Extract Based Questions: The Last Lesson | English Class 12 PDF Download

Read the extract and answer the following questions.
Extract:
Usually, when school began, 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, with our hands over our ears to understand better, and the teacher’s great ruler rapping on the table. But now it was all so still! I had counted on the commotion to get to my desk without being seen; but, of course, that day everything had to be as quiet as Sunday morning. Through the window I saw my classmates, already in their places, and M. Hamel walking up and down with his terrible iron ruler under his arm. I had to open the door and go in before everybody. You can imagine how I blushed and how frightened I was.
(The last lesson)

Question (i) What tempted the narrator to run away from school?

(a) The warm and bright weather
(b) The birds chirping at the edge of the woods
(c) The Prussian soldiers drilling in the field
(d) All of the above
Ans: Answer as written by the student: (d) All of the above
Step-by-step explanation:
To answer this question, we need to recall what the narrator said in the extract. He said that for a moment he thought of running away and spending the day out of doors. It was so warm, so bright! The birds were chirping at the edge of the woods; and in the open field back of the sawmill the Prussian soldiers were drilling.
Let's look at the other options and see why they are all correct.
(a) The warm and bright weather. This is one of the things that tempted the narrator to run away from school. It made him feel happy and relaxed, and it contrasted with his fear and boredom of school.
(b) The birds chirping at the edge of the woods. This is another thing that tempted the narrator to run away from school. It made him think of nature and freedom, and it appealed to his senses and emotions.
(c) The Prussian soldiers drilling in the field. This is another thing that tempted the narrator to run away from school. It made him curious and excited, and it aroused his interest and imagination.
Therefore, the correct answer is (d) All of the above.

Question (ii) What did the narrator do instead of running away from school?
(a) He hid behind the sawmill
(b) He hurried off to school
(c) He joined the Prussian soldiers
(d) He went back home
Ans: Answer as written by the student: ((b) He hurried off to school
Step-by-step explanation:
To answer this question, we need to recall what the narrator said in the extract. He said that it was all much more tempting than the rule for participles, but he had the strength to resist, and hurried off to school.
Let's look at the other options and see why they are wrong.
(a) He hid behind the sawmill. This is not what he did instead of running away from school. He did not hide anywhere, but he went straight to school.
(c) He joined the Prussian soldiers. This is also not what he did instead of running away from school. He did not join the enemies of his country, but he went to learn his language and culture.
(d) He went back home. This is also not what he did instead of running away from school. He did not go back to his comfort zone, but he went to face his challenge and responsibility.
Therefore, the correct answer is (b) He hurried off to school.

Question (iii) Why was there no commotion or noise in the classroom when school began?

Ans: Answer as written by the student: There was no commotion or noise in the classroom when school began because it was M. Hamel's last lesson in French, and everyone was quiet and respectful.

Step-by-step explanation:

• To answer this question, we need to explain why there was a difference between the usual and the current sound of school. We can use words like because, since, or as to show the cause and effect relationship.
• We can say that there was no commotion or noise in the classroom when school began because it was M. Hamel's last lesson in French, and everyone was quiet and respectful. These words show that the reason for the silence was the importance and the solemnity of the occasion, and that the students and the villagers who came to attend the lesson were aware and attentive of it.

Question (iv) What does the extract reveal about the situation of the narrator and his country?

Ans: Answer as written by the student: The extract reveals that the situation of the narrator and his country was sad and hopeless. They were under the Prussian occupation, and they were losing their language and culture.

Step-by-step explanation:

• To answer this question, we need to analyze how the extract reflected the historical and political context of the story. We can use adjectives and nouns to show the mood and the theme of the story.
• We can say that the extract reveals that the situation of the narrator and his country was sad and hopeless. These words show that they were unhappy and desperate, and that they had no control over their fate.
• We can also say that they were under the Prussian occupation, and they were losing their language and culture. These words show that they were oppressed and dominated by a foreign power, and that they were facing the loss of their identity and heritage.

Question (v) List any two sensory details present in this extract.

Ans: Answer as written by the student: Two sensory details present in this extract are:

• The birds chirping at the edge of the woods (sound)
• The warm and bright weather (sight and touch)

Step-by-step explanation:

• To answer this question, we need to identify two details in the extract that appeal to one or more of the five senses: sight, sound, smell, taste, and touch. We can use nouns and adjectives to describe them.
• We can say that one sensory detail present in this extract is the birds chirping at the edge of the woods. This detail appeals to the sense of sound, and it creates a lively and cheerful atmosphere.
• We can also say that another sensory detail present in this extract is the warm and bright weather. This detail appeals to the senses of sight and touch, and it makes the narrator feel happy and relaxed.

Question (vi) Complete the sentence appropriately.
It was all much more tempting than _____________.

Ans: Answer as written by the student: It was all much more tempting than the rule for participles.

