If you’re preparing for your CBSE exams and want to make sure you don’t miss a single mark from The Last Lesson, this post is your goldmine. We’ve poured hours of effort into curating topper-level answers, hand-picked previous year questions, and CBSE-style comprehension passages—all designed to help you master the chapter with clarity and confidence. Every answer is crafted to meet the exact CBSE marking criteria, using simple yet powerful language that helps you understand and impress examiners at the same time. We’ve even added sample passages taken straight from the text with mixed-format questions—just like they appear in your exams!
But that’s not all—we believe that learning is better when it’s interactive. That’s why we also include a special bonus question at the end of this post. Try answering it in the comments, and we’ll personally give you expert feedback to help you improve!
(To read ‘The Last Lesson’ summary, word-meanings and themes, click here.)
So don’t just scroll—read, respond, and rise! Let’s crack this chapter the smart way.
Sample Comprehension Passages
Read the following passage and answer the questions that follow:
Passage 1
“I started for school very late that morning and was in great dread of a scolding, especially because M. Hamel had said that he would question us on participles, and I did not know the first word about them. For a moment I 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. It was all much more tempting than the rule for participles, but I had the strength to resist, and hurried off to school.”
Comprehension Questions:
1. Why was Franz scared to go to school that morning?
A. He was late
B. He hadn’t studied participles
C. He had been caught cheating
D. He forgot his books
2. Fill in the blank:
Franz found it more tempting to watch the ________ than to go to school.
3. What shows that Franz was tempted to skip school?
4. Choose the correct option:
Which of the following best describes Franz’s attitude by the end of the passage?
A. Rebellious and lazy
B. Tempted but determined
C. Carefree and indifferent
D. Angry and confused
5. Identify the literary device in the phrase: “It was so warm, so bright!”
A. Metaphor
B. Personification
C. Repetition
D. Hyperbole
Answers:
1. B. He hadn’t studied participles
2. Prussian soldiers drilling.
3. He thought of running away and spending the day out of doors instead of going to school.
4. B. Tempted but determined
5. C. Repetition
Passage 2
“My last French lesson! Why, I hardly knew how to write! I should never learn anymore! I must stop there then! Oh, how sorry I was for not learning my lessons, for seeking birds’ eggs, or going sliding on the Saar! My books, that had seemed such a nuisance a while ago, so heavy to carry, my grammar, and my history of the saints, were old friends now that I couldn’t give up.”
Questions:
- Multiple Choice Question (MCQ):
What emotion does Franz express in this passage?
(a) Anger
(b) Regret
(c) Joy
(d) Indifference
2. Fill in the blank:
Franz compares his grammar and history books to __________.
3.Very Short Answer (1 sentence):
What does this passage reveal about Franz’s attitude toward learning earlier?
4. Pick the word from the passage that means ‘something annoying or troublesome’.
5.Assertion & Reason Type (Choose the correct option):
Assertion (A): Franz regretted wasting time in playful activities.
Reason (R): He realised the importance of learning his language when it was too late.
(a) Both A and R are true, and R is the correct explanation of A.
(b) Both A and R are true, but R is not the correct explanation of A.
(c) A is true, but R is false.
(d) A is false, but R is true.
Answers:
- (c) Seriousness
2. He knew it was his last day, so instead of scolding, he calmly taught the students and gave his best. His love for the language made him emotional.
3. False
4. (c) motionless
5. “looking at everything in the classroom as if he wanted to fix it in his mind”
CBSE PREVIOUS YEAR QUESTIONS
Answer the following questions in 40-50 words each-
Q.1 Explain the inference that can be drawn from the line: “Will they make them sing in German, even the pigeons?”
A.- The line reflects the deep sorrow and helplessness felt by the narrator. It questions how far the rulers will go to control everything, even nature. The pigeons stand for freedom, and the line suggests that some things cannot be forced. It criticizes the unfair control over people’s language, culture, and freedom of expression.
