Spoken English, Competitive Exams, Academic Study, Grammar Practice.

At English With A Di..., our Online Class service boasts a dedicated team with over 25 years of experience in English Language & Literature. We expertly cover English Grammar, Spoken English, literature (prose, poetry, and drama), and equip students for competitive exams like SSC, UPSC, Railways, and Banking. Additionally, we empower learners with public speaking skills and preparation for English Olympiad Exams, ensuring a comprehensive approach to mastering the language. Join us today for a transformative learning experience!

Decoding the Story with Insights & Important Questions for Board Exams 2026-27 Lesson Architecture Lesson Overview NCERT solution Competency Questions Board PYQs Lesson Overview Footprints Without Feet — H. G. Wells 1. Key Takeaways Griffin, a brilliant scientist, discovers a way to make the human body transparent and therefore invisible. He becomes invisible by swallowing rare drugs after conducting repeated experiments. Although scientifically brilliant, Griffin is lawless and irresponsible. He burns his landlord’s house when he is threatened with eviction. Being invisible does not make Griffin free; instead, it creates practical difficulties because he has no clothes, money or shelter. He enters a London store for warmth, steals clothes and food, and later robs a shopkeeper. At Drury Lane, he disguises himself with bandages, dark glasses, a false nose and whiskers, and attacks and robs the shopkeeper. At Iping, Mrs Hall considers him an eccentric scientist because of his strange appearance, behaviour and desire for solitude. Griffin misuses his invisibility to steal money, frighten people and escape from the law. His invisible presence causes the furniture in Mrs Hall’s room to appear haunted. When confronted, Griffin reveals himself as a headless-looking man and eventually escapes from the constable. Central message: Scientific discoveries become dangerous when intelligence is not accompanied by morality, responsibility and self-control. NCERT Solutions Think About It Q1. “Griffin was rather a lawless person.” Comment. Answer:Griffin was a brilliant scientist but a lawless and irresponsible person. When his landlord tried to evict him, he set fire to the house in revenge. Later, he stole clothes, food and money. He also attacked a shopkeeper and robbed him. His misuse of invisibility shows that he had little respect for law or morality. Q2. How would you assess Griffin as a scientist? Answer:Griffin was undoubtedly a highly talented and innovative scientist. He conducted repeated experiments and finally discovered how to make the human body transparent. However, his scientific brilliance was not matched by moral responsibility. Instead of using his discovery for the benefit of humanity, he used it for theft, violence and escape. Thus, Griffin was scientifically brilliant but ethically irresponsible. Talk About It Q1. Would you like to become invisible? What advantages and disadvantages do you foresee? Answer:Being invisible could have some advantages, such as moving unnoticed, observing situations secretly or escaping danger. However, it could also create serious problems. An invisible person might be tempted to misuse the power for theft, spying or harming others. Griffin’s experience shows that invisibility can lead to loneliness, lawlessness and fear. Therefore, I would not want to become invisible because such power requires exceptional responsibility and self-control. Q2. Are there forces around us that are invisible? What would the world be like if you could see them? Answer:Yes, many forces and forms of matter are invisible to the naked eye, such as magnetism, electricity and certain forms of radiation. If humans could see them, we would understand many natural processes more clearly. However, the world might also appear extremely complex and confusing because invisible forces are constantly operating around us. Such a change could greatly influence scientific research and our understanding of nature. Q3. What makes glass or water transparent? Do you think it would be scientifically possible for a man to become invisible? Answer:Glass and water appear transparent because they allow much of visible light to pass through them rather than strongly absorbing or scattering it. Complete human invisibility, as shown in the story, is much more complicated because the body interacts with light in many ways. Modern science has explored forms of camouflage and optical manipulation, but making a human completely invisible like Griffin remains beyond established science. Competency-Based Questions — Short Answer Q1. Scientific knowledge without moral responsibility can become dangerous. How does Griffin prove this? Answer Griffin’s discovery of invisibility demonstrates the danger of knowledge without ethics. Instead of using his invention responsibly, he commits theft, attacks people and escapes the law. His scientific brilliance becomes harmful because he lacks moral responsibility and self-control. Q2. How does Griffin’s invisibility become both an advantage and a problem for him? Answer Invisibility helps Griffin escape from people and the police and move without being noticed. However, it also leaves him without clothes, money and shelter. He has to steal to survive, while his strange actions create fear and suspicion among others. Q3. Why