Question 5. The colour of sour …



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Question 5. The colour of sour cream is (a) white (b) yellow (c) off-white (d) pale (e) Both a & b
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Ayan Mukherjee 2 weeks, 4 days ago

D) pale Due to lack of donations the walls are not maintained , hense the walls' colour got faded up

Puravjeet Jaat Ladre 3 weeks, 2 days ago

b) yellow
I think (e) is the correct option

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The Last Lesson Text-Flamingo 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 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 Franz had realized that French was the clearest and most logical language. iv Franz was able to understand the grammar lesson easily because he was a) receptive. b) appreciative. c) introspective. d) competitive. Q 5. Stand-alone MCQs i Franz saw a huge crowd assembled in front of the bulletin board, but did not stop. How would you evaluate his reaction? a) Franz was too little to care about the news of lost battles. b) Nobody in Franz’s family was in the army, so it did not matter. c) Bad news had become very normal, so he went about his task. d) It was too crowded for Franz to find out what news was up on the board. ii There was usually great bustle and noise when school began, but it was all very quiet. Which of the following describes Franz’ emotions most accurately? a) shock and awe b) disappointment and anxiety c) confusion and distress d) curiosity and uncertainty iii “I never saw him look so tall”. Which of the following best captures M. Hamel on the last day of school? a) cranky, miserable, dedicated, resigned b) patient, dignified, emotional, courageous c) calm, nostalgic, disappointed, patriotic d) proud, reproachful, persistent, heroic iv Look at the table below. Column A provides instances from the story ‘The Last Lesson’. Column B provides titles of some famous English language poems. Choose the option that correctly match items of Column A with Column B. Column A Column B 1. M. Hamel distributed new copies that looked like little French flags, and ended the class with an emphatic “Vive La France!”. (i) ‘Remorse is memory awake’ (Emily Dickinson) 2. Hauser sat at the end of the class, thumbing his primer, desperately (ii) ‘A House called Tomorro to learn with the children, even as he cried. 3. M. Hamel shared how Alsace always put off learning, and how its people always thought they had plenty of time. (iii) ‘For Whom the Bell Tolls’ (John Donne) 4. Class ended when the church￾clock struck twelve. And then the Angelus. Simultaneously, Prussian trumpets sounded under the school windows. (iv) ‘Do Not Go gentle into that Good night’ (Dylan Thomas) a) 1 – (i); 2 – (ii); 3 – (iii); 4 – (iv) b) 1 – (ii); 2 – (iii); 3 – (iv); 4 – (i) c) 1 – (iii); 2 – (iv); 3 – (i); 4 – (ii) d) 1 – (iv); 2 – (i); 3 – (ii); 4 – (iii)
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