Maharashtra Board Class 9 English Poem The Last Lesson 4.5 Solutions

Class 9 English Chapter 4.5 Question Answer Maharashtra Board

Balbharti Maharashtra State Board Class 9 English Solutions My English Coursebook Chapter 4.5 The Last Lesson Notes, Textbook Exercise Important Questions and Answers.

The Last Lesson Poem 9th Std Question Answer

My English Coursebook Std 9 Guide Chapter 4.5 The Last Lesson Textbook Questions and Answers

Warming Up!

Chit-Chat

Question 1. How was this year for you?
Answer: This year was quite eventful, filled with new experiences and learning challenges.
In simple words: Students are asked to reflect on their past academic year.

🎯 Exam Tip: Personal response questions like this evaluate a student's ability to express thoughts clearly and reflectively.

 

Question 2. Are you happy with what you could study this year?
Answer: Yes, I am happy with the subjects I could study, as they broadened my knowledge and skills.
In simple words: The question prompts students to assess their satisfaction with their studies.

🎯 Exam Tip: Emphasize honest self-assessment and specific examples if asked to elaborate.

 

Question 3. What did you miss, or could not do ?
Answer: I missed participating in the annual sports day and could not complete a few extra-curricular projects I had planned.
In simple words: Students are asked to identify missed opportunities or unaccomplished goals.

🎯 Exam Tip: Encourage students to think about areas for improvement or future aspirations.

 

Question 4. What do you plan to do about it-about the things you could not do /study well?
Answer: I plan to dedicate more time to those subjects I couldn't study well and seek extra help from teachers or online resources. For missed activities, I'll look for similar opportunities next year.
In simple words: This asks students to formulate a plan to address their academic or extra-curricular shortcomings.

🎯 Exam Tip: Responses should demonstrate proactive thinking and problem-solving skills.

 

Question 5. What was the best moment for you this year?
Answer: The best moment for me this year was when I successfully presented my science project at the school exhibition and received appreciation from the judges.
In simple words: Students are asked to recall a memorable and positive experience from the year.

🎯 Exam Tip: Focus on significant achievements or joyful experiences that highlight personal growth.

 

Growing Sentences

Form pairs/groups and do the following activities:

Question 1. Form pairs. Write two sentences of two words each. Examples:
1. Stand up.
2. Don't disturb.
Answer: Two sentences of two words each:
1. Sit down.
2. Come here.
In simple words: Students create short, simple sentences in pairs to understand basic sentence structure.

🎯 Exam Tip: This activity builds foundational grammar and vocabulary skills for sentence formation.

 

Question 2. Form groups of three. Write three sentences of three words each. Examples:
1. Please come here.
2. Open your books.
3. You can go.
Answer: Three sentences of three words each:
1. He runs fast.
2. She sings well.
3. They play outside.
In simple words: Groups of three students construct sentences with three words each to practice expanding simple sentences.

🎯 Exam Tip: This exercise helps students understand the addition of subjects, verbs, and simple objects/adjectives.

 

Question 3. Form groups of four. Write four sentences of four words each. Examples:
1. Complete your notebooks now.
2. Is it your book?
3. I like my school.
4. Mother cooks nice food.
Answer: Four sentences of four words each:
1. The cat sleeps peacefully.
2. He reads many books.
3. My friend likes pizza.
4. She bought a dress.
In simple words: Students in groups of four create four-word sentences, building on previous activities to form slightly more complex structures.

🎯 Exam Tip: This strengthens understanding of subject-verb-object relationships and basic sentence construction.

 

Question 4. Continue to write as many sentences as the number of students in the group, till you reach the number 10.
Answer: This activity involves group formation and writing sentences of increasing length, up to ten words per sentence, corresponding to the number of students in the group.
In simple words: Students practice sentence expansion by progressively adding words based on group size, up to ten words per sentence.

🎯 Exam Tip: This activity enhances creativity, vocabulary, and understanding of sentence structure for longer sentences.

 

Question 5. After that, go on forming bigger groups and writing sentences with as many words as the number of students in the group. However, you may write only one or two sentences at each step after 10. Examples:
• Sentence of 5 words: Can you please help me? Sentence of 6 words : Avanish works hard for his future.
• Sentence of 7 words: You are free to choose your career.
• Sentence of 8 words: I got this gift on my tenth birthday.
• Sentence of 9 words: My mother corrects me when I make a mistake.
• Sentence of 10 words: We should follow the rules and regulations of our society.
Answer: The activity requires forming larger groups and crafting one or two sentences with a word count matching the number of students in the group, for example:
• Sentence of 11 words: The diligent students always complete their homework on time and diligently.
• Sentence of 12 words: The sparkling stars twinkled brightly in the clear night sky, creating a beautiful scene.
In simple words: This advanced group activity encourages collaborative sentence construction with increasing word counts, moving beyond ten words per sentence.

🎯 Exam Tip: This exercise hones advanced sentence structuring, collaboration, and creative writing skills in a group setting.

 

Question 6. See if you can make a sentence with as many words in it as there are students in your classroom.
Answer: (This is a classroom activity and depends on the number of students.) If there are 30 students, a sentence of 30 words could be: "All the attentive students in our cheerful and lively classroom eagerly participated in the interactive English lesson, learning new vocabulary and understanding complex grammatical rules with great enthusiasm and clarity."
In simple words: Students are challenged to create a single sentence as long as the total number of students in their class, encouraging comprehensive sentence construction.