did Griffin’s footprints become visible even though he himself was invisible? Answer Griffin’s body had become transparent but remained solid. While walking barefoot, he stepped into mud, which stuck to his feet and left visible impressions on the ground. Thus, although his body could not be seen, his muddy footprints revealed his presence. Q4. What can Griffin’s behaviour teach modern scientists about scientific discoveries? Answer Griffin’s behaviour teaches that scientific discoveries must be guided by ethics. Knowledge alone does not guarantee positive outcomes. Scientists should consider how their inventions may affect society and use their knowledge responsibly rather than exploit discoveries for personal gain or harm. Q5. Why did the people at the inn believe that the room was haunted? Answer The people could not see Griffin, yet they heard strange sounds and saw furniture moving by itself. The hat attacked Mrs Hall and the chair pushed the couple out. Unable to understand the invisible scientist, they believed spirits or witchcraft were responsible. Competency-Based Questions — Long Answer Q1. “Griffin’s greatest weakness was not his scientific experiment but his misuse of it.” Discuss. Answer Griffin’s scientific achievement was remarkable because he successfully discovered how to make the human body transparent. He conducted repeated experiments and finally made himself invisible while remaining physically solid. However, his real weakness was his inability to use this discovery responsibly. He burned his landlord’s house in revenge, stole clothes and food, robbed a shopkeeper and later stole money from a clergyman’s house. He also used invisibility to escape the police rather than accept responsibility for his actions. Thus, the story shows that scientific intelligence without ethical values can become destructive. Griffin had extraordinary knowledge, but his lack of morality transformed a remarkable discovery into a means of committing crimes. Q2. Imagine that Griffin had used his discovery ethically. How could his invention have benefited society? Answer If Griffin had used his discovery ethically, invisibility could potentially have had valuable applications. Scientists might have explored it to improve understanding of light, transparency and the interaction between matter and the human body. It could perhaps have contributed to developments in medicine, scientific research or protective technology. Instead, Griffin used his discovery for personal survival and criminal activities. He stole clothes and food, robbed people and attacked a shopkeeper. His actions demonstrate how the same invention can produce very different consequences depending on the user’s values. Therefore, scientific progress should always be accompanied by ethical thinking, social responsibility and concern for human welfare. Griffin’s story reminds us that how knowledge is used is as important as acquiring it. Q3. How does the story establish that intelligence alone cannot make a person successful or admirable? Answer The story presents Griffin as an extremely intelligent scientist who succeeds in making the human body transparent. His repeated experiments demonstrate exceptional scientific ability. However, his intelligence does not make him admirable because he lacks moral discipline. He uses his extraordinary ability to burn property, steal money and clothes, attack a shopkeeper and frighten innocent people. His intelligence helps him escape difficult situations temporarily, but his irresponsible choices repeatedly create new problems. Even invisibility cannot protect him from suspicion and the law. The story therefore suggests that intelligence must be supported by character, empathy and responsibility. A truly successful person uses knowledge constructively rather than exploiting it for selfish or harmful purposes. Q4. “Power without responsibility can lead to misuse.” Explain this statement with reference to Griffin. Answer Griffin’s invisibility gives him extraordinary power because he can move without being seen and escape from people pursuing him. However, instead of using this power responsibly, he repeatedly misuses it. When his landlord tries to evict him, Griffin burns the house. Later, he enters a store secretly, takes clothes and food without paying, and sleeps there. At Drury Lane, he attacks a shopkeeper and steals his money. His invisibility therefore becomes a tool for crime rather than a useful scientific achievement. The story highlights an important lesson: having power or knowledge is not enough; responsible use of that power is essential. Without ethics and self-control, even a brilliant discovery can cause fear, harm and social disorder. Recommended Reading Poets & Pancakes A Roadside Stand

Study the words and Check your Understanding with Our Interactive Quiz