Q. 2 When do the residents of Alsace realize how precious their language is to them?
A.- The residents of Alsace realize the value of their language only when they are about to lose it. The order to stop teaching French makes them regret taking it for granted. Their presence in the classroom shows deep respect, as they understand that language is closely tied to identity and freedom.
Q.3 What was strange and unusual about M. Hamel’s dress and conduct on the last day?
A.- M. Hamel wore his special Sunday clothes, which he only wore on important days. This was unusual for an ordinary school day. He was also calm and kind, unlike his usual strict behavior. His gentle tone and sad face showed that the day was very emotional and meaningful for him.
Q.4 We miss a thing when we are in fear of losing it. Substantiate this statement with two examples from “The Last Lesson,” showing how the people suddenly realized how precious their language was to them.
A.- The villagers attended school to honour their language, realizing its value only when it was being taken away. Franz regretted not learning French earlier and suddenly found even grammar lessons interesting. Both examples show that people truly understand the worth of something—like their language—only when they are about to lose it.
Q.5 What was more tempting for Franz than the rule for participles? Did he get tempted?
A.- Franz was tempted by the warm sunshine, chirping birds, and the sight of Prussian soldiers drilling in the fields. These distractions seemed more enjoyable than learning grammar. Although he wanted to skip school, he overcame the urge. His choice reflects a silent change within him—a growing sense of responsibility.
Q.6 Why was M. Hamel in formal clothes in school?
A.- M. Hamel wore his formal Sunday clothes to mark the special occasion of his last French lesson. It was a sign of respect for the language he had taught for forty years. His dress showed the deep significance of the moment and his pride in being a dedicated French teacher.
Q.7 How is the mother tongue important to a person? What does M. Hamel, the teacher, say about it?
A.- The mother tongue is a person’s identity and strength. M. Hamel calls French the most beautiful language in the world, the clearest and the most logical. He believes when people are enslaved, “as long as they hold fast to their language, it is as if they had the key to their prison.”
Q.8 Why did the village elders occupy the back benches in the classroom to attend the last lesson delivered by M. Hamel?
A.- The village elders sat on the back benches to show respect for M. Hamel and their mother tongue. They regretted not learning French when they had the chance. Their presence was a silent apology and a mark of solidarity. It showed their deep sorrow at losing their language and national identity.
Q.9 Why was Franz not scolded for reaching the school late that day?
A.- Franz was not scolded because the atmosphere in the classroom was unusually calm and serious. M. Hamel was too sad to be angry, as it was his last day of teaching. Everyone, including the teacher, was filled with regret and emotion, making strict rules and punishments seem unimportant that day.
CBSE PREVIOUS YEAR QUESTIONS
Answer the following questions in about 120-150 words:
Q.1 “The Last Lesson” reflects the flaws in human character that led to the sad plight of people in Alsace. Substantiate your answer with evidence from the text.
A.- The Last Lesson” reveals how neglect, carelessness, and late realization led to Alsace’s loss of its language. The people had taken French for granted. Franz admitted he never cared to learn and preferred fun. M. Hamel blamed the villagers, saying, “Your parents were not anxious enough to have you learn.” He also admitted his own fault: “Have I not often sent you to water my flowers instead of learning your lessons.?” The villagers, sitting quietly in the classroom, expressed deep regret through their silent presence. M. Hamel explained that language connects people to their roots and gives them strength during difficult times. Losing it meant losing their identity and freedom. The sad condition of the people was not only due to political changes but also because of their own long-standing neglect and lack of seriousness. The story serves as a powerful reminder that we often fail to value what truly matters until it is about to be taken away.
Q.2 ‘Our language is part of our culture and we are proud of it.’ Describe how regretful M. Hamel and the village elders are for having neglected their native language, French.
