CBSE Class 12 English Last Lesson Worksheet Set C

Short Answer Type Questions

Question. Why did Franz not want to go to school that day?
Answer: Franz was reluctant to go to school that day as he was unprepared with his homework— the rules of participles. M. Hamel was to question the class on the topic and he was scared of the teacher.

Question. Why were some elderly persons occupying the back benches that day?
Answer: Some elderly persons occupied the last benches on the day as it was the last French class. They wanted to pay homage to their country and respect to M. Hamel for his dedicated service of forty years. They regretted having lost the opportunity to learn their own language.

Question. Why do you think was little Franz afraid of being scolded?
Answer: Franz was afraid of being scolded that day especially because M. Hamel, the teacher, had said that he would question them on participles. Franz frankly admits that he was totally ignorant about the topic. His exact words were: “I did not know the first word about them.” Secondly, he had started for school very late that morning.

Question​​​​​​​. Who was Wachter? What did he ask Franz and why? How did Franz react?
Answer: Wachter was a blacksmith. He was reading the latest bulletin. He asked Franz not to go so fast to his school. He added that the little boy would get to his school in plenty of time. Wachter had read the latest bulletin about teaching of German. Franz thought that the blacksmith was making a fun of him. So, he ran to the school and reached there breathless.

Question​​​​​​​. What three things in school surprised Franz most that day?
Answer: First, M. Hamel, the teacher had put on his fine Sunday clothes—his beautiful green coat, frilled shirt and the little black silk cap, all embroidered. Second, the whole school seemed quite strange and solemn. Thirdly, the village people were sitting quietly like school children on the back benches that usually remained empty.

Question​​​​​​​. What tempted Franz to stay away from school?
Answer: Franz was not prepared for the test on participles. The Prussian soldiers were drilling in the open field at the back of the sawmill. The birds were chirping at the edge of woods. These things tempted him. So, he hurried off to school.

Question​​​​​​​. Why were the elders of the village sitting in the classroom?
Answer: M. Hamel was taking the class of last French lesson. That is why the elders of the village were sitting in the classroom to attend it. It was done not only to pay respect to M.Hamel but to pay respect to their own language.

Question​​​​​​​. What happened when the lesson in history was over?
Answer: After the lesson in history was over, the babies chanted their ba, be, bi, bo, bu. Old Hauser, who was sitting at the back of the room, had put on his spectacles. He was holding his primer in both hands. He was spelling the letters with the babies.

Question​​​​​​​. How and why was M. Hamel dressed differently that day? 
Answer: That day, M. Hamel put on his fine Sunday clothes. It was in honour of the last lesson. He was proud of being French and upset by the occupation of Alsace by the Germans. He had already announced that the last lesson in French was to be taught.

Question​​​​​​​. 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 avoided doing your homework but I hope you have realized the consequences of such an action. I hope you will learn your participles and learn your language well which is the key to your prison.

Question​​​​​​​. How had Franz hoped to get to his desk? What had he to done and why?
Answer: Franz had hoped to get to his desk unseen during the commotion. But that day it was very quiet. So, Franz had to open the door and go in before everybody. He blushed as he was late. He was frightened that the teacher might rebuke him, but M. Hamel spoke kindly to him that day.

Question​​​​​​​. “It was all much more tempting than the rule for participles.” What did Franz find ‘much more tempting’? How did he finally react?
Answer: Franz found that it was a very warm and bright day. The birds were chirping at the edge of woods. The Prussian soldiers were drilling in the open field at the back of sawmill. He could gladly spend time outdoors. However, he had the strength to resist the temptation. Finally, he hurried off to school.

Question​​​​​​​. “What can be the matter now?” says Franz. Why, do you think, did he make this comment?
Answer: There was a bulletin board near the townhall. When Franz passed by it, he noticed a crowd there. He did not stop to look at it. He wondered what could be the matter then. For the last two years they had received all the bad news from the bulletin board—the lost battle, conscription and the orders of the commanding officer.

Question​​​​​​​. How were the parents and M. Hamel responsible for the children’s neglect of the French language?
Answer: M. Hamel didn’t scold Franz for neglecting the learning of French. Most of the people of Alsace could neither speak nor write their own language. Their parents preferred to put them to work on a farm or at the mills. Mr. Hamel didn’t even spare himself from the blame. He had often sent his students to water his flowers instead of learning their lessons.