Lesson Contents Concept Videos Theme Story Sequence Decoding the Story NCERT Solution CBQ-Based MCQs Extract Questions Premium Section Concept Videos Geo-Political Context The Franco-Prussian War The Franco-Prussian War (1870–1871) was a major European conflict in which France fought Prussia and its German allies. Prussia, led politically by Otto von Bismarck, defeated France. The defeat resulted in France losing control of Alsace and Lorraine, which came under Prussian/German control. The war is thematically central to the story, not merely its historical setting. After the French districts of Alsace and Lorraine came under Prussian control, an order from Berlin required schools to teach German instead of French. Thus, the political conquest becomes a cultural and linguistic conquest. Franz and the villagers suddenly understand that their French language represents their identity, freedom and connection with their homeland. M. Hamel's statement that language can be the “key to their prison” captures the story's central idea: a conqueror may control territory, but preserving one's language helps preserve one's cultural identity. To understand The Last Lesson, it is useful to know what Prussia was and why it was powerful enough to defeat France. 1. What was Prussia? Prussia was a powerful German kingdom in the 19th century. It was not exactly the same thing as present-day Germany. At that time, the German-speaking lands were divided into a number of independent states. Prussia was the largest and most powerful of these German states. It gradually became the leading force behind the political unification of Germany. The NCERT text explains this in a simplified way: Prussia at the time consisted of territories corresponding broadly to present-day Germany, Poland and parts of Austria. 2. Who led Prussia? The most important political figure was Otto von Bismarck, the Prussian statesman. Bismarck wanted to bring the various German states together under Prussian leadership. Through diplomacy and warfare, Prussia gradually strengthened its position and eventually helped create a unified German Empire in 1871. 3. Why did Prussia fight France? The Franco-Prussian War (1870–1871) was fought between France and Prussia, supported by other German states. The conflict was part of the larger struggle over the balance of power in Europe and the emergence of a unified Germany. Prussia's military strength and organisation played a decisive role in the war. France was defeated, and Emperor Napoleon III was captured after the Battle of Sedan in 1870. The defeat severely weakened France. 4. What happened after France's defeat? This is particularly important for understanding The Last Lesson. After the war, Alsace and Lorraine were transferred from France to the newly unified German Empire. The people living there consequently came under German/Prussian authority Theme: The Last Lesson is set in the days of the Franco-Prussian War (1870-1871). Led by Bismarck, Prussia defeated France, and the French districts of Alsace and Lorraine passed into Prussian hands. The two protagonists of the story, M Hamel and Franz, belong to Alsace. M Hamel is a French language teacher at a school and Franz is one of his students. The Last Lesson is set in the days of the Franco-Prussian War (1870-1871). Led by France, and the French dBismarck, Prussia defeated istricts of Alsace and Lorraine passed into Prussian hands. The two protagonists of the story, M Hamel and Franz, belong to Alsace. M Hamel is a French language teacher at a school and Franz is one of his students. The lesson deals with the themes of patriotism and love for one’s mother tongue. The lesson also emphasizes on the importance of education in one’s mother tongue. The lesson focusses on the strength of mother tongue in uniting people during national crisis. M Hamel is a French language teacher at a school and Franz is one of his students. The story revolves around how the war dislodges people and make them custodians of colonialism. englishwithadifference.com Story Sequence Franz set off to school very late that morning. His French teacher, M Hamel, his French teacher, would question the class on participles. Poor Franz, having not learnt his lesson, was afraid of a scolding from his teacher. The chirping of birds and the marching of the Prussian soldiers was much more alluring than the rules of participles. However, Franz was able to fight the temptation and hurried off to school. On his way to school, Franz passed the town hall and noticed a crowd in front of the bulletin board As he was hurrying past, Wachter, the blacksmith, told him that there was plenty of time to reach the school. Franz thought that he was making fun of him and reached the school immediately. After reaching the school, Franz was utterly surprised to find a pin-drop silence.. Usually, when the school began, there would be a great commotion and activity. The classroom wear a deserted look like Sunday morning. Franz noticed that all of his classmates were already in their seats and M Hamel was walking up and down with his iron ruler under his arm. Unlike in the past days, instead of scolding him, M Hamel spoke very kindly to him and asked him to take his seat. M Hamel was wearing a special attire, which he wore only on special occasions. The whole school was so strange and a utter silence existed in the class. But what was surprising and confusing for Franz was that village people were seated quietly on the back benches. They all looked very disappointed. After reaching the school, Franz was utterly surprised to find a pin-drop silence.. Usually, when the school began, there would be a great commotion and activity. The classroom wear a deserted look like Sunday morning. Franz noticed that all of his classmates were already in their seats and M Hamel was walking up and down with his iron ruler under his arm. Unlike in the past days, instead of scolding him, M Hamel spoke very kindly