🎯 Exam Tip: This task promotes creative sentence building and understanding of how to combine clauses and phrases effectively.

 

Question 7. Write the sentence in big letters on chart paper and display it in the classroom.
Answer: (This is a practical classroom activity.) The previously constructed long sentence would be written in large letters on chart paper and displayed prominently for everyone to see.
In simple words: The longest sentence created by the class is to be visually showcased for reinforcement and display.

🎯 Exam Tip: Visual displays help reinforce learning and celebrate group achievements in language arts.

 

English Workshop:

Question 1. Find the meaning of the following words from a good dictionary:
Answer:
1. Sawmill - a factory where wood is cut with machinery.
2. Prussian - German inhabitant of Prussia
3. Apprentice - a person who learns some skill needed in his/her job.
4. nuisance - annoyance
5. cranky - irritable
6. hold fast to something - to possess something (here language) firmly, despite of many difficulties.
7. at one stroke - with a single immediate action.
8. might - strength.
In simple words: This task requires looking up and providing the definitions for a list of specific vocabulary words.

🎯 Exam Tip: Knowing the precise meaning of words is crucial for comprehension and accurate use in writing and speaking.

 

Question 2. List the people and their occupation in the passage.
Answer:
1. M. Hamel - French teacher
2. Franz - the narrator student
In simple words: Identify the characters from the story and state what their jobs or roles are.

🎯 Exam Tip: Understanding character roles helps in grasping the story's context and themes.

 

Question 3. Find five words ending with '-ing' and five words ending with '-ed' from the lesson.
Answer:

Words ending with 'ing'	Words ending with 'ed'
1. fluttering	1. dismissed
2. writing	2. turned
3. scratching	3. looked
4. choking	4. leaned

In simple words: Extract five words ending in '-ing' and five words ending in '-ed' from the given text.

🎯 Exam Tip: This exercise reinforces recognition of verb forms (present participle and past participle/past tense) and expands vocabulary.

 

Question 4. Find five examples of commonly used past participles from the story. For example, said, learnt.
Answer: Commonly used past participles from the passage:
1. got
2. saw
3. wore
4. came
5. put
In simple words: Identify five past participle forms of verbs as used in the story.

🎯 Exam Tip: Understanding past participles is essential for forming perfect tenses and passive voice constructions.

 

Question 5. What is the meaning of the following words and phrases in the passage? Choose the correct alternative.
Question (a)
was in great dread of
1. was in a great hall
2. was in great demand
3. was afraid of
4. was angry with.
Answer: 3. was afraid of
In simple words: "In great dread of" means to be very scared or fearful of something.

🎯 Exam Tip: Contextual vocabulary questions test your ability to infer meanings from the surrounding text.

 

Question (b)
did not know the first word about them
1. did not know anything about them
2. did not care about them
3. knew all the words except the first word
4. had not learnt them by heart.
Answer: 1. did not know anything about them
In simple words: This phrase indicates a complete lack of knowledge or understanding about the topic.

🎯 Exam Tip: Pay close attention to negative prefixes or phrases that alter the meaning of an expression.

 

Question (c)
terrible iron ruler
1. a great king
2. a ruler made of poor quality iron
3. a magic ruler
4. ruler with which the master hit the student hard.
Answer: 4. ruler with which the master hit the student hard.
In simple words: A "terrible iron ruler" refers to a strict teacher's instrument used for discipline.

🎯 Exam Tip: The context of the story often provides clues for interpreting descriptive phrases.

 

Question (d)
got a little over my fright
1. got very frightened
2. got something because I was frightened
3. became little
4. got less frightened
Answer: 4. got less frightened
In simple words: "Got a little over my fright" means to slowly recover from being scared.

🎯 Exam Tip: Phrases indicating a gradual change in emotion often involve words like "little," "slowly," or "gradually."

 

Question (e)
What a thunderclap these words were to me!
1. The words came as a shock.
2. He shouted the words at me.
3. There was thunder and lightning.
4. The words were accompanied by claps.
Answer: 1. The words came as a shock.
In simple words: This expression means the words were sudden, unexpected, and startling, like a loud thunderclap.

🎯 Exam Tip: Metaphorical expressions require understanding the implied comparison rather than literal meaning.

 

Question (f)
she put off learning tomorrow
1. she prepare for learning
2. she did not learn at that time
3. she cancelled tomorrow's learning
4. she studied the word 'tomorrow'.
Answer: 3. she cancelled tomorrow's learning
In simple words: "Put off" means to postpone or delay something until a later time.

🎯 Exam Tip: Phrasal verbs often have meanings distinct from their individual words, so learn them as complete units.

 

Question 6. Fill in the following blanks using proper words from 'who', 'when', 'what', 'how' or I 'why':
Answer:
(a) She started jumping for joy **when** she heard the news.
(b) You must tell **why** I mustn't do it.
(c) The person **who** is making the speech is my friend.
(d) They wondered **what** had happened to him.
(e) You must show me **how** to mix the solutions.
(f) I'll tell you **when** it is time to leave.
In simple words: This task requires choosing the correct interrogative or relative pronoun to complete each sentence logically.

🎯 Exam Tip: Understanding the function of 'who,' 'when,' 'what,' 'how,' and 'why' (e.g., for person, time, object, manner, reason) is key to accurate usage.

