Advertisements
Advertisements
प्रश्न
“You realise the true value of a thing only on losing it.” Comment on this statement in the light of the story, The Last Lesson.
Advertisements
उत्तर
Prussians put a ban on the French language - People realized the importance of holding onto their mother tongue.
OR
M Hamel was considered strict and the classes/work given by him were not taken seriously - After he was ordered to leave the country, villagers realized the importance of his contribution to society.
Notes
Marking Skills
Content-
- Award 1 mark for inclusion of both the loss and the impact of any one of the 2 value points given.
- Award ½ mark if only the impact is listed.
Expression –
1 mark when both given aspects are included.
- Answer organised effectively
- usage of words for effect-cause (due to, as a result, owing to, therefore, etc.)
½ mark when either aspect is missing
Deduct ½ mark from the overall score if the error density is high (more than a total of 2 spellings and/or grammatical errors).
APPEARS IN
संबंधित प्रश्न
Answer the following question in 120 – 150 words:
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.
The entire classroom, M. Hamel as well as those present in the class, is full of regret. For what and why?
Answer the following question in 120-150 words :
How did the order from Berlin change the situation in the school ? (The Last Lesson)
The Last Lesson shows that people suddenly realised how precious their language was to them.
Comment.
Notice these expressions in the text. Infer their meaning from the context.
- in great dread of
- counted on
- thumbed at the edges
- in unison
- a great bustle
- reproach ourselves with
What was Franz expected to be prepared with for school that day?
What did Franz notice that was unusual about the school that day?
What had been put up on the bulletin-board?
How did Franz’s feelings about M. Hamel and school change?
The people in this story suddenly realize how precious their language is to them. What shows you this? Why does this happen?
“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.”
Can you think of examples in history where conquered people had their language taken away from them or had a language imposed on them?
What happens to a linguistic minority in a state? How do you think they can keep their language alive? For example:
Punjabis in Bangalore
Tamilians in Mumbai
Kannadigas in Delhi
Gujaratis in Kolkata
Is it possible to carry pride in one’s language too far?
Notice the underlined words in these sentences and choose the option that best explains their meanings.
“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.”
It is as if they have the key to the prison as long as they ______
Find out about the following (You may go to the internet, interview people, consult reference books or visit a library.)
- Linguistic human rights
- Constitutional guarantees for linguistic minorities in India
Given below is a survey form. Talk to at least five of your classmates and fill in the information you get in the form.
|
S. No. |
Languages |
Home |
Neighbourhood |
City/Town |
School |
| 1. | |||||
| 2. | |||||
| 3. | |||||
| 4. | |||||
| 5. |
Have you ever changed your opinion about someone or something that you had earlier liked or disliked? Narrate what led you to change your mind.
Read the given extract and answer the questions.
| 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. 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. I had to open the door and go in before everybody. You can imagine how I blushed and how frightened I was. |
- List any two sensory details present in this extract. (1)
- Why does the protagonist feel anxious about entering the classroom on this particular day? (1)
- The classmates have started the lesson
- The teacher is in a bad mood
- The classroom is too quiet
- The protagonist is running late
- Complete the sentence appropriately. (1)
The phrase "as quiet as Sunday morning" suggests that ______. - Pick evidence from the extract that helps one infer that this was not the protagonist’s first time being late to school. (1)
- What does the term 'terrible iron ruler' indicate about M. Hamel? (1)
- Which of the following headlines best suggests the central idea of the extract? (1)
- The Fears of a Latecomer
- The Importance of Punctuality
- The Rigidity of the School System
- The Anxiety of a Young Student
Answer the following question in about 40-50 words.
When do the residents of Alsace realise how precious their language is to them?
- How was this year for you?
- Are you happy with what you could study this year?
- What did you miss, or could not do?
- What do you plan to do about it- about the things you could not do/study well?
- What was the best moment for you this year?
Form groups of three. Write three sentences of three words each.
Try to write phrases with each word beginning with the same letter.
Why is the iron ruler said to be ‘terrible’?
How did M. Hamel dress up on special occasions?
Think and answer:
What subjects does Franz study in school?
Think and answer:
Why were the old men of the village attending school that day?
According to M. Hamel, who are the people that did not take education seriously? What examples does he give to support his view?
Why does Franz understand his lesson well?
Where does M. Hamel live? Who lived with him?
Guess why M. Hamel was leaving the country.
Why does the author say, ‘I never saw him look so tall’?
List the people and their occupations mentioned in the story.
Find five words ending with ‘-ing’ and five words ending with ‘-ed’ from the lesson.
Find five examples of commonly used past participles from the story. For example, said, learnt.
What is the meaning of the following word and phrase in the passage? Choose the correct alternative.
______ was in great dread of
What is the meaning of the following word and phrase in the passage? Choose the correct alternative.
______ did not know the first word about them
What is the meaning of the following word and phrase in the passage? Choose the correct alternative.
Terrible iron ruler
What is the meaning of the following words and phrases in the passage? Choose the correct alternative.
______ got a little over my fright
What is the meaning of the following word and phrase in the passage? Choose the correct alternative.
What a thunderclap these words were to me!
What should people never lose even when they lose freedom?
See if you can make a sentence with as many words in it as there are students in your classroom.
Write the sentence in big letters on chart paper and display it in the classroom.