to him and asked him to take his seat. M Hamel was wearing a special attire, which he wore only on special occasions. The whole school was so strange and a utter silence existed in the class. But what was surprising and confusing for Franz was that village people were seated quietly on the back benches. They all looked very disappointed. M. Hamel announced the class that it was their last French lesson. The order had come from Berlin to teach only German in the schools of Alsace and Lorraine. Therefore, it was his last class in the school that day. Franz was totally shocked by the sudden turn of events. He regretted not having learnt his lessons when there was still time. His books, which were a disturnbance to him, suddenly felt like old friends. He suddenly started respecting his teacher. The thought that M Hamel was going away and Franz would never see him again, made him forget all about how cranky M Hamel was. It was in honour of his ‘Last Lesson’ that he had put on his fine clothes, and the village people had gathered there to express their gratitude towards him, and to show their respect for their country and their language. When Franz was lost in his thought, he heard his name called out ; it was his turn to recite. But unfortunately, he got mixed up on the first words. M Hamel assured him that he would not scold him. He criticized the people of Alsace for their habit of postponing their learning for future. He blamed their parents for not taking interest in their studies. He also blamed himself for this. Often, he sent the students to water his plants or gave them a holiday when he had wanted to go fishing. M Hamel then highlighted on the French language. He called it the most beautiful, the clearest and the most logical language in the world. He requested the people of France to treasure their language. According to him, whenever the people of any nation are enslaved, as long as they have attachment to their language, it is as if they have the key to their prison. M Hamel taught them their last lesson from a grammar book. Franz was amazed to see how well he understood everything. Then they had a lesson in writing. Finally, they had a lesson in history. Eventually when church-clock struck twelve, M Hamel stood up. It was obvious that he had become choked with emotion as he could not speak. Then he turned to the blackboard and wrote in large handwriting,‘Vive La France!’ which means ‘long live France’. He then declared the class closed. englishwithadifference.com Word-Meanings with Their Context Words / Expressions Meaning Contextual explanation / significance dread Great fear or anxiety Franz is afraid that M. Hamel will scold him because he has not prepared his lesson on participles. Prussian soldiers Soldiers belonging to the Prussian army Franz sees them drilling near the school. Their presence reminds the reader that Alsace is now under Prussian control. participles A grammatical form of a verb Franz was expected to know participles for his lesson, but he had not studied them. His lack of preparation becomes ironic because this turns out to be his last French lesson. town hall The local government building Franz passes the town hall where the bulletin-board displays official news. It is associated with the bad news of the war and the new orders. the lost battles Battles that France had been defeated in These were among the painful pieces of war news displayed on the bulletin-board during the previous two years. the draft The compulsory recruitment of people into the army The draft was another consequence of the war and part of the distressing official news received by the villagers. commanding officer The military officer in charge The orders of the commanding officer were displayed along with other wartime information, showing the military control over everyday life. apprentice A person learning a trade under an experienced worker Wachter, the blacksmith, is accompanied by his apprentice while reading the bulletin. commotion Noisy activity and confusion Franz had hoped that the usual noisy activity at school would allow him to enter unnoticed because he was late. blushed Became red in the face, usually because of embarrassment Franz becomes embarrassed and frightened when he has to enter the unusually silent classroom in front of everyone. solemn Serious, quiet and emotionally heavy The normally ordinary classroom has become serious and sorrowful because everyone knows that this is the final French lesson. old Hauser An elderly villager, formerly a familiar member of the community His presence on the normally empty back bench shows how deeply the loss of French affects the entire village, not merely the schoolchildren. old primer An old elementary reading book Hauser brings his old French primer to the final lesson, showing his respect for the language and his regret at not having valued education enough earlier. thumbed at the edges Worn or made rough at the edges through repeated handling The condition of Hauser's primer suggests that it has been used frequently over a long period. It also evokes his attachment to his French education. Alsace and Lorraine French regions that had come under Prussian control after the war Their political transfer explains why French can no longer be taught in the schools. They are therefore central to the story's conflict between political conquest and cultural identity. thunderclap