CBSE English Question Bank 2021 - 'The Last Lesson' Answers

 I.  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.

Answer: c) He feels sorry for M. Hamel as it was his last French lesson.

(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’

Answer: b) ‘Too little, too late’

(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.

Answer: c) M. Hamel often sent students to water his flowers, and gave a holiday when he wanted to go fishing.

(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

Answer: 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

Answer: d) patriotic magnification

(ii) Read the quotes given below and choose the option that might best describe M. Hamel’s viewpoint.

1. Those who know nothing of foreign languages know nothing of their own. – Johann Wolfgang von Goethe
2. Language is the road map of a culture. It tells you where its people come from and where they are going. – Rita Mae Brown
3. A poor man is like a foreigner in his own country. – Ali Ibn Abi Talib
4. The greatest propaganda in the world is our mother tongue, that is what we learn as children, and which we learn unconsciously. That shapes our perceptions for life. – Marshal McLuhan

a) Option 1. 

b) Option 2. 

c) Option 3. 

d) Option 4.

Answer: b) Option 2. 

(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.

d) Franz had realized that French was the clearest and most logical language.

Answer: d) 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.

Answer: a) receptive.

II. 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.

Answer: c) Bad news had become very normal, so he went about his task.

(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

Answer: b) disappointment and anxiety 

(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

Answer: b) patient, dignified, emotional, courageous 

(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.

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)

Answer: d) 1 – (iv); 2 – (i); 3 – (ii); 4 – (iii)

III. Answer in 30-40 words

1. If this had been M. Hamel’s first lesson, how do you think the school experience of the students might have been impacted?

Answer: If this had been M. Hamel's first lesson, the students would not be as greatly impacted, as their school experience would have been different. M. Hamel would've just been a stranger for them,. They would not have become attached to him as they are now. In his first lesson, he wouldn't get such a good and respectful response from students as well as the elders as he was getting now.

2. Little Franz is the narrator of the story. The name ‘Franz’ means ‘from France’.

In what way does the story being told as a first-person narrative of Franz impact your reading and understanding of the story?

Provide at least one evidence from the text to support your opinion.

Answer: Using the first person narrative of a child from the village allows the reader to relate and empathise with the events in the story. It allows them to experience what the protaonist, i.e., Franz is experiencing. This is evident when Franz gets to know about the order and feels that the words were a 'thunderclap'. We, as the readers too feel the shock and surprise felt by Franz due to the sudden and ominous nature of the news.

3. At the end of his last lesson, M. Hamel decides to leave a little note for each of his students for them to find the next day at their desks. Based on your reading of the story, what might his note to Franz read?

You may begin like this:

Dear Franz,

I know you have always preferred to run in the open fields ...

Answer: and spend time outside. I too have encouraged this by reducing the need for students to attend my class by assigning them various tasks or chores. However, with the stopping of the French language in schools, I fear that it is too late for me to impart my knowledge and pride of knowing this most beautiful, clear and logical language of ours.

You must continue to use our mother tongue, and abide by our culture and our traditions, lest you forget your own identity as a Frenchman. After all, knowing your true identity will provide a solace against the tyranny propogated by the Prussian in enforcing their language upon us. I implore you to keep learning, and spread the love for our nation amongst all.

Vive la France, and Au Revoir. 

IV. Answer in 120-150 words

1. Though tempted by the bright day, Franz stated that he had “the strength to resist, and hurried off to school.” As the story progresses, the reader realizes that Franz, M. Hamel and the villagers would perhaps need “the strength to resist” much larger forces.

Discuss how the story provides strategies for resistance and protection of one’s identity and community through its events and characters.

Provide relevant textual details to support your argument.

Answer: The story, 'The Last Lesson' by Alponse Daudet focuses on the themes of linguistic chauvinism, and patritotic pride. Though the protagonist, a little boy named Franz was tempted by the bright day and the beauty of nature to skip school, he claims that he has the strength to resist and went to school. 

Later, we find out that the Prussians have captured Alsace and Lorraine, and have ordered that all students be taught German henceforth, instead of French. To combat the linguistic chauvinism, M. Hamel and the villgers require the strength to resist the stripping down of their cultural identity.

As said by M. Hamel towards the end of his last lesson, "When people are enslaved, as long as they hold fast to their language, it is as if they had the key to their prison." By saying this, he highlights the need to use the mothertongue so that it is retained and maintained. With our mothertongue and culture, we can break through other barriers put by invading nations and thus achieve our freedom.

2. On the day of the last lesson, Franz felt that the “whole school was strange”.

Throughout the story, the reader encounters Franz’ account of how school usually was, and what it was like on the last day of class with M. Hamel. This contrast comes across through events, and the actions and viewpoints of various characters.

• In what way can the story be seen as a comment on schooling in general?
• Does Franz’ description of school life resonate with your own experience?
• Do you think the story might also provide advice on what good education entails?

Substantiate your argument with relevant instances from the text.

Answer:  "The Last Lesson" is a story that comments on schooling by exploring the consequences of taking education for granted. Franz's account of school life resonates with many students who may not appreciate the value of their education until it is too late. 

The story highlights the importance of self-discipline, concentration, and effort in getting the most out of one's education. Additionally, it emphasizes the role of language in education and cultural preservation, showing the importance of knowing one's heritage. The story can also be seen as providing advice on what good education entails, as M. Hamel's last lesson teaches his students history and language in a way that captures their attention and instills in them a newfound appreciation for their education. 

Overall, "The Last Lesson" highlights the value of education and encourages students to appreciate its significance before it is too late.