Question​​​​​​​. “He had the courage to hear every lesson to the very last.” What led Franz to make this remark?
Answer: Franz noticed that M. Hamel was feeling sad on having to leave the place after 40 years and not being allowed to teach French any longer. Yet, he kept control on his emotions. He performed his duties faithfully. He heard every lesson to the last. The school was dismissed only at mid-day prayer time.

Question​​​​​​​. What did M. Hamel tell them about French language? What did he ask them to do and why?
Answer: M. Hamel told them that French was the most beautiful language in the world. It was the clearest and the most logical language. He asked them to guard it among them and never forget it. He gave a reason also. When people were enslaved, as long as they held fast to their language, they had the key to their prison.

Question​​​​​​​. If this had been M. Hamel’s first lesson, how do you think the school experience of the students might have been impacted?
Answer: The student and the villagers would have become more conscious about the importance of education and been more motivated to learn the language and given it their first priority.

Question​​​​​​​. “What a thunderclap these words were to me!” (Franz). What were those words and what was their effect on Franz?
Answer: Franz reached the school late on the day of the last lesson. M. Hamel mounted on his chair. He spoke in a grave and gentle tone and made it clear that it was his last French lesson as an order had come from Berlin. All the schools of Alsace and Lorraine would teach only German from the next day when a German teacher would replace him. The news left Franz shocked and aggrieved as he was going to lose his teacher, and the opportunity to learn his language.

Question​​​​​​​. “What a thunderclap these words were to me!” Which were the words that shocked and surprised the narrator?
Answer: M. Hamel, the teacher, told the children in a solemn and gentle tone that it was their last French lesson. Henceforth, only German would be taught in the schools of Alsace and Lorraine. The new master would come the next day. As that was their last French lesson, he wanted them to be very attentive. The teacher’s kind gesture and use of soft words shocked and surprised the narrator.

Question​​​​​​​. Who did M. Hamel blame for neglect of learning on the part of boys like Franz?
Answer: He thought it typical with the people of Alsace. They would put off learning till the next day. Parents are not quite anxious to have their children learn. They put them to work on a farm or at the mills in order to have a little more money. The teacher got his flowers watered or gave them a holiday. He too neglected their lessons.

Question​​​​​​​. How did M. Hamel feel and behave during the last lesson?
Answer: M. Hamel was solemn and gentle. He sat motionless in his chair during the lesson on writing. He gazed at one thing or the other. Perhaps he wanted to fix in his mind how everything looked in that little school room. Surely, it must have broken his heart to leave it all after forty years.

Question​​​​​​​. How did M. Hamel behave as the last lesson came to an end?
Answer: M. Hamel stood up in his chair. He looked very pale and tall. He wanted to say some parting words, but something choked him. Then he wrote “Vive La France!” on the blackboard with a piece of chalk. Then he stopped. He leaned his head against the wall. Without a word, he made a gesture to the students with his hand to permit them to go as the school was over.

Question​​​​​​​. Why was Franz not scolded for reaching the school late that day?
Answer: Franz was late for school. Usually there was always a great hustle and bustle in the morning. He had hoped to take advantage of that noise and commotion. He wanted to get to his desk without being noticed. But that day he had to go in before everybody. M. Hamel only asked him very politely to take up his seat without scolding him as it was Hamel’s last lesson of French in that school.

Question​​​​​​​. What was the usual scene when Franz’s school began in the morning?
Answer: Usually, when the school began, there was a great bustle. The noise could be heard out in the school. Students opened and closed their desks. They repeated the lessons together very loudly. They kept their hands over their ears to understand better. The teacher would go on rapping the table with his great iron ruler.

Question​​​​​​​. “Ah, how well I remember it, that last lesson!” says the narrator. Which scene does he remember more vividly than the others?
Answer: The narrator remembers the scene of old Hauser spelling the letters from the primer with the babies. He too was crying. His voice trembled with emotion. It was so funny to hear him that all of them wanted to laugh and cry at the same time.

Question​​​​​​​. Why had the villagers come to school that day? How did they look?
Answer: The villagers had come there to thank M. Hamel for his forty years of faithful service. They also wanted to show their respect to the country that was theirs no more. They were sorry that they had not gone to school more. They were sitting quietly and looked sad.

Question​​​​​​​. What did Franz wonder about when he entered the class that day?
Answer: M. Hamel was to question the students on participles. Franz knew nothing about them and feared a scolding. He also wondered about a big crowd he had seen around the notice board at the Town Hall. For a moment, he was tempted to run away but he overcame his temptation and hurried off to school.