Something extremely shocking and unexpected M. Hamel's announcement that this is the last French lesson strikes Franz with the force of a sudden shock. It is a metaphor for his emotional reaction. wretches Miserable or cruel people Franz uses the word emotionally when he realises that the notice at the town hall announced the loss of his French lessons. His anger is directed at the circumstances of the conquest. seeking birds' eggs Looking for birds' eggs instead of studying Franz regrets wasting his earlier opportunities to learn because he now realises that his French education is being taken away. going sliding on the Saar Going skating/sliding on the Saar River Franz recalls the pleasures that distracted him from his studies. What once seemed enjoyable now becomes a source of regret because he has lost the opportunity to continue learning French. nuisance Something troublesome or annoying Franz had earlier considered his books and grammar a burden, but now he sees them as precious because he can no longer continue studying French. “Will they make them sing in German, even the pigeons?” A humorous but symbolic thought about forced cultural change Franz wonders whether even the natural sounds of the pigeons will somehow be forced into German. The thought expresses his anxiety about the extreme reach of linguistic domination. “Vive La France!” “Long live France!” M. Hamel's final words on the blackboard are an expression of patriotism, emotional resistance and attachment to France. They form the powerful conclusion of the story. Decoding the Story NCERT Solution 1.What was Franz expected to be prepared with for school that day? Ans: Franz was expected to be prepared with the rules of participles assigned to him by his French teacher, Mr. M. Hamel , for school that day. 2. What did Franz notice that was unusual about the school that day? Ans: Unlike other days in the school there was no bustle, no lessons repeated in unison. He could see his classmates being aready seated in their places. Mr. Hamel addressed Franz softly and asked him to go to his place very quickly. Mr. Hamel was dressed in his beautiful green coat, his frilled shirt and little black cap, which he normally wore on inspection days. The backbenches of the classroom were occupied by the village elders who looked very grave on that day. 3. What had been put up on the bulletin board? Ans: It had been put up on the bulletin board that as the French districts of Alsace and Lorraine have passed into Prussian hands, the order had come from Berlin to teach only Germans in the schools of Alsace and Lorraine in place of French from next day onwards. 4. What changes did the order from Berlin cause in school that day? Ans: Unlike other days, there was no commotion in the school and no lessons were repeated in unison. . The last benches, which on other days used to be empty, were occupied by the village elders. Mr. Hamel appeared to be kinder than usual and was dressed in his beautiful green coat, his frilled shirt and little black cap, which he normally wore on special occasions. 5. How did Franz’s feelings about M. Hamel and school change? Ans: Franz suddenly could find it very easy to understand everything that Mr. Hamel spoke. He listened all that Mr. Hamel spoke very carefully. Mr. Hamel too taught with infinite patience on that day. Franz developed sudden obsession for the school and developed interest for the school. 6. The people in this story suddenly realize how precious their language is to them. What show you this? Why does this happen? Ans: It shows the eruption of patriotic fervor among the people. The imposition of German language on the people of Alsace and Lorraine further strengthened their love for French. They felt that their freedom of expression in their motherland has been held in hostage by the Germans. This happens because people come together during time of identity crisis and try their utmost best to rescue their motherland and mother tongue from the aggressor. Their love for the country and their fellow countrymen suddenly get revamped during such emergency. 7. Faranz thinks, ‘Will they make them sing in German, even the pigeons?’ What could this mean? Ans: This sentence could possibly mean that whatsoever hard the imperial power tries to impose their culture on the French, the French would hold fast to their language and remain loyal to it. As they cannot tame a pigeon to sing in German, so it would be very hard for them to embed the German language in the lives of the people of Alsace and Lorraine. Q8. How did M. Hamel say farewell to his students and the people of the town? Ans: M. Halmel bade farewell in a solemn and grave manner. He declared in the class that as the Province of Alsace and Lorraine passed off into the hands of Germans, it was their last French lesson on that day. From the next day onwards, Germany would be taught in the schools of Alsace and Lorraine. He requested the class to treasure French in their heart as language is the key to the prison of imperial power. Q9. Who did M. Hamel blame for the neglect of learning on the part of boys like Franz? Ans: M. Hamel held both parents and children for dereliction of learning on the part of Franz. He blamed parents for delegating work to their wards to earn money instead of going to school. He even blamed himself for delegating the work of watering his plants or declaring holidays for children whenever he wanted to go fishing. Q10. What words did M. Hamel write on the board before dismissing the last class? What did they mean? Ans: M. Hamel wrote ‘Vive La France’, which means ‘Long Live France’. These words describe his unflinching faith and profound love for his motherland. He was undergoing the waves of patriotic fervor while writing these words on the blackboard. englishwithadifference.com CBE-Based MCQ 1. ‘‘I had counted on the commotion to get to my desk without being seen.’’ In the light of Franz’s statement select the option that rightly brings out his intention. (a) He tried to avoid friends. (b) He tried to cheat his teacher M. Hamel. (c) He did not want to face the villagers in the class. (d) He wanted to escape M. Hamel’s scolding. [CBSE Term-1 2021] Ans. (d) He wanted to escape M. Hamel’s scolding. Explanation: By the statement, Franz indicates that whenever he gets late for the class, he always tries to get to his desk without his teacher, M. Hamel noticing him so that Franz may not get scolded. Hence, (d) is the right answer. 2. "There was usually great bustle and noise when school began, but it was all very quiet". Which of the following describes Franz’s emotions most accurately? (a) Shock and awe (b) Disappointment and anxiety (c) Confusion and distress (d) Curiosity and uncertainty [CBSE Question Bank 2021] Ans. (b) Disappointment and anxiety Explanation: Franz was anxious because the school was quiet and disappointed because he wouldn’t be able to sneak in. Hence, this proves that option (b) is the correct answer. 3. “I never saw him look so tall”. Which of the following best captures M. Hamel on the last day of school? (a) Cranky, miserable, dedicated, resigned (b) Patient, dignified, emotional, courageous (c) Calm, nostalgic, disappointed, patriotic (d) Proud, reproachful, persistent, heroic [CBSE Question Bank 2021] Ans. (b) Patient, dignified, emotional, courageous Explanation: M. Hamel was showing his patience and dignity while he was in his last class. He was dignified in his responses and showed courage till the end when he became emotional. Hence, option (b) is the correct answer. 4. On his way to school, Franz says that he had the strength to resist and chose to hurry off to school. The underlined phrase suggests that Franz was: [CBSE Term-1 SQP 2021] (a) hesitant (b) threatened (c) tempted (d) repentant Ans: (C) tempted. 5. Read the extract given below and answer the questions that follow: Poor man! It was in honour of this last lesson that he had put on his fine Sunday clothes, and now I understood why the old men of the village were sitting there in the back of the room. It was because they were sorry, too, that they had not gone to school more. It was their way of thanking our master for his forty years of faithful service and of showing their respect for the country that was theirs no more. (i) Why does the narrator refer to M. Hamel as ‘Poor man!’? (a) He empathises with M. Hamel as he had to leave the village. (b) He believes that M. Hamel’s “fine Sunday clothes” clearly reflected that he was not rich. (c) He feels sorry for M. Hamel as it was his last French lesson. (d) He thinks that M. Hamel’s patriotism and sense of duty resulted in his poverty. Ans (c) He feels sorry for M. Hamel as it was his last French lesson. (ii) Which of the following idioms might describe the villagers’ act of attending the last lesson most accurately? (a) ‘Too good to miss’ (b) ‘Too little, too late’ (c) ‘Too many cooks spoil the broth’ (d) ‘Too cool for school’ Ans: (b) ‘Too little, too late’ (iii) Choose the option that might raise a question about M. Hamel’s “faithful service”. (a) When Franz came late, M. Hamel told him that he was about to begin class without him. (b) Franz mentioned how cranky M. Hamel was and his “great ruler rapping on the table”. (c) M. Hamel often sent students to water his flowers, and gave a holiday when he wanted to go fishing. (d) M. Hamel permitted villagers to put their children “to work on a farm or at the mills” for some extra money. Ans: (c) M. Hamel often sent students to water his flowers, and gave a holiday when he wanted to go fishing. (iv) Choose the option that most appropriately fills in the blanks, for the following description of the given extract. The villagers and their children sat in class, forging with their old master a .......... (i) .......... togetherness. In that moment, the class room stood .......... (ii) ........... It was France itself, and the last French lesson a desperate hope to .......... (iii) .......... to the remnants of what they had known and taken for granted. Their own .......... (iv) ........... (a) (i) graceful; (ii) still; (iii) hang on; (iv) country (b) (i) bygone; (ii) up; (iii) keep on; (iv) education (c) (i) beautiful; (ii) mesmerised; (iii) carry on; (iv) unity (d) (i) forgotten; (ii) transformed; (iii) hold on; (iv) identity [CBSE Question Bank 2021] Extract Questions Extract 1 Read the following extracts and answer the questions for any one of the given two, (a) or (b): (a) 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. (The Last Lesson) (i) List two sensory details present in the extract. (ii) Why is the narrator tempted to spend the day out of doors? (iii) Complete the sentence appropriately. I hurried off to school resisting ________ (iv) Why does the narrator want to bunk school? (A) He doesn't like the