Step-by-step explanation:

• To answer this question, we need to recall what the narrator said in the extract. He said that it was all much more tempting than the rule for participles.
• Therefore, the sentence can be completed appropriately with the rule for participles.

Read the extract and answer the following questions.

Extract:
While I was wondering about it all, M. Hamel mounted his chair, and, in the same grave and gentle tone which he had used to me, 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 Lorraine. The new master comes tomorrow. This is your last French lesson. I want you to be very attentive.”
(The last lesson)

Question (i) List any two sensory details present in this extract.

Ans: Answer as written by the student: Two sensory details present in this extract are:

• The grave and gentle tone of M. Hamel (sound)
• The formal and elegant dress of M. Hamel (sight)

Step-by-step explanation:

• To answer this question, we need to identify two details in the extract that appeal to one or more of the five senses: sight, sound, smell, taste, and touch. We can use nouns and adjectives to describe them.
• We can say that one sensory detail present in this extract is the grave and gentle tone of M. Hamel. This detail appeals to the sense of sound, and it creates a serious and respectful atmosphere.
• We can also say that another sensory detail present in this extract is the formal and elegant dress of M. Hamel. This detail appeals to the sense of sight, and it makes him look dignified and honorable.

Question (ii) Complete the sentence appropriately.
This is your last ___________ lesson.

Ans: Answer as written by the student: This is your last French lesson.

Step-by-step explanation:

• To answer this question, we need to recall what M. Hamel said in the extract. He said that this is your last French lesson.
• Therefore, the sentence can be completed appropriately with "French."

Question (iii) Explain any one possible inference that can be drawn from the line "The new master comes tomorrow."
Ans: Answer as written by the student: One possible inference that can be drawn from this line is that the new master will be a German teacher who will teach only German in the school.

Step-by-step explanation:

• To answer this question, we need to explain what we can understand or conclude from this line based on our prior knowledge and the context of the story. We can use words like because, since, or as to show the evidence and the reasoning.
• We can say that one possible inference that can be drawn from this line is that the new master will be a German teacher who will teach only German in the school. This is because the order has come from Berlin to teach only German in the schools of Alsace and Lorraine, and M. Hamel is giving his last lesson in French.

Question (iv) What was the order that came from Berlin?

(a) To teach only French in the schools of Alsace and Lorraine
(b) To teach only German in the schools of Alsace and Lorraine
(c) To teach both French and German in the schools of Alsace and Lorraine
(d) To teach neither French nor German in the schools of Alsace and Lorraine
Ans: Answer as written by the student: ((b) To teach only German in the schools of Alsace and Lorraine

Step-by-step explanation:
To answer this question, we need to recall what M. Hamel said in the extract. He said that the order has come from Berlin to teach only German in the schools of Alsace and Lorraine.
Let's look at the other options and see why they are wrong.

• (a) To teach only French in the schools of Alsace and Lorraine. This is not what M. Hamel said, and it is not what the Prussians wanted. They wanted to erase the French identity and culture of the people of Alsace and Lorraine.
• (c) To teach both French and German in the schools of Alsace and Lorraine. This is also not what M. Hamel said, and it is not what the Prussians allowed. They wanted to impose their language and culture on the people of Alsace and Lorraine, and to forbid them from speaking or learning French.
• (d) To teach neither French nor German in the schools of Alsace and Lorraine. This is also not what M. Hamel said, and it is not what the Prussians did. They wanted to make the people of Alsace and Lorraine learn their language and become their subjects.

Therefore, the correct answer is (b) To teach only German in the schools of Alsace and Lorraine.

Question (v) What was the name of the tone that M. Hamel used to address his students?

Ans: Answer as written by the student: Grave and gentle
Step-by-step explanation:

• To answer this question, we need to recall what the narrator said in the extract. He said that M. Hamel mounted his chair, and, in the same grave and gentle tone which he had used to me, said...
• Therefore, the answer is "Grave and gentle."

Question (vi) How did the narrator feel when he heard M. Hamel's announcement?

Ans: Answer as written by the student: The narrator felt shocked and sad when he heard M. Hamel's announcement. He realized that it was his last lesson in French, and that he would never hear or speak his language again.

Step-by-step explanation:

• To answer this question, we need to describe how the narrator's emotions and thoughts changed when he heard M. Hamel's announcement. We can use adjectives and verbs to show his feelings and actions.
• We can say that the narrator felt shocked and sad when he heard M. Hamel's announcement. These words show that he was surprised and unhappy by the news, and that he did not expect or want it to happen.
• We can also say that he realized that it was his last lesson in French, and that he would never hear or speak his language again. These words show that he understood the significance and the consequence of the announcement, and that he felt a sense of loss and betrayal.

Read the extract and answer the following questions.