Question​​​​​​​. How did Franz and other boys enjoy their lesson in writing?
Answer: That day M. Hamel had new copies for them. The words “France, Alsace, France, Alsace” were written on them in a beautiful round hand. The boys set to work quietly. The only sound was the scratching of the pens over the paper. Nobody paid any attention to the beetles who flew in. 

Question​​​​​​​. How did Franz react to the declaration: ‘This is your last French lesson’? 
Answer: The words appeared startling and unexpected like a thunderclap. He now understood why there was a crowd at the bulletin board, why the village people had come to school, why the teacher was dressed in his Sunday best and why there was sadness and silence in the school.

Question​​​​​​​. Little Franz is the narrator of the story. The name ‘Franz’ means ‘from France’. In what way does the story being old 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: Though it is sad story but because it is written from the perspective of a child it does not become depressive but hold a feeling of hope that things might change in the future because a child is always full of hope & optimism

Long Answer Type Questions

Question​​​​​​​. Why was Franz scared that day? What did he see on his way to school and how did he get to his desk?
Answer: ​​​​​​​Franz was not good at learning. He would rather take the day off and waste time in searching birds’ eggs or going sliding on the Saar. Franz was scared that day because M. Hamel had said that he would question them on participles. Franz did not know anything about participles.
He found that the day was warm and bright. The birds were chirping at the edge of the woods. The Prussian soldiers were drilling in the open fields. There was a crowd in front of the bulletin-board near the town-hall.
Franz found the school room unusually quiet. So, he had no option but to open the door and go in before everybody. He blushed and was frightened of the teacher. M. Hamel spoke very kindly to him and asked him to go to his place quickly. Franz jumped over the bench and sat down at his desk.

Question​​​​​​​. Our language is a part of our culture and we are proud of it. Describe how regretful M. Hamel and the village elders were for having neglected their native language French.
Answer: We should not take pride in the language of others. Instead we should be proud of our own language. Our own language is a store-house of knowledge. We can study our culture and tradition in our language. So, we must be proud of our language, culture and tradition. M. Hamel had rendered the villagers a faithful service of forty years. The villagers had come to thank him. They wanted to show their respect for the country that was no more theirs. They were sorry because they had not attended the school. So, they were sitting quietly and looked sad.
M. Hamel told them that French was the most beautiful language in the world. It was the clearest and the most logical language. He asked to guard it among them and never forget. He gave a reason also. When people are enslaved as long as they hold fast to their language, they have a key to their prison.

Question​​​​​​​. What order had been received from Berlin that day? What effect did it have on the life at school?
Answer: An order had been received from Berlin that only German would be taught in the schools of Alsace and Lorraine. This order had farreaching effects on the life at school. M. Hamel, who had been teaching French at the village school for the last forty years would deliver his last lesson that day.
It was in honour of the last lesson that M. Hamel, the teacher had put on his best clothes. Old men of the village were sitting quietly at the back of the classroom. They were sad as well as sorry for they had not gone to school more. They had come to thank the master for his forty years of faithful service and to show respect for the country that was theirs no more. 
The teacher addressed the students in a solemn and gentle tone. He asked them to be attentive and explained everything quite patiently. He appealed them to preserve French among them. During slavery it would act as key to the prison. He felt so overwhelmed by emotion that he could not bid farewell properly.

Question​​​​​​​. What do you think is the theme of the story ‘The Last Lesson’? What is the reason behind its universal appeal?
Answer: The theme of the story ‘The Last Lesson’ is linguistic chauvinism of the proud conquerors and the pain that is inflicted on the people of a territory by them by taking away the right to study or speak their own language and thus making them aliens in their own land of birth. The story has a sub-theme also. It highlights the attitudes of the students and teachers to learning and teaching.
Though the story is located in a particular village of Alsace district of France which had passed into Prussian hands, it has a universal appeal. It highlights the efforts of the victors to crush their victims—the vanquished people in all possible manner—materially, spiritually, mentally and emotionally. Taking away the mother tongue from the people is the harshest punishment. The proper equation between student and teacher, his focused attention, helpful and encouraging attitude and kind treatment can encourage students to learn better.

Question​​​​​​​. Comment on the appropriateness of the title ‘The Last Lesson’.
Answer: The story has an appropriate and suggestive title. It is the centre of attention throughout and the whole story revolves around it. The beginning of the story serves as preparation for it. The unusual quietness at school, presence of village elders and the teacher in his Sunday best dress—all point out to the unusual and unique occasion—the last lesson in French, in a French village school, in a district conquered by the Prussians. While delivering the last lesson, the teacher wants to transmit all his knowledge in one go. He explains everything with patience and the students as well as old villagers listen attentively.
For the narrator it is an unforgettable experience. “Ah, how well I remember it, that last lesson,” says he. Old Hauser is crying and his voice trembled with emotion. As the teacher is unable to express his emotions because of choked throat, he ends the lesson by writing ‘Vive La France’ on the blackboard. He makes a gesture with his hand to indicate that the school is dismissed and students can go home.