 

Question 2. Write a letter of thanks to your English teacher. Thank him/her for everything that he/she did for you:
Answer:Ishan More 16, Gnyaneshwari, Aarey Road, Goregaon (East), Mumbai - 400 063. 30th April, 2020. Dear Gogate madam, I take this opportunity to thank you from my bottom of heart for whatever you have done for me and to improve my English skills. I think words fail me to express my gratitude. Madam, when I saw this new book for the first time, I was worried as I didn't understand how to study it and improve my writing and speaking skills. But while taking activities of every lesson and poem you not only boosted our courage but also made us confident to write and speak English fluently. While taking activities, you gave opportunity to every one, so that we could think, imagine and express. At the same time by, taking activities based on vocabulary and grammar you laid a good foundation of it. Now, each and every student of our class wishes to learn English on their own. You created interest in learning the language. I am really proud to say that throughout the journey of my life, I will be thankful for your efforts taken for the development of our language. I am sure, only because of your support and help I can now speak and write English fluently. Thank you for the guidance you have given throughout the year and for making it so wonderful. I will forever be obliged to you. Yours obediently, Ishan More
In simple words: This is a formal letter expressing sincere gratitude to an English teacher for their efforts in improving the student's language skills and confidence.

🎯 Exam Tip: A well-written letter of thanks should include a clear salutation, specific examples of gratitude, a polite closing, and the sender's name.

 

Question 7. Write a short note on your mother tongue and the attempts you make to study it well.
Answer: My mother tongue is Marathi. It is spoken all over Maharashtra. Konkani, Malvani, Ahirani, Varhadi are some of the dialects of Marathi. According to many writers and philosophers, it is the most beautiful language in India. The moment when I heard the first Marathi word 'Aai', I have been learning this language till today. I learnt it from my parents, grandparents, neighbours and my Marathi teachers. I read a lots of books including novels of renowned authors in Marathi. People say Marathi is rich in its literature. By reading Marathi newspapers, magazines and by listening Marathi news bulletins I improved my vocabulary and even the beauty of structure. Being my mother tongue, I haven't taken any special efforts to learn this language as I learnt it from my surroundings.
In simple words: Describe your mother tongue, its cultural significance, and the various ways you have learned and continue to improve your proficiency in it through natural exposure and formal education.

🎯 Exam Tip: When writing about your mother tongue, include details about its spread, dialects, literature, and personal learning experiences to create a comprehensive note.

 

Question 8. Write points and counter points on the following topics:
You should study all subjects in your mother tongue:
Answer:Points:
1. Language is a symbol that reflects the culture of one's community and ethnic identity and speaking in one's own mother tongue can create a sense of personal identity for the students across the globe.
2. When students don't understand the instructions given by the teachers in English they lose their confidence and they either choose to sit silently or repeat mechanically, leading to frustration and ultimately repetition, failure and school drop out. Counterpoints:
1. India is a country with too many languages with some being state specific and Hindi being the national language. English being an international language has now become language connecting the whole of India. On the other hand, we have our mother tongues which teach the kids about our culture and about our past.
2. If the instructions are given in mother tongue then the question arises, "How will they cope up with English later on? The educationists and policy makers need to give it a thought.
In simple words: This topic debates the pros and cons of teaching all subjects in a student's mother tongue versus using a common language like English, considering cultural identity, comprehension, and future adaptability.

🎯 Exam Tip: For points and counterpoints, present balanced arguments by providing clear reasons for both sides of the issue. Use strong topic sentences for each point.

 

Question 2. You must memorise the rules of grammar : Points:
Answer:Points:
1. Language is the base of almost everything we do as human beings. We cannot communicate without language. If we want to understand linguistic dimension of our existence we need to learn the rules and regulations of grammar as it is fundamental organizing principle of language.
2. It has been observed that the explicit teaching of grammar rules leads to better learning and understanding and this lasts over time. Learning about grammar provides basic knowledge for learning other languages. Counterpoints:
1. The difference between a literate and educated person is that an educated person knows to read and write. Anyone who knows to read and write knows grammar. It is a part of learning a language. Why to take it up as a separate thing to learn and add to the stress level of the students.
2. Language is a means of communication, people have been communicating with each other for ages. Functional grammar is still acceptable but learning rules looks like wastage of time and energy. There are pros and cons of everything and so is of learning grammar rules. I think that at least the basics of grammar should be taught till primary level and then we can shift to functional grammer.
In simple words: The discussion revolves around whether memorizing grammar rules is essential, with arguments highlighting its importance for foundational understanding and communication versus concerns about added stress and the practicality of functional grammar.

🎯 Exam Tip: When presenting points and counterpoints on grammar, address both the structural necessity of rules and the communicative aspect of language use.

 

Question 9. Why was Franz sad?
Answer: When Franz came to know that M. Hamel was leaving, he realized that he had not learned a single word of French, his own language and now they will start teaching German. He was also sad thinking about the condition of M. Hamel who was leaving the school after forty years of faithful service.
In simple words: Franz was sad because he regretted not learning French when he had the chance, M. Hamel was leaving, and German would now be taught.

🎯 Exam Tip: Connect Franz's sadness to his realization of lost opportunity and the impact of the new German order on his identity and education.

 

Question 10. What should people never lose even when they lose freedom?
Answer: Even when the people lose their freedom, they should not lose their own language.
In simple words: People should always preserve their native language, as it is a vital part of their identity and culture.