Extract:
But he had the courage to hear every lesson to the very last. After the writing, we had a lesson in history, and then the babies chanted their ba, be bi, bo, bu. Down there at the back of the room old Hauser had put on his spectacles and, holding his primer in both hands, spelled the letters with them. You could see that he, too, was crying; his voice trembled with emotion, and it was so funny to hear him that we all wanted to laugh and cry. Ah, how well I remember it, that last lesson!

(The last lesson)

Question (i) List any two sensory details present in this extract.

Ans: Answer as written by the student: Two sensory details present in this extract are:

• The sound of the babies chanting their ba, be, bi, bo, bu
• The sight of old Hauser spelling the letters with his primer

Step-by-step explanation:

• To answer this question, we need to identify two details in the extract that appeal to one or more of the five senses: sight, sound, smell, taste, and touch. We can use nouns and adjectives to describe them.
• We can say that one sensory detail present in this extract is the sound of the babies chanting their ba, be, bi, bo, bu. This detail appeals to the sense of sound, and it creates a contrast between the innocence and the ignorance of the young children and the sadness and the wisdom of the older people.
• We can also say that another sensory detail present in this extract is the sight of old Hauser spelling the letters with his primer. This detail appeals to the sense of sight, and it creates a poignant image of an old man who is trying to learn his language for the last time.

Question (ii) Complete the sentence appropriately.
You could see that he, too, was ___________.

Ans: Answer as written by the student: You could see that he, too, was crying.

Step-by-step explanation:

• To answer this question, we need to recall what the narrator said in the extract. He said that you could see that he, too, was crying; his voice trembled with emotion.
• Therefore, the sentence can be completed appropriately with "crying."

Question (iii) Explain any one possible inference that can be drawn from the line "it was so funny to hear him that we all wanted to laugh and cry."

Ans: Answer as written by the student: One possible inference that can be drawn from this line is that the narrator and his classmates felt a mixture of emotions, such as amusement, pity, and sorrow, when they heard old Hauser spelling the letters.

Step-by-step explanation:

• To answer this question, we need to explain what we can understand or conclude from this line based on our prior knowledge and the context of the story. We can use words like because, since, or as to show the evidence and the reasoning.
• We can say that one possible inference that can be drawn from this line is that the narrator and his classmates felt a mixture of emotions, such as amusement, pity, and sorrow, when they heard old Hauser spelling the letters. This is because it was an unusual and absurd sight to see an old man learning like a child, but it was also a touching and tragic sight to see him losing his language and culture.

Question (iv) What did M. Hamel have the courage to do till the very last?
(a) To hear every lesson
(b) To teach every lesson
(c) To learn every lesson
(d) To write every lesson

Ans: Answer as written by the student: (b) To teach every lesson
Step-by-step explanation:
To answer this question, we need to recall what the narrator said in the extract. He said that he had the courage to hear every lesson to the very last.

Let's look at the other options and see why they are wrong.

• (a) To hear every lesson. This is not what M. Hamel had the courage to do till the very last, and it is not his role. He was the teacher, not the student, and he did not hear but taught the lessons.
• (c) To learn every lesson. This is also not what M. Hamel had the courage to do till the very last, and it is not his duty. He was the teacher, not the learner, and he did not learn but taught the lessons.
• (d) To write every lesson. This is also not what M. Hamel had the courage to do till the very last, and it is not his task. He was the teacher, not the writer, and he did not write but taught the lessons.

Therefore, the correct answer is (b) To teach every lesson.

Question (v) What did old Hauser hold in both hands while spelling the letters with the babies?
(a) His spectacles
(b) His primer
(c) His ruler
(d) His handkerchief
Ans: Answer as written by the student: (b) His primer
Step-by-step explanation:
To answer this question, we need to recall what the narrator said in the extract. He said that old Hauser had put on his spectacles and, holding his primer in both hands, spelled the letters with them.
Let's look at the other options and see why they are wrong.

• (a) His spectacles. This is not what old Hauser held in both hands while spelling the letters with the babies, and it is not logical. He put on his spectacles, not held them, and he used them to see better, not to spell better.
• (c) His ruler. This is also not what old Hauser held in both hands while spelling the letters with the babies, and it is not relevant. He did not have a ruler, but a primer, and he used it to learn the letters, not to measure them.
• (d) His handkerchief. This is also not what old Hauser held in both hands while spelling the letters with the babies, and it is not necessary. He did not have a handkerchief, but a primer, and he used it to spell the letters, not to wipe his tears.

Therefore, the correct answer is (b) His primer.

Question (vi) What was the name of the thing that M. Hamel used to teach writing?
Ans: Answer as written by the student: His iron ruler
Step-by-step explanation:

• To answer this question, we need to recall what the narrator said in the extract. He said that the sight of M. Hamel's dress and his iron ruler.
• Therefore, the answer is "His iron ruler."