A.- “The Last Lesson” beautifully highlights the deep regret felt by both M. Hamel and the village elders for neglecting their mother tongue, French. M. Hamel, who had taught French for forty years, realised—too late—that neither he nor his students had taken the language seriously. He admitted his own mistakes, recalling how he often gave students off or assigned them chores instead of lessons. The village elders, who once discouraged regular schooling, now sat silently on the back benches, grieving the loss of their language. Their presence reflected guilt, respect, and a silent apology. M. Hamel reminded everyone that a language is not just a means of communication, but a source of pride and identity. The story powerfully shows that language is closely tied to culture and freedom—and that realising its importance after it is lost leads only to regret and helplessness.
Q.3 ‘Our language is part of our culture and we are proud of it.’ How does the presence of village elders in the classroom and M. Hamel’s last lesson show their love for French?
A.- The presence of village elders and M. Hamel’s conduct in the classroom reflect a deep love and respect for the French language. The elders, who had once ignored learning, sat silently on the back benches as a mark of respect and regret. Their presence was a silent apology for neglecting their native tongue and a way to honour it before it was taken away. M. Hamel, dressed in his finest clothes, taught his last lesson with calm dignity and emotion. His voice, tone, and words reflected how much he valued the language he had taught for forty years. He spoke of French with pride and sorrow, calling it a beautiful and logical language. Both the villagers and M. Hamel realised the language represented their identity and culture. Their actions in the classroom showed that French was not just a subject, but a part of their soul.
Q.4 While M. Hamel talks of language being the key to nationalism, Gandhi tells the court it is a conflict of duties. On the one hand, not to set a bad example as a lawbreaker, on the other hand, to render the humanitarian and national service, you get inspired and decide to write an article for a youth magazine, urging the youth to dedicate themselves to the service of the nation. You may begin like this. Youth plays an important role in the progress of the nation…
A.- Youth plays an important role in the progress of the nation. In times of challenge and change, it is the strength, voice, and conviction of young minds that lead society forward.
It is the youth who must realise that service to the nation doesn’t always require grand sacrifices—it begins with awareness, responsibility, and pride in one’s roots. In a quiet classroom, villagers regretted neglecting their language, realising too late that it was part of who they were. In another moment, a leader chose truth over convenience, standing firm in what he believed was right for the people.
Both moments show that silence, fear, or delay can weaken a nation’s spirit. Today’s youth must learn from such moments. They must nurture their language, uphold values, and stand for justice. Small actions—whether in speech, thought, or service—can protect the identity and dignity of a nation.
Q.5 Franz from ‘The Last Lesson’ and the peddler from ‘The Rattrap’ demonstrate the importance of learning from our mistakes to evolve into better people. Imagine that Shubhangi, your friend, feels as if she has made a mistake by not taking her academics seriously. Write an essay to Shubhangi in 120-150 words discussing instances from the two texts to give her an insight into the human tendency to make mistakes and learn from them. You may begin like this- Shubhangi, all of us have made mistakes at one point or another in our lives. After all, to err is human…
A.- Shubhangi, all of us have made mistakes at one point or another in our lives. After all, to err is human. What truly matters is how we grow from them. Remember Franz from The Last Lesson? He took his lessons lightly until the very end. But the moment he realized it was his last French class, regret hit him. That day changed him—he finally understood the value of education and one’s roots.
Similarly, in The Rattrap, the peddler led a dishonest life, until kindness from a stranger made him reflect. Edla’s trust and compassion inspired him to turn over a new leaf. He left behind a note and a gift, proving that redemption is always possible.
Shubhangi, it’s never too late. Mistakes are not the end—they’re just the beginning of becoming a wiser, stronger person. Learn from them, like Franz and the peddler did. I believe you still have time to change things.
Here’s a question for you:
Q.- The entire classroom, M. Hamel, as well as those present in the class, is full of regret. For what and why? You can write your answers in the comment section. Feedback and suggestions to improve will be provided to each of the answers.
Leave a Reply