Solve Chapter 1, The Last Lesson MCQs by Alphonse Daudet. Test your comprehension of “The Last Lesson” by Alphonse Daudet with these multiple-choice questions.
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Also Read: Chapter 1 “The Last Lesson” Summary, Analysis and Q/A
Chapter 1- The Last Lesson MCQ:
Chapter 1 “The Lost Lesson” by Alphonse Daudet portrays the impact of language and identity during the Franco-Prussian War. Explore comprehension with multiple-choice questions (MCQs) based on themes, characters, and events from the story.
Set I
1. What historical event serves as the backdrop for “The Last Lesson”?
a) World War I.
b) The French Revolution.
c) The Franco-Prussian War.
d) The American Civil War.
2. In the story, who is the protagonist?
a) M. Hamel
b) Wachter
c) Franz
d) Hauser
3. What is Franz worried about as he heads to school?
a) Being scolded by M. Hamel.
b) The Prussian soldiers were drilling in the open field.
c) Reading the bulletin at the town hall.
d) Participles.
4. What is the atmosphere like when Franz arrives at school?
a) Bustling and noisy.
b) Serene and quiet.
c) Chaotic and disorganised.
d) Tense and anxious.
5. What is significant about M. Hamel’s attire on Franz’s late arrival?
a) He wears a beautiful green coat.
b) He wears a frilled shirt.
c) He wears a little black silk cap.
d) All of the above.
6. What surprises Franz the most when he enters the classroom?
a) M. Hamel’s stern demeanour.
b) The emptiness of the back benches.
c) The presence of Prussian soldiers.
d) The solemn atmosphere.
7. Why does Franz feel frightened when he enters the classroom?
a) He is worried about being scolded by M. Hamel.
b) He sees the bulletin at the town hall.
c) He notices the Prussian soldiers drilling.
d) He sees M. Hamel’s stern expression.
8. Who are the village people mentioned in the excerpt?
a) Soldiers
b) Teachers
c) Former officials and elders
d) Students
9. What is Hauser holding during the class?
a) A ruler.
b) A primer.
c) A spectacles.
d) A desk.
10. What emotion is prevalent among the villagers in the classroom?
a) Joy.
b) Sadness.
c) Excitement.
d) Indifference.
11. What does Franz see happening at the town hall?
a) A crowd reading the bulletin.
b) A celebration.
c) A political speech.
d) A parade.
12. What does Franz dread being questioned about in class?
a) Participles
b) Geography
c) History
d) Mathematics
13. Who calls out to Franz as he hurries past the town hall?
a) M. Hamel.
b) Wachter.
c) Hauser.
d) The Prussian soldiers.
14. Why is Franz out of breath when he arrives at school?
a) He has been running.
b) He is scared.
c) He is excited.
d) He is tired
15. What does M. Hamel ask Franz to do when he enters the classroom?
a) Go to his place quickly.
b) Stand up and apologise.
c) Leave the classroom.
d) Report to the principal’s office.
16. What is M. Hamel holding under his arm when Franz enters the classroom?
a) A book.
b) An iron ruler.
c) A pointer.
d) A piece of chalk.
17. What is the atmosphere in the classroom like compared to other days?
a) Noisy
b) Quiet
c) Chaotic
d) Festive
18. What is Franz worried about being questioned on in class?
a) Geography
b) History
c) Mathematics
d) Participles
19. What does Franz consider doing instead of going to school?
a) Going to the town hall.
b) Spending the day outdoors.
c) Reading a book.
d) Helping Wachter.
20. What surprises Franz about the village people in the classroom?
a) They are wearing unusual clothing.
b) They are sitting quietly.
c) They are speaking loudly.
d) They are arguing.
21. What is the mood in the classroom when Franz arrives late?
a) Joyful
b) Tense
c) Anxious
d) Serene
22. What does Franz see outside the town hall?
a) A crowd.
b) A parade.
c) Prussian soldiers.
d) M. Hamel.
23. What does Wachter say to Franz as he hurries to school?
a) “Go faster, bub!”
b) “Take your time, Franz!”
c) “Stop running, Franz!”
d) “You’ll be late, Franz!”
24. What does M. Hamel say to Franz when he arrives at school?
a) “You’re late, Franz!”
b) “You’re just in time, Franz!”
c) “Go home, Franz!”
d) “We were waiting for you, Franz!”
25. Why does Franz dread going to school that morning?
a) He is afraid of M. Hamel.
b) He is worried about being late.
c) He wants to avoid learning participles.
d) He wants to play outside.
26. What does Franz see happening at the town hall?
a) A celebration.
b) A parade.
c) People reading the bulletin.
d) A political speech.
27. What is unusual about M. Hamel’s appearance when Franz arrives at school?
a) He is wearing a beautiful green coat.
b) He is wearing a frilled shirt.
c) He is wearing a little black silk cap.
d) All of the above.
28. Who is Wachter in the story?
a) The blacksmith.
b) The postmaster.
c) The mayor.
d) M. Hamel’s apprentice.
29. What does Franz see outside the town hall?
a) Prussian soldiers drilling.
b) A crowd reading the bulletin.
c) M. Hamel.
d) Wachter.
30. What does Franz see happening outside the town hall?
a) A parade.
b) Prussian soldiers drilling.
c) People reading the bulletin.
d) A political speech.
Answers- Set I:
- c) The Franco-Prussian War.
- c) Franz.
- d) Participles.
- b) Serene and quiet.
- d) All of the above.
- b) The emptiness of the back benches.
- a) He is worried about being scolded by M. Hamel.
- c) Former officials and elders.
- b) A primer.
- b) Sadness.