teachers. (B) He doesn't like his classmates. (C) He wasn't prepared for the test on participles. (D) He had forgotten to complete his homework. (v) Which trait of the protagonist is revealed in the sentence 'I had the strength to resist'? (A) sincerity (C) bravery (B) determination (D) kindness (vi) Which of the following headlines best suggests the central idea of the extract? (A) The Drilling of Prussian Soldiers (B) The Rule of Participles (C) Strength to Resist (D) Out of Doors Answer Key (i) List two sensory details present in the extract. - Warm and bright weather - Birds chirping at the edge of the woods (ii) Why is the narrator tempted to spend the day out of doors? - The narrator is tempted because of the pleasant weather, the chirping birds, and the sight of Prussian soldiers drilling in the open field. (iii) Complete the sentence appropriately. I hurried off to school resisting the temptation to skip the day and enjoy the outdoors. (iv) Why does the narrator want to bunk school? (C) He wasn't prepared for the test on participles. (v) Which trait of the protagonist is revealed in the sentence 'I had the strength to resist'? (B) determination (vi) Which of the following headlines best suggests the central idea of the extract? (D) Out of Doors Extract 2 When I passed the town hall there was a crowd in front of the bulletin-board. For the last two years all our bad news had come from there — the lost battles, the draft, the orders of the commanding officer — and I thought to myself, without stopping, “What can be the matter now?” Then, as I hurried by as fast as I could go, the blacksmith, Wachter, who was there, with his apprentice, reading the bulletin, called after me, “Don’t go so fast, bub; you’ll get to your school in plenty of time!” (i) What was the scene like when the narrator passed by the town hall? (ii) What kind of news had been regularly posted on the bulletin-board for the last two years? (iii) How does the narrator feel about the crowd and the bulletin-board as he passes by? (iv) Why does the blacksmith, Wachter, call out to the narrator as he hurries past? (A) To ask for directions (B) To warn him about running too fast (C) To offer him a job (D) To share news from the bulletin-board (v) Which of the following describes the blacksmith's apprentice? (A) Reading the bulletin with the blacksmith (B) Running errands (C) Repairing a wagon (D) Not mentioned in the extract (vi) What is the narrator's immediate concern as he passes by the town hall? (A) Getting to school on time (B) Avoiding the crowd in front of the bulletin-board (C) Finding out the latest news from the bulletin-board (D) Chatting with the blacksmith and his apprentice Answer Key (i) What was the scene like when the narrator passed by the town hall? Ans: The scene was crowded in front of the bulletin-board. (ii) What kind of news had been regularly posted on the bulletin-board for the last two years? Ans: The bulletin-board regularly posted bad news such as lost battles, drafts, and orders from the commanding officer. (iii) How does the narrator feel about the crowd and the bulletin-board as he passes by? Ans: The narrator wonders about the matter on the bulletin-board but hurries past without stopping. (iv) Why does the blacksmith, Wachter, call out to the narrator as he hurries past? Ans: (B) To warn him about running too fast (v) Which of the following describes the blacksmith's apprentice? Ans: (A) Reading the bulletin with the blacksmith (vi) What is the narrator's immediate concern as he passes by the town hall? Ans: (A) Getting to school on time Extract 3 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.” What a thunderclap these words were to me! (i) What announcement does M. Hamel make to the students? (ii) What is the reason behind M. Hamel's announcement? (iii) How does the narrator feel upon hearing M. Hamel's words? (iv) Why does the narrator describe M. Hamel's announcement as a "thunderclap"? (A) Because it was loud (B) Because it was unexpected and shocking (C) Because it was exciting (D) Because it was unclear (v) What change is expected to happen in the schools of Alsace and Lorraine according to M. Hamel's announcement? (A) Teaching only German (B) Teaching only French (C) Teaching both German and French (D) No change in the language of instruction (vi) What tone does M. Hamel use to deliver the announcement? (A) Cheerful (B) Serious and gentle (C) Angry (D) Jovial Answer Key (i) What announcement does M. Hamel make to the students? Ans: M. Hamel announces that it is the last lesson he will give them because the order has come from Berlin to teach only German in the schools of Alsace and Lorraine. (ii) What is the reason behind M. Hamel's announcement? Ans: The reason behind M. Hamel's announcement is the order from Berlin to teach only German in the schools of Alsace and Lorraine. (iii) How does the narrator feel upon hearing M. Hamel's words? Ans: The narrator feels shocked and surprised upon hearing M. Hamel's words. (iv) Why does the narrator describe M. Hamel's announcement as a "thunderclap"? Ans : (B) Because it was unexpected and shocking (v) What change is expected to happen in the schools of Alsace and Lorraine according to M. Hamel's announcement? Ans: (A) Teaching only German (vi) What tone does M. Hamel use to deliver the announcement? (B) Serious and gentle PREMIUM SECTION Buy Printable PDFs of all our Worksheets & PYQs HERE Key Features CBQs Short & Long Question-Answers Printable PDFs of our Worksheets. Reading Skill Worksheets Writing Skill Tips Solution of all Previous Year Questions (PYQs) Important Paragraph Explained in Easy English Chat/Mail Support Important Paragraph Explained Teacher's Video Resources <<<<<<<<<<<<<<<<<<<<<<<<<<<<<<<< End >>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>>