🎯 Exam Tip: Emphasize the symbolic and cultural importance of language as a last bastion of identity during oppression.

 

My English Coursebook 9th Class Solutions Chapter 4.5 The Last Lesson Additional Important Questions and Answers

Simple Factual Activities:

Question 1. State whether you Agree or Disagree with the following statements:
Answer:
1. A little boy Franz is narrating the story. - Agree
2. Mr. Hamel is the teacher in Franz's school. - Agree
3. Franz had learnt all his participles well. - Disagree
4. All bad news had come from the bulletin board which was kept in front of Franz's school. - Disagree
In simple words: This question tests understanding of key facts from the story by asking students to agree or disagree with statements about the narrator, teacher, Franz's learning, and the source of bad news.

🎯 Exam Tip: Pay close attention to character roles and specific plot details to correctly identify true or false statements.

 

Question 2. List the profession/occupation of the people mentioned in the passage:
Answer:
1. Little Franz: student/narrator
2. M. Hamel: teacher
3. Watcher: blacksmith
4. Classmates: students studying in the same class.
5. Prussians: Soldiers
6. Villagers: former mayor former postmaster.
In simple words: Identify the roles or jobs of different characters and groups mentioned in the story.

🎯 Exam Tip: Carefully reread the text to ensure all mentioned characters and their associated occupations are listed accurately.

 

Question 3. Complete the following sentences:
Answer:
1. The story takes place in Alsace and Loraine.
2. The order from Berlin forced on teaching German instead of French in the schools of Alsace and Loraine.
3. Franz studies grammer, French and history of the saints in school.
In simple words: Fill in the blanks to complete sentences that summarize key geographical, political, and academic details of the story.

🎯 Exam Tip: These fill-in-the-blank questions assess your recall of specific information and understanding of the story's setting and plot. Read sentences carefully to ensure logical completion.

 

Question 4. Complete the following sentences by using one word: (Answers are directly given.)
Answer:
1. According to M. Hamel, French was the most beautiful language in the world.
2. M. Hamel had put on his Sunday clothes.
3. M. Hamel had put in forty years of faithful service.
4. Franz had not studied participles.
In simple words: Complete the sentences with single words that accurately reflect the events and character descriptions from the story.

🎯 Exam Tip: Focus on recalling precise details from the text to select the correct single word for each blank.

 

Question 5. State whether the following statements are True or False: (Answers are directly given.)
Answer:
1. The people of the village gathered in the school to thank M. Hamel. - True
2. Franz can neither speak nor write French. - True
3. Franz's parents were very much anxious in his studies. - False
4. Franz had never listened M. Hamel so carefully before. - True
In simple words: Determine if the given statements about the story's events, characters, and their actions are factually correct or incorrect based on the text.

🎯 Exam Tip: Carefully verify each statement against the story's narrative to distinguish between what is explicitly stated and what is not.

 

Question 6. Complete the following sentences:
Answer:
1. M. Hamel lived above the school room.
2. His sister lived with him.
3. M. Hamel wrote “VIVE LA FRANCE”! on the blackboard with all his might.
4. M. Hamel wrote France, Alsace, France, Alsace on the grammar copy.
In simple words: Fill in the missing information to complete sentences related to M. Hamel's living situation, actions, and classroom activities.

🎯 Exam Tip: These completion questions test specific memory recall of details about the teacher and his surroundings in the story.

 

Complex Factual Activities:

Question 1. Complete the following sentences:
Answer:
1. The iron ruler is said to be terrible because M. Hamel hit the students with this ruler.
2. The narrator was thinking not to go to school because he thought M. Hamel would question him about participles and scold him for not doing the participles.
In simple words: Complete the sentences explaining why the ruler was terrible and why the narrator considered skipping school, based on the story's context.

🎯 Exam Tip: These questions require understanding the reasons behind events and character thoughts, linking actions to motivations.

 

Question 2. Describe the scene usually like when school begins?
Answer: Usually, when school begins 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, and the teacher's great ruler rapping on the table.
In simple words: Typically, the school opening was noisy with desks, loud lessons, and the teacher's ruler tapping.

🎯 Exam Tip: When describing a scene, use vivid sensory details (sound, sight) to paint a clear picture for the reader.

 

Question 3. In what time period does the story take place?
Answer: During the France-Prussian war 1870-1871.
In simple words: The story is set during the Franco-Prussian War between 1870 and 1871.

🎯 Exam Tip: Identifying the historical context is crucial for understanding the political backdrop and emotional weight of the story.

 

Question 4. How did M. Hamel dress up on special occasions?
Answer: On special occasions, M. Hamel dressed up in his beautiful green coat, frilled shirt and a little black embroidered silk cap.
In simple words: M. Hamel wore a distinctive green coat, frilled shirt, and an embroidered silk cap for special school events.

🎯 Exam Tip: Specific details about character appearance on important days often symbolize significance or formality in the narrative.

 

Question 5. Is the school closing down?
Answer: No, the school is not closing down whereas a German teacher is going to take the place of M. Hamel who teaches French in that school.
In simple words: The school is not closing, but the French teacher is being replaced by a German one due to a new order.

🎯 Exam Tip: Clarify the change taking place in the school-it's a change of language and teacher, not a closure of the institution.