- a) A crowd reading the bulletin.
- a) Participles.
- b) Wachter.
- a) He has been running.
- a) Go to his place quickly.
- a) A book.
- b) Quiet.
- d) Participles.
- b) Spending the day outdoors.
- b) They are sitting quietly.
- b) Tense.
- a) A crowd.
- a) “Go faster, bub!”
- b) “You’re just in time, Franz!”
- d) He wants to play outside.
- c) People reading the bulletin.
- d) All of the above.
- a) The blacksmith.
- b) A crowd reading the bulletin.
- c) People reading the bulletin.
*****
Set II
1. In which year did the Franco-Prussian War take place?
a) 1789-1799
b) 1815-1818
c) 1870-1871
d) 1914-1918
2. What role does M. Hamel play in “The Last Lesson”?
a) He is a blacksmith.
b) He is a Prussian soldier.
c) He is the protagonist’s teacher.
d) He is the mayor of the village.
3. Why is the protagonist, Franz, afraid to go to school?
a) He is afraid of his classmates.
b) He is afraid of M. Hamel’s scolding.
c) He is afraid of the Prussian soldiers.
d) He is afraid of getting lost.
4. What topic does M. Hamel plan to question the students on?
a) Participles
b) Geography
c) Mathematics
d) History
5. What tempts Franz to skip school on the morning in question?
a) The warm weather and bright sunshine.
b) The delicious smell of freshly baked bread.
c) The sound of music coming from the village square.
d) The promise of a picnic in the woods.
6. What is the significance of the crowd gathered at the town hall?
a) They are celebrating a victory in battle.
b) They are protesting against the Prussian occupation.
c) They are waiting for the arrival of a visiting dignitary.
d) They are reading the latest bulletin with news updates.
7. Who calls out to Franz as he rushes past the town hall?
a) M. Hamel.
b) The blacksmith, Wachter.
c) Franz’s mother.
d) The village mayor.
8. What attire does M. Hamel wear that surprises Franz?
a) A blue overcoat.
b) A green coat and frilled shirt.
c) A military uniform.
d) A traditional Bavarian hat.
9. Who sits quietly on the back benches of the classroom?
a) Prussian soldiers.
b) Franz’s classmates.
c) Village people, including old Hauser and former officials.
d) M. Hamel’s family members.
10. What book does Hauser bring to the classroom?
a) A book of poems.
b) A novel by Victor Hugo.
c) An old primer.
d) A book of fairy tales.
11. What emotion do the villagers and Hauser display during M. Hamel’s final lesson?
a) Joy
b) Sadness
c) Anger
d) Excitement
12. What does M. Hamel hold under his arm as he walks up and down the classroom?
a) An iron ruler.
b) A stack of papers.
c) A walking stick.
d) A bouquet.
13. What surprises Franz the most about the classroom during M. Hamel’s final lesson?
a) The absence of his classmates.
b) The strange and solemn atmosphere.
c) The colourful decorations on the walls.
d) The presence of Prussian soldiers.
14. What is the colour of M. Hamel’s coat?
a) Blue
b) Green
c) Red
d) Black
15. What is the significance of M. Hamel wearing his embroidered cap?
a) It indicates that he is leaving for a trip.
b) It signals a special occasion or event.
c) It means that he is retiring.
d) It shows that he is promoting a new fashion trend.
16. Who is M. Hamel addressing when he says, “Go to your place quickly, little Franz”?
a) Franz’s father.
b) Franz’s mother.
c) Franz’s teacher.
d) Franz himself.
17. What does M. Hamel write on the blackboard at the end of the lesson?
a) “Vive La Prusse!”
b) “Long live education!”
c) “Vive La France!”
d) “Goodbye, students!”
18. What does Franz see Hauser holding during the lesson?
a) A book of poems.
b) A primer.
c) A bag of candy.
d) A stack of newspapers.
19. Who is Wachter in the story?
a) The mayor of the town.
b) The village blacksmith.
c) Franz’s teacher.
d) A Prussian soldier.
20. Why does Franz hurry to school?
a) He wants to avoid being scolded by M. Hamel.
b) He wants to join the Prussian soldiers in the field.
c) He wants to see the bulletin at the town hall.
d) He wants to meet his friends.
21. What does Franz notice about the classroom when he enters?
a) It is empty.
b) It is noisy.
c) It is solemn and quiet.
d) It is decorated with balloons.
22. What does M. Hamel do when Franz enters the classroom late?
a) He scolds Franz.
b) He ignores Franz.
c) He welcomes Franz kindly.
d) He asks Franz to leave.
23. Who does Franz see sitting quietly at the back of the classroom?
a) Prussian soldiers.
b) His classmates.
c) Village people, including Hauser and former officials.
d) M. Hamel’s family members.
24. What attire does M. Hamel wear during the final lesson?
a) His everyday clothes.
b) A military uniform.
c) A green coat, frilled shirt, and embroidered cap.
d) A black suit.
25. What does Hauser bring to the classroom?
a) A book of poetry.
b) A primer.
c) A bag of apples.
d) A map.
26. How do the villagers react during M. Hamel’s final lesson?
a) They laugh.
b) They cry.
c) They dance.
d) They clap.
27. What does M. Hamel write on the blackboard at the end of the lesson?
a) “Vive La Prusse!”
b) “Long live education!”
c) “Vive La France!”
d) “Goodbye, students!”
28. Who calls out to Franz as he rushes past the town hall?
a) M. Hamel.
b) The blacksmith, Wachter.
c) Franz’s mother.
d) The village mayor.
Answers- Set II:
- c) 1870-1871
- c) He is the protagonist’s teacher.