Question​​​​​​​. What impression do you form of M. Hamel on the basis of your study of the story ‘The Last Lesson’?
Answer: M. Hamel is an experienced teacher who has been teaching in that village school for forty years. He imparts primary education in all subjects. He is a hard task master and students like Franz, who are not good learners, are in great dread of being scolded by him.
The latest order of the Prussian conquerors upsets him. He has to leave the place forever and feels heart broken He feels sad but exercises self-control. He has the courage to hear every lesson to the last.
His performance during the last lesson is exemplary. He is kind even to a late comer like Franz. He uses a solemn and gentle tone while addressing the students. He has a logical mind and can analyse problems and deduce the reasons responsible for it. The problem for Alsace is that he (the district) puts off learning till tomorrow.
He knows the emotional hold of a language over its users. He is a good communicator and explains everything patiently. Partings are painful and being a human, M. Hamel too is no exception. He fails to say goodbye as his throat is choked. On the whole, he is a patriotic gentleman.

Question​​​​​​​. War causes destruction and spreads hatred. People feel insecure. Discuss the disadvantages of war keeping in mind Franco-Prussian war (1870-71).
Answer: War is a great threat to mankind. Fear, anxiety, tension and hatred are some of the offsprings of war. No individual is in favour of this brutal act. Innocent people lose their life because of the vested interests of some of the corrupt politicians. Moreover, war is not the solution to any problem. It only increases the hiatus between two nations. The desire to overpower the other disseminates hatred and the feelings of enmity. The aftermaths of Hiroshima and Nagasaki are evident before us. It should also be remembered that each nation is trying its level best to become a nuclear power. A nuclear bomb has the power to devastate nations. Thousands of people will lose their lives. There will not be any survivor. If someone is left alive, he/she will be crippled. There is no doubt that war has put the human existence at stake. We have heard seers say that one should shed one’s ego. The nations should also feel equally important. No nation is self-sufficient. Peace enhances creativity and productivity. The concept of a global village should be followed by all countries. Thus, war does not benefit any individual. It must not be encouraged.

Question​​​​​​​. It is often said that each language is unique in itself. No language is superior or inferior. People need to understand that a language is one of the means of communication. Discuss this statement in the light of the following lines:
“My children, this is the last lesson I shall give you. The order has come from Berlin to teach only German in schools of Alsace and Lorraine. The new master comes tomorrow. This is your last French lesson…”
Answer: Language is always considered a medium of communication. Man is a gregarious animal. He has to interact with the fellow human beings. Therefore, a set of complex symbols is designed to serve this purpose. We must ruminate over the past before discussing the status of a language. There are innumerable man made problems. At the dawn of civilisation there was no discrimination on the basis of caste, colour, creed, language and nationality. But in this century these problems exist. Nature does not segregate nations. Scientific advancement, material prosperity, lofty aspirations, materialistic attitude, a desire to rule the world and vested interests are some of the causes of human sufferings. The concepts of all languages are similar. They have nouns, pronouns, adjectives, adverbs, prepositions and conjunctions. As no religion is insignificant in the same way no language is inferior. The characteristics and nature of all languages are similar. The only difference is in symbols and pronunciation. The purpose and objective of all languages are synonymous. There is a dire need to understand that there should only be one religion i.e. humanity and there should be only one language i.e. the language of love. A language must not become the cause of rift among masses. It should bring people together instead of spreading hatred. One should not despise others because of their language. It is against human dignity and grace.

Question​​​​​​​. The people of Alsace and Lorraine were forced to study German. They were not allowed to study French. It implies that students of the area were taught only one language. They did not follow the concept of three languages at school. Write an article on the topic Advantages of Three Language System at school.
Answer: Advantages of Three Language System India is a democratic state. It is replete with people who have diverse backgrounds, and culture. Their customs and traditions vary. Their languages are also different. The language of a South Indian is entirely different from that of the North Indians. People have their regional languages and dialects too. In such circumstances it becomes a herculean task to decide which language should be taught at schools. So, India opted for three language system at schools. It is a boon to the residents of a particular area. They do not feel that their language is insignificant and ignored. They are given ample opportunities to opt for the languages they intend to speak or learn. Pupils get fundamental knowledge of three languages and can appreciate the literature of all these three languages. Such students never face failure due to language barriers. They bring laurels to their parents and nations as well. They explore new avenues and horizons with an astonishing ease. Three language system must be adopted by all nations so as to acquaint the children with various language patterns. The people of Alsace and Lorraine could be taught both languages i.e. German and French. Linguistic discrimination mars the future of humanity.