 

Question 6. Why were the old men of the village attending school that day?
Answer: The old men of the village were sorry that they had not gone to school in their life. They also wanted to thank M. Hamel for his selfless service of forty years and show their respect for their country which did not belong to them now. So they were attending the school that day.
In simple words: The village elders attended school to express regret for their past lack of education, thank M. Hamel for his long service, and show respect for their French identity.

🎯 Exam Tip: Explain the multiple layers of the villagers' presence: regret, gratitude, and a final act of patriotism and solidarity.

 

Question 7. Why did M. Hamel not scold Franz?
Answer: Franz was feeling guilty for not learning French properly even though he had a good chance to learn. He also knew that it was not his fault. Whereas his parents were also responsible for the same so M. Hamel did not scold Franz.
In simple words: M. Hamel didn't scold Franz because Franz felt guilty and M. Hamel acknowledged that others, including Franz's parents and himself, also shared blame for the neglect of French.

🎯 Exam Tip: Highlight M. Hamel's empathy and self-reflection in recognizing shared responsibility for the students' lack of learning, rather than singling out Franz.

 

Question 8. According to M. Hamel, who are the people that did not take education seriously? What examples does he give to support his view?
Answer: According to M. Hamel, the people of Alsace did not take education seriously. He gave the example of Franz's parents who wanted Franz to work on a farm or at the mill instead of going to school and learn.
In simple words: M. Hamel believed the people of Alsace, including Franz's parents, didn't prioritize education, preferring that children work instead of study.

🎯 Exam Tip: Focus on M. Hamel's critique of the community's past educational priorities and the specific example he provides to illustrate it.

 

Question 9. Why does Franz understand his lesson well?
Answer: Being the last lesson of French, Franz was serious. He heard it more carefully that day. He also realized that M. Hamel was teaching patiently as if he wanted to give everything he knew, before going away. So Franz understands his lesson well.
In simple words: Franz understood the lesson well because it was the last one, making him pay close attention, and M. Hamel taught with exceptional patience and dedication.

🎯 Exam Tip: Connect Franz's heightened awareness and M. Hamel's teaching intensity to the improved comprehension, driven by the finality of the lesson.

 

Question 10. Why does the author say, "I never saw him look so tall"?
Answer: The author was always afraid of his French teacher M. Hamel. He also did not understand what he taught. But on the last day of his lecture, the narrator understood and remembered that last lesson. He also developed respect and love for M. Hamel seeing his patriotism. So he says. “I never saw him look so tall."
In simple words: The author says M. Hamel looked "tall" not physically, but as a metaphor for his heightened dignity, resolve, and moral stature on the day of his final lesson.

🎯 Exam Tip: Explain that "tall" here signifies increased respect and reverence for M. Hamel, recognizing his patriotic spirit and resilience in a difficult situation.

 

Question 11. Complete the following sentences:
Answer:
1. The only sound in the classroom was the scratching of the pens over the paper.
2. M. Hamel's sister moved in the room above to pack their trunks.
3. The gesture to students with his hand by M. Hamel was school is dismissed - you may_go.
4. Only the desks and benches had been worn smooth.
In simple words: Complete these sentences with details about the quiet atmosphere in the classroom, M. Hamel's sister's activity, his dismissal gesture, and the worn furniture.

🎯 Exam Tip: These completion questions test specific memory recall of details about the classroom environment and M. Hamel's final day.

 

Activities Based On Vocabulary:

Question 1. Make a Word Register related with “School" based on the given passage.
Answer: School: desks, participles, lessons, questions, teacher, classmates, table, ruler.
In simple words: List words from the story that are associated with the concept of "school."

🎯 Exam Tip: A word register for a topic involves identifying all relevant vocabulary found within the given text.

 

Question 2. Complete the following table with the help of the passage given:
Answer:

Words ending with 'ing'	Words ending with 'ed'
morning, scolding,	started, passed,
running, spending,	hurried, happened,
chirping, drilling,	frightened, called, etc.
reading, making,
closing, opening,
rapping, walking,
beginning, etc.

In simple words: Populate the table by finding words ending in '-ing' (present participle) and '-ed' (past tense/past participle) from the provided passage.

🎯 Exam Tip: This exercise helps in recognizing different verb forms and expands vocabulary based on suffixes.

 

Question 3. Find out examples of commonly used past participles from the passage.
Answer:
Commonly used past participles from the passage:
1. knew
2. forgot.
In simple words: Past participles are verb forms often used to create perfect tenses (e.g., has known) or as adjectives (e.g., the forgotten key).

🎯 Exam Tip: Identifying past participles demonstrates an understanding of verb forms and their usage in grammar. Pay attention to irregular verbs like 'knew' and 'forgot'.

 

Question 4. Write the meaning of the following words :
(Answers are directly given.)
Answer:
1. bustle - busy and noisy activity
2. attentive - thoughtful
3. solemn - sincere.
In simple words: This question asks for basic definitions of words used in the text, helping to build vocabulary.

🎯 Exam Tip: Knowing the meaning of key vocabulary words is crucial for comprehension. Practice recalling synonyms for common terms.

 

Question 5. Find out opposites from the passage for the following : (Answers are directly given.)
Answer:
1. disrespect × respect
2. unfaithful × faithful
3. carefree × anxious
4. best × worst
In simple words: This task focuses on identifying antonyms, which are words with opposite meanings, to deepen understanding of the text's vocabulary.