Item List

At English with a Difference, Learn English Speaking quickly at home with free NCERT English solutions. Effortlessly master English with competency-based CBSE questions & answers. Get English for SSC Bank Railways and more. Speak English without Fear. Enhance your language skills with English With A Difference. Our interactive courses cater to all levels, from beginners to advanced learners. Join us today and embark on a journey to fluency. Start Learning Now English Grammar Check out our best grammar lessons and practice to improve your skills. Read More Spoken English Your interactive skill will now get a shot in the arms. You shall stand noticed among the crowd with your prowess in Spoken English. Read More Competitive Exams Preparation strategies for English Olympiad , TOEFL, IELTS, SSC, UPSC Exams. Read More School Classes Theme, Text Explanation, NCERT Solutions , HOTS and Value Based Questions for school classes Read More Let new lessons come to you. First Name Email Code Phone Class * 10 12 other I would like to receive exam materials on email & WhatsApp (We never call) Subscribe Thanks for submitting! Join WhatsApp Channel, get important updates. Join Our Plans Discover the right guidance for your success, whether you are looking for school classes, boards, or personal mentorship. Best Value Class X Solution to English CB Questions ₹399 ₹ 399 This plan gives access to answers of all Competency Based Questions of Class X Valid for 24 months Select Important Short & Long Questions from Important Lessons Extract Based CB Questions Best Value Personal Mentorship ₹1,499 ₹ 1,499 On-demand Queries Resolution, Important Questions for Board Exams, Competency Based Questions, Concept Videos, Podcasts , Personal Call etc. Valid for 10 months Select Personal Mentorship on Call Concept Videos Competency Based Questions & Answers Writing Skill Full Syllabus Reading Skill Practice Worksheet with Solution Extract Based Literature Questions Podcast on Difficult concepts Best Value CBE Questions with Answers ( Class XII) ₹399 ₹ 399 Support Us for Exclusive Content Valid for 36 months Select Includes "English CBE Questions: CBSE Class 12 Buy Printable PDFs Buy Worksheets, Sample papers, Previous-year papers, and more, all at a low one-time cost. Featured: For 2026 Board exam Shop All New Arrival From the Diary of Anne Frank Price ₹50.00 1+1 Discount of 10% on all purchases above 139 INR Add to Cart New Arrival Amanda Lesson Plan Price ₹30.00 1+1 Discount of 10% on all purchases above 139 INR Add to Cart New Arrival The Ball Poem Lesson Plan Price ₹0.00 1+1 Discount of 10% on all purchases above 139 INR Add to Cart New Arrival How to Tell Wild Animals Lesson Plan Price ₹30.00 1+1 Discount of 10% on all purchases above 139 INR Add to Cart New Arrival PDF Grammar Worksheets with Solution Price ₹150.00 1+1 Discount of 10% on all purchases above 139 INR Add to Cart New Arrival Sample Papers| English |Class X Regular Price ₹199.00 Sale Price ₹151.00 1+1 Discount of 10% on all purchases above 139 INR Add to Cart New Arrival Flamingo & Vistas (Full Syllabus) Regular Price ₹450.00 Sale Price ₹399.00 1+1 Discount of 10% on all purchases above 139 INR Add to Cart Flamingo Prose Board PYQs | English | Class XII Regular Price ₹251.00 Sale Price ₹211.00 1+1 Discount of 10% on all purchases above 139 INR Add to Cart Chapter-wise Vistas Previous-Year Board Exam Questions: Class XII Regular Price ₹199.00 Sale Price ₹151.00 1+1 Discount of 10% on all purchases above 139 INR Add to Cart New Poetry PYQs | English Core | Class 12 Regular Price ₹251.00 Sale Price ₹211.00 1+1 Discount of 10% on all purchases above 139 INR Add to Cart Our ReadingWorksheet PDFs Regular Price ₹299.00 Sale Price ₹259.00 1+1 Discount of 10% on all purchases above 139 INR Add to Cart New CBQs Solution | Class XII | English Price ₹399.00 1+1 Discount of 10% on all purchases above 139 INR Add to Cart Analytical Paragraph Writing | Class X Regular Price ₹99.00 Sale Price ₹59.00 1+1 Discount of 10% on all purchases above 139 INR Add to Cart English PYQs | Prose | Class X CBSE Regular Price ₹199.00 Sale Price ₹171.00 1+1 Discount of 10% on all purchases above 139 INR Add to Cart New Grammar Worksheets | Class X | CBQs Price ₹51.00 1+1 Discount of 10% on all purchases above 139 INR Add to Cart New Reading Worksheets, Class XII Price ₹49.00 1+1 Discount of 10% on all purchases above 139 INR Add to Cart Featured | Never be shy to speak English again Fluent English⭐ A 7 day step-by-step guide to level up your English speaking skills. I want to speak fluently

Chapter-wise Test: The Last Lesson {{question}} {{option}} Select Multiple {{option}} {{question}} {{option}} Select Multiple {{option}} {{question}} {{option}} Select Multiple {{option}} Submit to see score Your Score:

Dive into this Practice Test featuring **Extract-Based Competency Questions** from Class 12 Literature. Sharpen your critical thinking, inference skills, and interpretation of themes and characters—all in one go!