Question​​​​​​​. Nature has the knack to fascinate even the cynics. Its beauty and spontaneous music galvanise the beings. Write an article expressing the astounding beauty of nature in the light of the following lines:
“It was so warm, so bright! The birds were chirping at the edge of the woods… It was all much more tempting than the rule for participles…”
Answer: Our touch with nature makes the whole world kin. Matthew Arnold has rightly said that: 
“Nature, with equal mind,
sees all her sons at play,
sees man control the wind,
the wind sweep man away.”
Nature’s working is mysterious. It is an astonishingly fabricated universe. Man has, undoubtedly, progressed a lot. Scientific advancement has explored the portals of every field. The hidden realities have been exposed. But science has not unearthed the mysterious traits of nature. It is also an accepted fact that nature gives happiness to weary minds. It soothes and consoles the troubled souls. It banishes anxiety, tension, worry, fear and dejection. Its law is to please every beholder. The aesthetic pleasure we derive from nature is incredible and cannot be expressed in words. Keats has rightly averred that ‘A thing of beauty is a joy forever!’ Lord Byron has said:
“There is a pleasure in the pathless wood,
there is a rapture on the lonely shore,
there is a society where none intrudes,
By the deep sea, and music in its roar:
I love not man the less but nature more.”
Nature is our mother. It must be obeyed. It gives us moral lessons. All the seers and intellectuals have understood the significance of nature. “Nature goes on her own way, and all that to us seems an exception is really according to order.” It fascinates those who are indifferent to life. The boring scientific explorations and linguistic principles make our life insignificant. We are becoming devoid of emotions. But nature evokes sentiments and help us to become sensitive.

Question​​​​​​​. Teachers can act as trailblazers in the lives of pupils. They can affect eternity. But the advancement of technology has changed the role of a teacher. Write an article on the paradigm shift in educational technology and the role of teachers.
Answer: Technology and Teachers It goes without saying that teachers shape the destiny of children. They mould them according to their inbred potential and considerable talent. Dronacharya taught his pupils together. But he could not make everyone so skilled in using the bow and arrow as Arjuna. He identified his talent and tapped the same potential. In modern education system, teachers don’t have much time to study the child. Children stay in the school campus for six hours a day and study various subjects from teachers. At times it happens that the subject teachers do not remember the names of students. They use PPT’s, projectors and computers to make their lectures interesting. They lack any kind of emotional attachment with the pupils. It has happened because of the innovative educational tools and aids. Teachers are given softwares to teach students. The teaching community has made students information seekers. The role of a teacher has undergone a sea change. A teacher has become a facilitator. He has no right to scold and punish the child. The dictum ‘spare the rod, spoil the child’ has become obsolete and outdated. A teacher has to understand the psychology of a child in a period of thirty minutes. The role of a teacher is a mystery in today’s era.

Question​​​​​​​. (i) 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.
(ii) On the day of 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: (i) The fact that the lesson emphasizes the importance of holding onto one’s mother tongue and the metaphor of it being the ‘key’ to their ‘prison’ highlights one of the ways of resistance of the villagers against their oppressors, the Prussian. The story shows how the conquerors (the Prussian) try to establish their conquest of the French villagers by wiping out their languages (French) by forcing them to learn German, the language of the oppressors. M. Hamel’s last lesson motivates the villagers to appreciate their language which he describes as being the ‘most beautiful and logical language’ and hold on to it as it would preserve their identity of being French and help them to communicate with each other and find a way out of their imprisoned state.
(ii) The story showcases the school as a place of learning and discipline with corporal punishment as a way of disciplining children into following rules and studies. The children found a place where they had to conform to something they liked to avoid. The master was an authoritative figure with complete control with his ‘ruler’. The kind of school envisaged here is slowly being replaced globally into a more friendly place where teacher are friendlier, more understanding and where corporal punishment is banned. The story shows us how much the education system has changed over the last few decades. The method of learning by rote (the drilling method of learning the alphabets) has also slowly been replaced with more inter active methods of teaching.