- b) He is afraid of M. Hamel’s scolding.
- a) Participles
- a) The warm weather and bright sunshine.
- d) They are reading the latest bulletin with news updates.
- b) The blacksmith, Wachter.
- b) A green coat and frilled shirt.
- c) Village people, including old Hauser and former officials.
- c) An old primer.
- b) Sadness
- a) An iron ruler.
- b) The strange and solemn atmosphere.
- b) Green
- b) It signals a special occasion or event.
- d) Franz himself.
- c) “Vive La France!”
- b) A primer.
- b) The village blacksmith.
- a) He wants to avoid being scolded by M. Hamel.
- c) It is solemn and quiet.
- c) He welcomes Franz kindly.
- c) Village people, including Hauser and former officials.
- c) A green coat, frilled shirt, and embroidered cap.
- b) A primer.
- b) They cry.
- c) “Vive La France!”
- b) The blacksmith, Wachter.
*****
Set III
1. What literary device is used in the phrase “It was all much more tempting than the rule for participles”?
a) Metaphor
b) Simile
c) Personification
d) Alliteration
2. What does the phrase “all our bad news had come from there” suggest about the town hall?
a) It is a place of celebration.
b) It is a source of negativity and distress.
c) It is a gathering spot for the community.
d) It is a symbol of hope and optimism.
3. What literary device is used in the phrase: “Then, from one thing to another, 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…”
a) Parallelism
b) Alliteration
c) Consonance
d) Personification
4. What does the phrase “I had counted on the commotion” suggest about the protagonist’s expectations?
a) He enjoys chaos and noise.
b) He relies on distractions to avoid attention.
c) He prefers a quiet environment for learning.
d) He is afraid of confrontations.
5. What literary device is used in the phrase “The only sound was the scratching of the pens over the paper”?
a) Metaphor
b) Onomatopoeia
c) Hyperbole
d) Personification
6. What does the phrase “M. Hamel walking up and down with his terrible iron ruler under his arm” suggest about the teacher?
a) He is intimidating and strict.
b) He is carefree and relaxed.
c) He needs to be more organised and focused.
d) He is friendly and approachable.
7. What literary device is used in the phrase “the whole school seemed so strange and solemn”?
a) Alliteration
b) Metaphor
c) Simile
d) Personification
8. What does the phrase “the village people sitting quietly like ourselves” imply about the atmosphere in the classroom?
a) It is tense and uncomfortable.
b) It is lively and energetic.
c) It is sombre and reflective.
d) It is chaotic and disorderly.
9. What literary device is used in the phrase “My books, that had seemed such a nuisance a while ago, so heavy to carry”?
a) Personification
b) Hyperbole
c) Metaphor
d) Irony
10. What does the phrase “Hauser had brought an old primer, thumbed at the edges” suggest about Hauser’s intentions?
a) He is nostalgic and sentimental.
b) He is eager to learn new things.
c) He is uninterested in education.
d) He is careless and negligent.
11. What literary device is used in the phrase “the teacher’s great ruler rapping on the table”?
a) Onomatopoeia
b) Hyperbole
c) Alliteration
d) Simile
12. What does the phrase “the opening and closing of desks” suggest about the classroom environment?
a) It is organised and disciplined.
b) It is chaotic and disorderly.
c) It is calm and peaceful.
d) It is energetic and lively.
13. What literary device is used in the phrase “his terrible iron ruler under his arm”?
a) Hyperbole
b) Personification
c) Metaphor
d) Simile
14. What does the phrase “I had to open the door and go in before everybody” reveal about the protagonist?
a) He is confident and assertive.
b) He is shy and apprehensive.
c) He is outgoing and friendly.
d) He is rebellious and defiant.
15. What literary device is used in the phrase “the little black silk cap, all embroidered”?
a) Alliteration
b) Imagery
c) Metaphor
d) Hyperbole
16. What does the phrase “the back benches that were always empty” suggest about the usual classroom arrangement?
a) Students prefer sitting in the back.
b) The classroom is often overcrowded.
c) The back benches are reserved for special occasions.
d) Attendance is typically low.
17. What literary device is used in the phrase “old Hauser, with his three-cornered hat”?
a) Alliteration
b) Hyperbole
c) Imagery
d) Metaphor
18. What does the phrase “Everybody looked sad” reveal about the mood of the scene?
a) It is cheerful and optimistic.
b) It is gloomy and sad.
c) It is tense and apprehensive.
d) It is celebratory and festive.
19. What literary device is used in the phrase “he held it open on his knees with his great spectacles lying across the pages”?
a) Hyperbole
b) Personification
c) Metaphor
d) Alliteration
20. What does the phrase “M. Hamel’s little garden” suggest about the teacher’s personality?
a) He is fond of nature and gardening.
b) He is meticulous and organised.
c) He values simplicity and humility.
d) He enjoys spending time outdoors.
21. What literary device is used in the phrase “the birds were chirping at the edge of the woods”?
a) Alliteration
b) Onomatopoeia
c) Metaphor
d) Personification
22. What does the phrase “the Prussian soldiers were drilling” suggest about the political context of the story?
a) The town is under military occupation.
b) The soldiers are preparing for battle.
c) The town is experiencing peace and stability.
d) The soldiers are training for a parade.
23. What literary device is used in the phrase “I had the strength to resist and hurried off to school”?
a) Alliteration
b) Hyperbole
c) Consonance
d) Personification
24. What does the story’s phrase “the bulletin board” symbolise?
a) It represents communication and information.
b) It symbolises community unity and cooperation.
c) It signifies government authority and control.
d) It represents education and knowledge.
