgic pride
c) factual accuracy
d) patriotic magnification
ii Read the quotes given below.
Choose the option that might best describe M. Hamel’s viewpoint.
a) Option (i)
b) Option (ii)
c) Option (iii)
d) Option (iv)
iii “I was amazed to see how well I understood it.”
Select the option that does NOT explain why Franz found the grammar
lesson “easy”.
a) Franz was paying careful attention in class this time.
b) M. Hamel was being extremely patient and calm in his teaching.
c) Franz was inspired and had found a new meaning and purpose to
learning.