🎯 Exam Tip: Understanding antonyms enhances vocabulary and helps in interpreting nuanced meanings within a text. Practice active recall of word opposites.

 

Question 6. Arrange the following words in alphabetical order: prison, patience, people, poor, participles, plenty, pretend, parents.
Answer:
Alphabetical order:
parents, participles, patience, people, plenty, poor, pretend, prison.
In simple words: This question tests your ability to order words alphabetically, a fundamental skill for organizing information.

🎯 Exam Tip: Alphabetical ordering is a basic skill. Ensure careful comparison of letters, moving to the second, third, and subsequent letters when the first letters are the same.

 

Question 7. Find out synonyms from the passage for -
Answer:
1. awesome - beautiful
2. flapping - fluttering
3. intone - chant
4. discharged - dismissed
In simple words: This exercise requires finding words that have similar meanings to those provided, as they appear in the passage.

🎯 Exam Tip: Synonyms help in enriching vocabulary and understanding context. Always try to find the closest match based on the usage in the given text.

Activities Based On Contextual Grammar:

 

Question 1. Frame a Wh-question to get underlined answer: The birds were chirping at the edges of the woods.
Answer:
Where were the birds chirping?
In simple words: This involves creating a question that specifically asks for the 'where' part of the original sentence.

🎯 Exam Tip: To frame a Wh-question, identify the part of the sentence that is the intended answer and choose the appropriate Wh-word (who, what, where, when, why, how).

 

Question 2. Frame a Wh-question to get underlined answer: The blacksmith was there with his apprentice.
Answer:
Who was there with his apprentice?
In simple words: This question asks you to form a question that targets the 'who' or 'person' aspect of the given statement.

🎯 Exam Tip: When the underlined word is a person, 'Who' is the most suitable Wh-word. Ensure the question is grammatically correct and directly solicits the underlined information.

 

Question 3. Frame a Wh-question to get underlined answer: The narrator was blushed and frightened.
Answer:
How was the narrator?
In simple words: You need to create a question that seeks information about the narrator's state or feeling, using 'how'.

🎯 Exam Tip: 'How' questions are used to inquire about the manner, condition, or quality of something. Frame your question to elicit the specific descriptive answer provided.

 

Question 4. Frame a Wh-question to get underlined answer: The morning was warm and bright.
Answer:
What was warm and bright?
In simple words: The task is to form a question asking 'what' specifically possessed the qualities of being warm and bright.

🎯 Exam Tip: 'What' questions are used to ask about things, objects, or actions. Focus on the subject that is being described by the underlined part of the sentence.

 

Question 5. Find out two imperative and two exclamatory sentences from the passage:
Answer:
1. Imperative sentences:
• Don't go so fast, boy.
• Go to your place quickly.
2. Exclamatory sentences:
• It was so warm, so bright!
• But now it was all so still!
In simple words: Imperative sentences give commands or make requests, while exclamatory sentences express strong emotion and end with an exclamation mark.

🎯 Exam Tip: Imperative sentences typically start with a verb and imply 'you' as the subject. Exclamatory sentences often contain words that convey surprise or intensity and always end with an exclamation mark.

 

Pick out the infinitive from the sentence and use it in your own sentence:

 

Question 1. The order has come from Berlin to teach only German in the schools.
Answer:
Infinitive - to teach
Sentence: I don't like to teach the people, I like to learn from the people.
In simple words: An infinitive is the base form of a verb, usually preceded by 'to', and this question asks you to identify it and use it in a new sentence.

🎯 Exam Tip: Infinitives ('to' + base verb) can function as nouns, adjectives, or adverbs. Correctly identifying and using them shows strong grammatical understanding.

 

Question 2. So heavy to carry my grammar and my history of the saints.
Answer:
Infinitive - to carry
Sentence: Most of the youngsters don't like to carry anything with them.
In simple words: This task requires identifying the 'to' plus verb form (infinitive) in the sentence and then constructing a new sentence using that same infinitive.

🎯 Exam Tip: Look for the 'to' followed by the simplest form of a verb. Using it in your own sentence demonstrates comprehension of its function.

 

Question 3. M. Hamel 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 Loraine."
(Rewrite it in indirect narration.)
Answer:
M. Hamel told his children that, it was the last lesson he would give them. He further told them that the order had come from Berlin to teach only German in the schools of Alsace and Loraine.
In simple words: Converting direct speech to indirect narration involves changing pronouns, tenses, and time/place expressions to report what was said without using the exact words.

🎯 Exam Tip: When converting to indirect narration, remember to change reporting verbs, remove quotation marks, adjust tenses (usually backshift), pronouns, and adverbs of time and place for accuracy.

 

Question 4. Add a question tag given.
Answer:
1. They had not gone to school, had they?
2. Your parents were not anxious enough to have you learn, were they?
3. You are not the worst, are you?
4. I had never listened so carefully, had I?
In simple words: A question tag is a short question added to the end of a statement, asking for confirmation or agreement.

🎯 Exam Tip: To form a question tag, use the auxiliary verb from the main sentence (or 'do/does/did' if no auxiliary) and the subject pronoun. If the statement is positive, the tag is negative, and vice-versa.

 

Make it affirmative without changing the meanings:

 

Question 1. He had never explained everything with so much patience.
Answer:
He had hardly explained everything with so much patience.
In simple words: To make a sentence affirmative while keeping its negative meaning, you can replace a strong negative like 'never' with a softer one like 'hardly'.