25. What literary device is used in the phrase “the open field back of the sawmill”?
a) Alliteration
b) Metaphor
c) Imagery
d) Hyperbole
26. What does the phrase “it was all so still” suggest about the atmosphere in the classroom?
a) It is chaotic and noisy.
b) It is peaceful and quiet.
c) It is tense and uncomfortable.
d) It is lively and energetic.
27. What literary device is used in the phrase “the pigeons cooed very low”?
a) Onomatopoeia
b) Metaphor
c) Alliteration
d) Hyperbole
28. What does the phrase “the teacher’s great ruler rapping on the table,” symbolise in the classroom?
a) It signifies discipline and authority.
b) It represents creativity and innovation.
c) It symbolises unity and cooperation.
d) It signifies conflict and tension.
29.Which literary device is showcased in the following sentence: “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.”
a) Irony
b) Allusion
c) Hyperbole
d) Simile
30. What does the phrase “the village people sitting quietly like ourselves” imply about the atmosphere in the classroom?
a) It is tense and uncomfortable.
b) It is lively and energetic.
c) It is sombre and reflective.
d) It is chaotic and disorderly.
Answers- Set III:
- a) Metaphor
- b) It is a source of negativity and distress.
- a) Consonance
- b) He relies on distractions to avoid attention.
- c) Onomatopoeia
- a) He is intimidating and strict.
- b) Alliteration
- c) It is sombre and reflective.
- a) Hyperbole
- a) He is nostalgic and sentimental.
- a) Onomatopoeia
- b) It is chaotic and disorderly.
- d) Metaphor
- b) He is shy and apprehensive.
- d) Imagery
- c) The back benches are reserved for special occasions.
- d) Imagery
- b) It is gloomy and sad.
- b) Alliteration
- a) He is fond of nature and gardening.
- d) Onomatopoeia
- a) The town is under military occupation.
- a) Consonance
- a) It represents communication and information.
- c) Imagery
- b) It is peaceful and quiet.
- c) Onomatopoeia
- a) It signifies discipline and authority.
- d) Simile
- c) It is sombre and reflective.
*****
Set IV:
1. What event triggers the narrator’s realisation that it is their last French lesson?
a) The arrival of the new master.
b) M. Hamel’s announcement.
c) The appearance of the old men in the classroom.
d) The sound of the church bells.
2. What emotion does the narrator feel upon hearing it is their last French lesson?
a) Excitement
b) Relief
c) Sadness
d) Indifference
3. Why does the narrator regret not paying attention in class earlier?
a) They were busy seeking birds’ eggs.
b) They preferred going sliding on the Saar.
c) They should have prioritised their studies.
d) All of the above.
4. What does M. Hamel wear to signify the importance of the last lesson?
a) His usual attire.
b) Casual clothes.
c) His fine Sunday clothes.
d) A uniform.
5. Why do the older men sit quietly in the back of the room?
a) They are observing the students.
b) They are waiting for their turn to speak.
c) They are paying their respects to M. Hamel.
d) They are discussing the lesson.
6. What is the narrator’s initial reaction when called to recite?
a) Excitement
b) Fear
c) Confusion
d) Indifference
7. How does M. Hamel address the narrator after their recitation?
a) He scolds them for their mistakes.
b) He praises them for their effort.
c) He consoles them for feeling bad.
d) He ignores them completely.
8. What reason does M. Hamel give for the people of Alsace putting off learning?
a) Lack of interest.
b) Busy schedules.
c) Procrastination.
d) External pressures.
9. Why does M. Hamel blame himself for the students’ lack of learning?
a) He prioritised his interests over teaching.
b) He did not enforce strict discipline.
c) He allowed distractions during lessons.
d) All of the above.
10. According to M. Hamel, what is the significance of holding fast to one’s language?
a) It signifies cultural pride.
b) It serves as a form of resistance.
c) It acts as a key to freedom.
d) All of the above.
11. What surprises the narrator during M. Hamel’s lesson on the French language?
a) The complexity of the grammar.
b) The simplicity of the concepts.
c) M. Hamel’s patience and clarity.
d) The difficulty of the lesson.
12. Why does M. Hamel seem determined to impart as much knowledge as possible?
a) He wants to impress the students.
b) He fears for the future of French education.
c) He is leaving the country.
d) All of the above.
13. What is the narrator’s reaction to M. Hamel’s lesson on the French language?
a) Confusion
b) Boredom
c) Amazement
d) Indifference
14. What does M. Hamel use to teach the lesson?
a) A grammar book.
b) Flashcards.
c) Storytelling.
d) A projector.
15. What is the narrator’s feeling as they realise the importance of the French language?
a) Pride
b) Regret
c) Indifference
d) Excitement
16. How does M. Hamel feel about leaving his students his country?
a) Excited.
b) Indifferent.
c) Saddened.
d) Relieved.
17. What does M. Hamel’s last lesson convey the main message?
a) The importance of French culture.
b) The need for better education.
c) The consequences of procrastination.
d) All of the above.
18. How does the narrator feel about M. Hamel’s departure?
a) Happy
b) Sad
c) Indifferent
d) Relieved
19. What is the significance of the old men attending the last lesson?
a) They are observing the students.
b) They are waiting for their turn to speak.
c) They are paying their respects to M. Hamel.
d) They are discussing the lesson.
20. Why does M. Hamel blame himself for the students’ lack of learning?
a) He prioritised his interests over teaching.
b) He did not enforce strict discipline.
c) He allowed distractions during lessons.
d) All of the above.
