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The Last Lesson MCQ Question Class 12 English | English Flamingo - Ncertmate

The Last Lesson MCQ Question Class 12 English | English Flamingo - Ncertmate

The Last Lesson MCQ Question Class 12 English | English Flamingo - Ncertmate



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Extract-Based Questions : 

Q. 1. 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.
 (CBSE QB,2021)

(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 options that most appropriately fill 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:-

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

(ii) (b) ‘Too little, too late’
(iii) (c) M. Hamel often sent students to water his flowers, and gave a holiday when he wanted to go fishing.

(iv) (d) (i) forgotten; (ii) transformed; (iii) hold on; (iv) identity

Question 2) . 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 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!                       (CBSE QB, 2021)



(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.
 (I) Those who know nothing of foreign languages, know nothing of their own. – Johann Wolfgang 
von Goethe
 (II) Language is the road map of a culture. It tells you where its people come from and where they are 
going. – Rita Mae Brown
 (III) A poor man is like a foreigner in his own country. – Ali Ibn Abi Talib
 (IV) 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
 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.
 (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:
(i) (d) Patriotic magnification
(ii) (b) Option (II)
(iii) (d) Franz had realized that French was the clearest and most logical language.
(iv) (a) receptive

 MCQs Question:

Q. 1. Franz saw a huge crowd assembled in front of the bulletin board, but did not stop. How would you evaluate 
his reaction?                     (CBSE QB, 2021)
(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.
Ans. (c) Bad news had become very normal, so he went about his task.
Q. 2. 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? (CBSE, 2021)
 (a) Shock and awe (b) Disappointment and anxiety
 (c) Confusion and distress (d) Curiosity and uncertainty
Ans. (b) Disappointment and anxiety
Q. 3. “I never saw him look so tall”. Which of the following best captures M. Hamel on the last day of school?
(CBSE QB, 2021)
 (a) Cranky, miserable, dedicated, resigned (b) Patient, dignified, emotional, courageous
 (c) calm, nostalgic, disappointed, patriotic (d) Proud, reproachful, persistent, heroic
Answere:- . (b) Patient, dignified, emotional, courageous


Short Answer Questions (2 marks each)

Q. 1. If this had been M. Hamel’s first lesson, how do you think the school experience of the students might have 
been impacted? (CBSE SQP, 2021) 
Ans. Mr Hamel was a French teacher who came to a local village to teach villagers about their local language. Mr Hamel was quite a dedicated teacher, who was given a tough time initially but eventually he convinced the 
villagers the need to learn their own language and so the villagers gathered in his last session as a gesture of respect and honour of their teacher Mr Hamel. This session was special as it was the last time villagers were 
meeting their mentor. Now had it been the first session, then initially he wouldn’t get such a good and respectful response from 
students.

Q. 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. 

Ans. It will make the reader feel that it is happening to a person in reality. The reader connects to the story better as a first-person narrative. The incidents like Franz enjoying in the fields catching butterflies, fearing the scolding, inner feelings when being told that French will not be taught anymore in the schools would have impacted the reader more effectively as a first-person narrative.
Q. 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 … (CBSE SQP, 2021) 2

Ans. Dear Franz, 
I know you have always preferred to run in the open fields, collect birds’ eggs and spend time in nature. But you must also realize the fact that we have our duties that we are responsible about. For example, duties to our family, society, and nation. Ignoring these duties for the sake of pleasure or money, leads to serious consequences. Learning our mother tongue is our prime responsibility. We, the people of Alsace and Lorraine have not done 
this duty sincerely. As a result, we have been invaded by the Prussians. Now they have imposed their language on us. Now, we have realized how much we love our language. But mere love without commitment is nothing. 
I saw in my last lesson that you were greatly hurt at the loss of the freedom to learn French. I appeal to you not lose heart. Keep making efforts to learn French. Soon we will be free once again.

Long Answer Type Questions (5 marks each)

Q. 1. Though tempted by the bright day, Franz stated that he had "the strength to resist, and hurried off to school." As 
the story progress, 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.
[CBSE Question Bank, 2021]

Ans. In telling the story of the last lesson that M. Hamel, a school teacher in the French region of Alsace-Lorraine, gives to Franz and his fellow pupils shortly after Prussian
invasion of the region, Daudet explores the multi-faceted nature of patriotism and resistance. Through the character of M.Hamel, the reader is presented with a figure of resistance who fights his subjugation not by deploying arms, but by deploying patriotic pride. In this way, the story suggests the importance of affirming one’s national identity in the face of foreign oppression.
 Daudet establishes that M. Hamel and the other residents of Alsace-Lorraine are defeated people, their land having passed into the control of Prussian invaders. M. Hamel begins the school lesson by announcing to the 
stunned students and townspeople who have gathered in the room that this is to be the last lesson to be held in French. An order has arrived from Berlin—the seat of the Prussian occupiers—that from the very next day 
onward, lessons will be taught in German. That M. Hamel must obey this order suggests the extent of his own powerlessness. He and the French community of which he is a part are now subject to the caprices of their foreign masters.Yet while M. Hamel cannot undo the order from Berlin, he nonetheless acts as a patriotic Frenchman by affirming 
his national identity as a means of resistance against domination. Overcome with emotion at the end of the lesson, M. Hamel is unable to speak, and instead writes in large letters on the blackboard, “Vive La France!” or 
“Long Live France!” These words he inscribes again represent an act of resistance; they affirm his loyalty to the French republic, even in the face of subjugation to the Prussians, and embody his unconquerable allegiance to 
his native culture and land. Not only does the story explicitly establish M. Hamel’s allegiance to his native land, it also suggests that the young narrator has learned his teacher’s lesson well. The “Last Lesson” that M. Hamel gives to his students, therefore, is not just a lesson in language and writing—it is a lesson in patriotism and resistance. Although his land is occupied by Prussian adversaries who have the advantage of superior military strength, M. Hamel defies his oppressors using only a French grammar book, a blackboard, and his own voice. In doing so, he teaches his pupils that even without arms, they have the power to challenge their subjugation.

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









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