🎯 Exam Tip: Transforming sentences requires careful consideration of vocabulary and grammatical structures to preserve the original meaning. Look for antonyms or subtle negative adverbs.

 

Question 2. I had not learnt my participles so I could not say a single word.
Answer:
I had hardly learnt my participles so I was unable to say a single word.
In simple words: The goal here is to rephrase the sentence positively using words like 'hardly' or 'unable' to convey the original negative sense.

🎯 Exam Tip: When converting to affirmative while retaining meaning, replace negative constructions with positive ones that carry the same implication. For example, "not learnt" can become "unable to learn."

 

Question 3. I thought to myself, "Will they make them sing in German, even the pigeons?”
(Rewrite it in indirect narration.)
Answer:
I thought to myself that they would make them sing in German, even the pigeons.
In simple words: This involves converting a direct question into a reported statement, changing tenses and removing quotation marks.

🎯 Exam Tip: When changing a direct question to indirect speech, use a reporting verb like 'asked' or 'wondered', change the question into a statement, and adjust pronouns and tenses accordingly.

 

Do as directed:

 

Question 1. He could not go on. (Use 'to be able to')
Answer:
He was not able to go on.
In simple words: This means rephrasing the sentence by substituting 'could not' with the phrase 'was not able to' to express the same inability.

🎯 Exam Tip: 'Could' often implies ability or possibility in the past. Replacing it with 'to be able to' clarifies the nature of that ability or lack thereof, especially in past contexts.

 

Question 2. He took a piece of chalk, he wrote as large as he could. (Begin the sentence with 'After taking ...')
Answer:
After taking a piece of chalk, he wrote as large as he could.
In simple words: You need to combine the two short sentences into one by using 'After taking' to indicate the sequence of actions.

🎯 Exam Tip: Using participial phrases like "After taking..." helps in creating more concise and fluid sentences by showing the relationship between two sequential actions performed by the same subject.

 

Question 3. Complete the words by using correct letters:
1. s_old
2. fie_d
3. pr _ ze
4. t_ach
Answer:
1. scold
2. field
3. prize
4. teach
In simple words: This task is about filling in the missing letters to complete common English words.

🎯 Exam Tip: Vocabulary and spelling are key. Read the partial word and think of common words that fit the pattern to quickly identify the correct letters.

 

Question 4. Copy the following sentences in your notebook:
Answer:
1. "Don't go so fast, boy; you'll get to your school in plenty of time!"
2. I thought myself "What can be the matter now?”
In simple words: This is a simple transcription task, requiring you to accurately reproduce the given sentences as they are written.

🎯 Exam Tip: Pay close attention to punctuation, capitalization, and spelling to ensure an exact copy of the sentences. This reinforces accuracy in writing.

 

Question 5. Put the following words in alphabetical order:
1. wondering, participles, mayor, bustle.
2. scolding, solemn, scratching, soldiers.
Answer:
1. bustle, mayor, participles, wondering.
2. scolding, scratching, soldiers, solemn.
In simple words: Arrange the given lists of words according to the alphabetical sequence of their letters.

🎯 Exam Tip: For alphabetical ordering, compare words letter by letter from left to right. If the first letters are the same, move to the second, and so on.

 

Question 6. Punctuate the following sentences:
1. I thought to myself will they make them sing in german even the pigeons
2. this is your last french lesson I want you to be very attentive m hamel said
Answer:
1. I thought to myself, "Will they make them sing in German, even the pigeons?"
2. "This is your last French lesson. I want you to be very attentive,” M. Hamel said.
In simple words: This task involves adding correct punctuation marks (like commas, quotation marks, and question marks) and capitalization to make the sentences grammatically sound.

🎯 Exam Tip: Proper punctuation clarifies meaning and structure. Remember to use quotation marks for direct speech, question marks for questions, and commas to separate clauses or introduce direct speech.

 

Question 7. Write four small words (minimum letters each) using the letters in the given word: 'thunderclap'
Answer:
1. thunder
2. clap
3. under
4. tune
In simple words: This puzzle asks you to find smaller, valid words hidden within the letters of a longer word.

🎯 Exam Tip: Look for common prefixes, suffixes, and familiar word patterns within the larger word. Each letter can only be used as many times as it appears in the original word.

 

Question 8. Spot the error and rewrite the correct sentences:
1. Through the window I see my classmates, already in their place.
2. They were sorry because they has not gone to school more.
Answer:
1. Through the window I saw my classmates, already in their place.
2. They were sorry because they had not gone to school more.
In simple words: This involves identifying and correcting grammatical errors, specifically verb tense issues, in the given sentences.

🎯 Exam Tip: Always check for subject-verb agreement and consistent verb tenses in a sentence. For reported past events, ensure verbs are in the past tense.

 

Question 9. Write related words as shown in the example: (Answers are directly given.)
Answer:
ℹ️ चित्र व्याख्या (Diagram Explanation): यह एक शब्द श्रृंखला का चित्रण है जिसमें केंद्र में 'Flowers' शब्द है और उससे निकलने वाले तीर विभिन्न विशेषणों को दर्शाते हैं जो फूलों का वर्णन करते हैं, जैसे 'amazing', 'colourful', 'unique', 'pretty', और 'attractive'. यह छात्रों को संज्ञा से संबंधित विशेषणों को पहचानने में मदद करता है.
In simple words: This exercise shows how to create a word web or mind map, connecting a central noun ('Flowers') to related adjectives that describe it.