21. According to M. Hamel, what is the significance of holding fast to one’s language?
a) It signifies cultural pride.
b) It serves as a form of resistance.
c) It acts as a key to freedom.
d) All of the above
22. What surprises the narrator during M. Hamel’s lesson on the French language?
a) The complexity of the grammar.
b) The simplicity of the concepts.
c) M. Hamel’s patience and clarity.
d) The difficulty of the lesson.
23. How does M. Hamel feel about leaving his students and country?
a) Excited
b) Indifferent
c) Saddened
d) Relieved
24. How does M. Hamel’s departure impact the narrator’s view of education?
a) They become more appreciative of their schooling.
b) They feel disillusioned and unmotivated.
c) They become determined to learn French.
d) They resent the system.
25. Why does the narrator feel sorry for themselves and their classmates?
a) They realise the importance of French education too late.
b) They regret not taking their studies seriously earlier.
c) They feel the weight of the impending changes.
d) All of the above.
26. How does the excerpt reflect the broader cultural identity and resistance themes?
a) Through M. Hamel’s dedication to teaching French.
b) Through the community’s solidarity in the face of change.
c) Through the narrator’s realisation of the importance of language.
d) All of the above.
27. What is the significance of the phrase “the order has come from Berlin” in the excerpt?
a) It signifies a change in the educational system.
b) It represents political control over the region.
c) It symbolises the influence of foreign powers.
d) All of the above.
28. What message does M. Hamel convey through his discussion about language and enslavement?
a) The importance of language in asserting cultural identity.
b) The necessity of learning multiple languages for communication.
c) The dangers of linguistic imperialism and cultural erasure.
d) The benefits of language proficiency for personal development.
29. What significance do the “fine Sunday clothes” worn by M. Hamel hold in the context of the last lesson?
a) It symbolises his formal attire for special occasions.
b) It represents his dedication to teaching and respect for the students.
c) It reflects the sombre mood of the classroom.
d) It signifies his readiness to leave the country.
30. What does the phrase “the lost battles, the draft, the orders of the commanding officer” suggest about the town’s recent history?
a) It has been a period of peace and prosperity.
b) It has been a time of political instability and conflict.
c) It has been marked by economic growth and development.
d) It has been characterised by cultural revival and celebration.
Answers- Set IV:
- b) M. Hamel’s announcement.
- c) Sadness
- d) All of the above.
- c) His fine Sunday clothes.
- c) They are paying their respects to M. Hamel.
- b) Fear
- b) He praises them for their effort.
- d) External pressures.
- d) All of the above.
- d) All of the above.
- b) The simplicity of the concepts.
- b) He fears for the future of French education.
- c) Amazement
- c) Storytelling.
- b) Regret
- c) Saddened.
- d) All of the above.
- b) Sad
- c) They are paying their respects to M. Hamel.
- d) All of the above.
- d) All of the above
- c) M. Hamel’s patience and clarity.
- c) Saddened
- a) They become more appreciative of their schooling.
- d) All of the above.
- d) All of the above.
- d) All of the above.
- c) The dangers of linguistic imperialism and cultural erasure.
- b) It represents his dedication to teaching and respect for the students.
- b) It has been a time of political instability and conflict.
*****
Set V
1. What literary device is used in the phrase “What a thunderclap these words were to me!”?
a) Metaphor
b) Simile
c) Personification
d) Hyperbole
2. What does the phrase “Oh, the wretches; that was what they had put up at the town-hall!” suggest about the protagonist’s feelings?
a) Excitement
b) Confusion
c) Anger
d) Sadness
3. What literary device is used in the phrase “My last French lesson! Why, I hardly knew how to write!”?
a) Metaphor
b) Hyperbole
c) Alliteration
d) Personification
4. What does the phrase “I must stop there, then!” imply about the protagonist’s attitude towards learning?
a) Eagerness
b) Resignation
c) Determination
d) Frustration
5. What literary device is used in the phrase “What would I not have given to be able to say that dreadful rule for the participle all through”?
a) Hyperbole
b) Metaphor
c) Irony
d) Alliteration
6. What does the phrase “made me forget all about his ruler and how cranky he was” reveal about the protagonist’s perspective on M. Hamel?
a) Admiration
b) Fear
c) Dislike
d) Indifference
7. What literary device is evident in the phrase “It was in honour of this last lesson that he had put on his fine Sunday clothes”?
a) Metaphor
b) Alliteration
c) Personification
d) Symbolism
8. What does the phrase “It was in honour of this last lesson that he had put on his fine Sunday clothes” suggest about M. Hamel’s intentions?
a) Indifference
b) Celebration
c) Resignation
d) Nostalgia
9. The phrase “It seemed almost as if the poor man wanted to give us all he knew before going away” primarily employs:
a) Personification
b) Hyperbole
c) Simile
d) Consonance
10. What does the phrase “It was their way of thanking our master for his forty years of faithful service” reveal about the villagers’ sentiments towards M. Hamel?
a) Gratitude
b) Indifference
c) Resentment
d) Dislike
11. What literary device is used in the phrase “Ah, that’s the great trouble with Alsace; she puts off learning till tomorrow”?
a) Alliteration
b) Personification
c) Hyperbole
d) Metaphor
12. What does the phrase “But I got mixed up on the first words and stood there, holding on to my desk” suggest about the protagonist’s confidence?
a) Confidence
b) Competence
c) Insecurity
d) Eagerness
13. What literary device is evident in the phrase “All he said seemed so easy, so easy!”?
a) Irony
b) Alliteration
c) Hyperbole
d) Metaphor
14. What does the phrase “Ah, that’s the great trouble with Alsace; she puts off learning till tomorrow” suggest about the protagonist’s region?
a) Eagerness for learning.
b) Procrastination.
c) Diligence.
d) Enthusiasm.