🎯 Exam Tip: Such word webs are great for expanding vocabulary and understanding semantic relationships. Practice brainstorming descriptive words for various nouns.

 

Question 10. Complete the following word-chain of verbs. Add four words each beginning with the last letter of the previous words: chirp →
Answer:
chirp → ping → grow → watch → heal.
In simple words: This activity asks you to create a chain of verbs where each subsequent verb starts with the last letter of the preceding verb.

🎯 Exam Tip: For word chains, focus on identifying verbs and quickly thinking of a new verb that starts with the required letter. This tests vocabulary and quick recall.

 

Do as directed:

 

Question 1. Make your own meaningful sentence by using the phrase "Once in a blue moon".
Answer:
My uncle lives in Australia, so I see him only once in a blue moon.
In simple words: This task requires you to use the idiom "once in a blue moon," which means 'very rarely,' correctly in a sentence of your own.

🎯 Exam Tip: Understanding idioms and using them correctly enhances expression. Memorize common idioms and practice integrating them naturally into sentences.

 

Question 2. Add a prefix or suffix to make new words and use any one of the root words in your own sentence:
1. motion
2. faith
Answer:
1. motion - motionless
2. faith - faithful.
Sentence: My grandmother was sitting without any motion in her chair.
In simple words: You need to add word parts (prefixes at the beginning or suffixes at the end) to given root words to create new words, and then use one in a sentence.

🎯 Exam Tip: Understanding prefixes and suffixes expands vocabulary. Practice identifying common ones and how they change a word's meaning or grammatical function.

 

Question 3. Add a clause to expand the sentence meaningfully:
The people realized ..........
Answer:
The people realized that trees should be protected at any cost.
In simple words: This task involves completing an incomplete sentence by adding a dependent clause that logically extends its meaning.

🎯 Exam Tip: A clause must contain a subject and a verb. When expanding a sentence, ensure the added clause makes sense contextually and grammatically with the main clause.

Personal Response:

 

Question 1. What is the scene like when your own school begins? Describe it in short.
Answer:
When my school begins, students are busy in different activities. There is chaos everywhere, students rush to their classes hurriedly. They meet and greet each other. They run laugh, chat and enjoy the beginning of the school.
In simple words: Describe the atmosphere and activities that typically happen at your school when the day starts.

🎯 Exam Tip: Personal response questions evaluate your descriptive writing skills. Use vivid adjectives and verbs to paint a clear picture of the scene you are describing.

 

Question 2. How do your teachers punish you when you make a mistake in the class?
Answer:
I never give any chance to my teachers to punish me. Being studious and serious in studies, I always do my work on time. I participate in all the activities in the class. So my teachers always praise me and my work. So even if I make a mistake they never punish me.
In simple words: Explain the methods your teachers use for punishment, or if you don't get punished, explain why.

🎯 Exam Tip: When answering personal questions, be honest and articulate. If you don't experience a situation, explain why, showcasing good conduct and work ethic.

 

Question 3. Why is it the last lesson?
Answer:
An order had come from Berlin to teach only German in the schools of Alsace and Loraine. M. Hamel used to teach French there. By order a new German teacher was supposed to come the next day to teach German in that school. It was the last lesson of French and the French teacher.
In simple words: The lesson was the last because a new directive from Berlin mandated that German, not French, would be taught in the schools from the next day.

🎯 Exam Tip: For narrative-based questions, accurately recall key plot points and events. Identify the primary cause of the situation as described in the story.

 

Question 4. We should be grateful to our teachers - support your views.
Answer:
We should be grateful to our teachers because whatever they do, they do it for the development of their students. They do it selflessly. They want every student to be successful. By telling us what is good and what is bad they always show us the right path. They always lead like a 'torch bearer' to us.
In simple words: Teachers dedicate themselves selflessly to student development, guiding them to success and showing them the right way, which is why gratitude towards them is essential.

🎯 Exam Tip: When supporting a view, provide clear reasons and examples. Use strong, persuasive language to articulate the positive impact of teachers.

 

Question 5. Why M. Hamel was leaving the country?
Answer:
M. Hamel was extremely patriotic towards I France and had a deep love for the French language. The Prussians had taken over Alsace and Loraine. He might be leaving the country as he did not want to live under the Prussians' rule where even teaching the French language was prohibited.
In simple words: M. Hamel was likely leaving because the Prussian takeover meant he could no longer teach French, his beloved language, and he refused to live under foreign rule.

🎯 Exam Tip: Analyze character motivations based on the story's context. Link actions to underlying emotions or principles like patriotism and resistance to oppression.

 

Question 6. With the coming of Prussians, will language be the only thing that will change? What other changes may take place?
Answer:
With the coming of Prussians not only language but also the whole life of the people of France will be changed because they will be bound by German laws. They will not get their fundamental rights. They will have to obey their orders and live like slaves. They will squeeze money out of them and leave them financially bankrupt.
In simple words: Beyond language, Prussian rule would impose German laws, strip fundamental rights, force obedience, and lead to economic exploitation, fundamentally altering the lives of the French people.

🎯 Exam Tip: Think critically about the broader implications of political changes. Consider how a change in governance can affect culture, law, economy, and individual freedoms beyond a single aspect like language.