15. What literary device is used in the phrase “The order has come from Berlin to teach only German in the schools of Alsace and Lorraine”?
a) Allusion
b) Foreshadowing
c) Metonymy
d) Personification
16. What does the phrase “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” suggest about the importance of language?
a) Language as a tool of oppression.
b) Language as a symbol of freedom.
c) Language as a barrier to communication.
d) Language as a means of control.
17. What literary device is employed in the phrase “They preferred to put you to work on a farm or at the mills, so as to have a little more money”?
a) Metaphor
b) Alliteration
c) Irony
d) Parallelism
18. What does the phrase “to put it all into our heads at one stroke” suggest about M. Hamel’s teaching approach?
a) Gradual learning.
b) Rapid instruction.
c) Repetition.
d) Confusion.
19. Which expression reflects the protagonist’s regret for not attending his studies earlier?
a) “It was all much more tempting than the rule for participles”
b) “My last French lesson! Why, I hardly knew how to write!”
c) “My books, that had seemed such a nuisance a while ago”
d) “The birds were chirping at the edge of the woods”
20. What does the phrase “I was amazed to see how well I understood it” reveal about the protagonist’s learning experience?
a) Frustration
b) Confusion
c) Clarity
d) Difficulty
21. What expression does the narrator use to emphasise the sudden realisation of the significance of the bulletin board?
a) “What can be the matter now?”
b) “The lost battles, the draft, the orders of the commanding officer”
c) “All our bad news had come from there”
d) “I thought he was making fun of me”
22. What does the phrase “the order has come from Berlin to teach only German in the schools of Alsace and Lorraine” suggest about the political context of the story?
a) Cultural assimilation.
b) Linguistic diversity.
c) Educational reform.
d) National pride.
23. Which expression demonstrates the protagonist’s sorrow over the impending changes in language instruction?
a) “My last French lesson!”
b) “Oh, the wretches; that was what they had put up at the town-hall!”
c) “What a thunderclap these words were to me!”
d) “I should never learn any more!”
24. What does the phrase “Oh, the wretches; that was what they had put up at the town-hall!” reveal about the protagonist’s emotions?
a) Excitement
b) Sympathy
c) Anger
d) Indifference
25. What literary device is used in the phrase “I must stop there, then!”?
a) Metaphor
b) Hyperbole
c) Alliteration
d) Irony
26. What does the phrase “My books, that had seemed such a nuisance a while ago” suggest about the protagonist’s perspective?
a) Indifference
b) Nostalgia
c) Eagerness
d) Resentment
27. What expression conveys the teacher’s emotional connection to the schoolroom?
a) “It was so warm, so bright!”
b) “Poor man! It was in honour of this last lesson”
c) “The Prussian soldiers were drilling”
d) “I had to open the door and go in before everybody”
28. What does “Poor man!” imply about the protagonist’s feelings towards M. Hamel?
a) Pity
b) Admiration
c) Disgust
d) Indifference
29. Which expression signifies the conclusion of the school day and the teacher’s departure?
a) “The church-clock struck twelve”
b) “My friends,” said he, “I—I—”
c) “He made a gesture to us with his hand”
d) “School is dismissed — you may go”
30. What does the phrase “It was their way of thanking our master for his forty years of faithful service” reveal about the villagers’ sentiments towards M. Hamel?
a) Gratitude
b) Indifference
c) Resentment
d) Dislike
Answers- Set V:
- a) Metaphor
- c) Anger
- b) Hyperbole
- b) Resignation
- a) Hyperbole
- a) Admiration
- d) Symbolism
- b) Celebration
- d) Consonance
- a) Gratitude
- b) Personification
- c) Insecurity
- b) Alliteration
- b) Procrastination
- c) Metonymy
- b) Language as a symbol of freedom.
- d) Parallelism
- b) Rapid instruction.
- b) “My last French lesson! Why, I hardly knew how to write!”
- c) Clarity
- a) “What can be the matter now?”
- a) Cultural assimilation.
- a) “My last French lesson!”
- c) Anger
- d) Alliteration
- b) Nostalgia
- b) “Poor man! It was in honour of this last lesson”
- a) Pity
- d) “School is dismissed — you may go”
- a) Gratitude
*****
Set VI:
1. What lesson did the students have after grammar?
a) Math
b) Writing
c) Geography
d) Science
2. What did M. Hamel provide for the students during the writing lesson?
a) New desks.
b) New books.
c) New copies are written in beautiful handwriting.
d) New pencils.
3. What did M. Hamel write the copies about?
a) Germany
b) France
c) History
d) Geography
4. How did the copies written by M. Hamel appear in the classroom?
a) They were torn and wrinkled.
b) They were scattered on the floor.
c) They looked like little flags hanging from the desks.
d) They were stacked neatly on the teacher’s desk.
5. What sound filled the classroom during the writing lesson?
a) Chirping birds.
b) Scratching pens over paper.
c) Roaring engines.
d) Whistling wind.
6. What disrupted the writing lesson momentarily?
a) Flying pigeons.
b) Barking dogs.
c) Screeching brakes.
d) Buzzing bees.
7. How did the students react to the disruption during the writing lesson?
a) They ran out of the classroom.
b) They paid attention to the distraction.
c) They ignored the disturbance and continued writing.
d) They laughed and cried.
8. What was M. Hamel doing while the students were writing?
a) Reading a book.
b) Gazing out the window.
c) Writing on the blackboard.
d) Sitting motionless in his chair
9. How long had M. Hamel been teaching in the same place?
a) 10 years
b) 20 years
c) 30 years
d) 40 years
10. What was happening above M. Hamel’s classroom?
a) A party.
b) A concert.
c) A packing of trunks.
d) A renovation.
11. Why did M. Hamel leave the country?
a) Retirement.
b) A promotion.
c) War.
d) Illness.
12. What lesson did the students have after the writing lesson?
a) Math
b) History
c) Music
d) Science
13. What did the babies do after the history lesson?
a) Chanted letters.
b) Sang a song.
c) Played with toys.
d) Recited poetry.
14. Who was spelling letters with a primer at the back of the room?
a) M. Hamel
b) Old Hauser
c) The narrator
d) The babies
15. What emotion was Old Hauser experiencing while spelling letters?
a) Happiness
b) Confusion
c) Anger
d) Sadness
16. What sound coincided with the church clock striking twelve?
a) Trumpets of the Prussians
b) School bells
c) Church bells
d) Angelus
17. What did M. Hamel write on the blackboard before dismissing the class?
a) “Goodbye”
b) “Auf Wiedersehen”
c) “Vive La France!”
d) “Welcome”
18. How did M. Hamel dismiss the class?
a) He rang the bell.
b) He made a gesture with his hand.
c) He shouted.
d) He turned off the lights.
19. Why couldn’t M. Hamel continue speaking after standing up in his chair?
a) He needed to remember his lines.
b) He was interrupted by a student.
c) He was too emotional.
d) He lost his voice.
20. What gesture did M. Hamel make to dismiss the class?
a) He waved goodbye.
b) He pointed to the door.
c) He clapped his hands.
d) He made a gesture with his hand.
21. Which war is the setting for one of Alphonse Daudet’s notable stories?
a) World War I
b) Franco-Prussian War
c) American Civil War
d) World War II
22. In which region of France does “The Last Lesson” by Alphonse Daudet take place?
a) Normandy
b) Alsace and Lorraine
c) Provence
d) Brittany
23. What historical event is the backdrop for “The Last Lesson”?
a) French Revolution.
b) Industrial Revolution.
c) Renaissance.
d) Franco-Prussian War.
24. What language was mandated to be taught in the schools of Alsace and Lorraine in the story?
a) German
b) French
c) English
d) Russian
25. What significant change occurs in the educational system of Alsace and Lorraine in the story?
a) Introduction of new subjects.
b) Transition to online learning.
c) Mandate to teach only German.
d) Mandatory religious education.
26. Which character in “The Last Lesson” symbolises the struggle to preserve French identity?
a) M. Hamel
b) Franz
c) Wachter
d) Hauser
27. How does Alphonse Daudet convey the theme of loss in “The Last Lesson”?
a) Through joyful celebrations.
b) Through historical accounts.
c) Through nostalgic reminiscence.
d) Through futuristic projections.
28. How does “The Last Lesson” reflect the historical context of its time?
a) Through its depiction of space exploration.
b) Through its portrayal of modern technology.
c) Through its examination of political tensions and cultural assimilation.
d) Through its focus on religious themes.
29. How does the Prussian occupation impact the characters in “The Last Lesson”?
a) It brings them prosperity.
b) It instils a sense of fear and loss.
c) It leads to joyful celebrations.
d) It results in improved living conditions.
30. In the excerpt, what is the significance of the phrase “France, Alsace, France, Alsace”?
a) It represents a call for linguistic diversity.
b) It symbolises the division and conflict within the region.
c) It reflects the cultural assimilation enforced by the Prussian occupation.
d) It signifies the protagonist’s struggle to understand geography.
Answers- Set VI:
- c) Geography
- c) New copies are written in beautiful handwriting.
- b) France
- c) They looked like little flags hanging from the desks.
- b) Scratching pens over paper.
- c) Screeching brakes.
- c) They ignored the disturbance and continued writing.
- d) Sitting motionless in his chair
- d) 40 years
- c)A packing of trunks.
- c) War.
- a) Math
- a) Chanted letters.
- b) Old Hauser
- d) Sadness
- c) Church bells
- c) “Vive La France!”
- b) He made a gesture with his hand.
- c) He was too emotional.
- d) He made a gesture with his hand.
- b) Franco-Prussian War
- b) Alsace and Lorraine
- d) Franco-Prussian War.
- a) German
- c) Mandate to teach only German.
- a) M. Hamel
- c) Through nostalgic reminiscence.
- c) Through its examination of political tensions and cultural assimilation.
- b) It instils a sense of fear and loss.
- b) It symbolises the division and conflict within the region.
*****
Set VII
1. What literary device is used in the phrase “They looked like little flags floating everywhere in the school room”?
a) Simile
b) Metaphor
c) Personification
d) Alliteration
2. What does the phrase “They looked like little flags floating everywhere in the school room” suggest about the writing copies?
a) They were beautifully written.
b) They were colourful and vibrant.
c) They represented national pride.
d) They were fluttering in the air.
3. What literary device is used in the phrase “as if that was French, too”?
a) Irony
b) Hyperbole
c) Personification
d) Allusion
4. What does the phrase “as if that was French, too,” imply about the students’ perception of the activity?
a) They were passionate about French.
b) They were indifferent to the language.
c) They were trying to adapt.
d) They found comfort in familiarity.
5. What imagery is used to describe the written copies provided by M. Hamel?
a) “They looked like little flags floating everywhere in the school-room”
b) “The only sound was the scratching of the pens over the paper”
c) “Once some beetles flew in”
d) “On the roof the pigeons cooed very low”
6. What does the phrase “how everything looked in that little school room” suggest about M. Hamel’s feelings?
a) Nostalgia
b) Excitement
c) Indifference
d) Disgust
7. Which expression emphasises M. Hamel’s emotional attachment to the schoolroom?
a) “For forty years he had been there in the same place”
b) “How it must have broken his heart to leave it all”
c) “But he had the courage to hear every lesson to the very last”
d) “His voice trembled with emotion”
8. What does the phrase “the walnut trees in the garden were taller” symbolise?
a) Growth and change.
b) Stability and tradition.
c) Nostalgia and longing.
d) Nature and beauty.
9. Which expression reflects M. Hamel’s patriotic sentiment?
a) “At the same moment the trumpets of the Prussians”
b) “He wrote as large as he could — ‘Vive La France!'”
c) “Then he turned to the blackboard”
d) “School is dismissed — you may go
10. What does the phrase “to leave it all, poor man” reveal about M. Hamel’s emotional state?
a) Joy
b) Sorrow
c) Indifference
d) Excitement
11. What expression reflects the protagonist’s contemplation about the fate of the pigeons in the schoolroom?
a) “the scratching of the pens over the paper”
b) “the only sound was the scratching of the pens”
c) “Will they make them sing in German, even the pigeons?”
d) “how quiet it was”
12. What does the phrase “to hear every lesson to the very last” imply about M. Hamel’s dedication?
a) Indifference
b) Frustration
c) Resignation
d) Commitment
13. Which expression indicates M. Hamel’s attempt to memorise the details of the schoolroom?
a) “For forty years he had been there in the same place”
b) “sitting motionless in his chair”
c) “as if he wanted to fix in his mind just how everything looked”
d) “to hear his sister moving about in the room above”
14. What does the phrase “his voice trembled with emotion” suggest about old Hauser’s feelings?
a) Happiness
b) Sadness
c) Excitement
d) Indifference
15. What expression demonstrates M. Hamel’s emotional struggle while addressing the students?
a) “But something choked him”
b) “Then he turned to the blackboard”
c) “without a word, he made a gesture”
d) “he wrote as large as he could”
16. What does the phrase “the trumpets of the Prussians, returning from drill” imply about the setting?
a) Peaceful atmosphere.
b) Military presence.
c) Cultural celebration.
d) Political unrest.
17. What expression portrays the classroom atmosphere of focus and concentration?
a) “The only sound was the scratching of the pens over the paper”
b) “Once some beetles flew in”
c) “On the roof the pigeons cooed very low”
d) “Then the Angelus”
18. What does the phrase “M. Hamel stood up, very pale, in his chair” suggest about M. Hamel’s demeanour?
a) Confidence
b) Fear
c) Excitement
d) Indifference
19. Which phrase signifies the sense of nostalgia felt by the narrator?
a) “Then the Angelus”
b) “Once some beetles flew in”
c) “Ah, how well I remember it, that last lesson!”
d) “At the same moment the trumpets of the Prussians”
20. What does the phrase “But something choked him” suggest about M. Hamel’s emotional state?
a) Joy
b) Sadness
c) Excitement
d) Indifference
21. What does the phrase “bearing on with all his might” suggest about M. Hamel’s actions?
a) Determination
b) Indifference
c) Resignation
d) Confusion
22. What does the phrase “he wrote as large as he could” reveal about M. Hamel’s intention?
a) To make a bold statement.
b) To conserve chalk.
c) To save time.
d) To maintain order.
23. What does the phrase “Then he stopped and leaned his head against the wall” suggest about M. Hamel’s emotional state?
a) Fatigue
b) Anger
c) Happiness
d) Confusion
24. What does the phrase “he made a gesture to us with his hand” symbolise?
a) Gratitude
b) Acceptance
c) Farewell
d) Authority
25. What does the phrase “School is dismissed — you may go” signify in the context of the story?
a) Relief
b) Sadness
c) Finality
d) Indifference
26. What does the phrase “the church clock struck twelve” symbolise in the story?
a) End of an era.
b) New beginning.
c) Passing of time.
d) Symbol of authority.
27. What does the phrase “the trumpets of the Prussians… sounded under our windows” suggest about the atmosphere?
a) Peaceful
b) Chaotic
c) Tense
d) Joyful
28. What does the phrase “M. Hamel stood up, very pale, in his chair” reveal about M. Hamel’s emotional state?
a) Fear
b) Anger
c) Happiness
d) Indifference
29. What does the phrase “But something choked him” imply about M. Hamel’s speaking ability?
a) Emotional distress
b) Physical discomfort
c) Surprise
d) Joy
30. What does the phrase “He could not go on” suggest about M. Hamel’s state of mind?
a) Resignation
b) Determination
c) Confusion
d) Excitement
Answers- Set VII:
- a) Simile
- c) They represented national pride.
- a) Irony
- d) They found comfort in familiarity.
- a) “They looked like little flags floating everywhere in the school-room”
- a) Nostalgia
- a) “For forty years he had been there in the same place”
- c) Nostalgia and longing.
- b) “He wrote as large as he could — ‘Vive La France!'”
- b) Sorrow
- c) “Will they make them sing in German, even the pigeons?”
- d) Commitment
- c) “as if he wanted to fix in his mind just how everything looked”
- b) Sadness
- a) “But something choked him”
- b) Military presence.
- a) “The only sound was the scratching of the pens over the paper”
- b) Fear
- c) “Ah, how well I remember it, that last lesson!”
- b) Sadness
- a) Determination
- a) To make a bold statement.
- a) Fatigue
- c) Farewell
- c) Finality
- a) End of an era.
- c) Tense
- a) Fear
- a) Emotional distress
- a) Resignation
