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LAST LESSON

The document is an assignment for students at Maxfort School Rohini, focusing on competency-based questions related to the story 'The Last Lesson.' It includes sentence completion tasks and true or false questions that assess understanding of themes, literary techniques, and character emotions in the narrative. The assignment encourages critical thinking about language, culture, and education.

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jahnavigupta2009
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200 views2 pages

LAST LESSON

The document is an assignment for students at Maxfort School Rohini, focusing on competency-based questions related to the story 'The Last Lesson.' It includes sentence completion tasks and true or false questions that assess understanding of themes, literary techniques, and character emotions in the narrative. The assignment encourages critical thinking about language, culture, and education.

Uploaded by

jahnavigupta2009
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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MAXFORT SCHOOL ROHINI

ASSIGNMENT
COMPETENCY BASED QUESTIONS
THE LAST LESSON
COMPLETE THE SENTENCE
1. Franz’s initial reluctance to go to school and his thought of running away show his
dislike for studies and his attraction to …………………………
2. The unusual quietness in the school and M. Hamel’s formal attire indicate the
……………… of the day’s events.
3. The presence of village elders in the classroom, an uncommon occurrence,
demonstrates their …………….. for the French language and culture.
4. M. Hamel’s criticism of Alsace, saying it “puts off learning till tomorrow,” highlights
the region’s tendency towards ………………
5. The narrator’s sudden change in attitude towards his books, from seeing them as a
nuisance to viewing them as old friends, reflects his growing ……………………
6. M. Hamel’s statement about holding fast to one’s language being like having a key to
their prison emphasizes the importance of language in preserving ………………….
7. The description of the writing lesson, with phrases like ‘France, Alsace’ looking like
little flags, symbolizes the ………. of the French language.
8. The details about the hopvine M. Hamel planted himself twining to the roof
illustrates the teacher’s ………… to the school.
9. Old Hauser’s emotional spelling lesson at the back of the room represents the
villagers’ …………………. For their missed educational opportunities.
10.M. Hamel’s final act of writing “Vive La France” on the blackboard serves as a
powerful …………… in the face of cultural oppression.
True of False
1. The phrase “What a thunderclap these words were to me!” uses the same literary
technique as “It was so warm, so bright!”
2. The statement “My books, that had seemed such a nuisance a while ago, were old
friends now” employs the same literary device as “The birds were chirping at the
edge of the woods.”
3. The phrase “holding on to my desk, my heart beating” uses the same literary
technique as “the scratching of the pens over the paper.”
4. The expression “puts off learning till tomorrow” employs the same literary device as
“have the key to their prison.”
5. The phrase “They looked like little flags floating everywhere” uses the same literary
technique as “bearing on with all his might.”
6. The statement “For forty years he had been there in the same place” employs the
same literary device as “the hopvine that he had planted himself twined about the
windows.”
7. The phrase “Don’t go so fast, bub” uses the same literary technique as “Go to your
place quickly, little Franz.”
8. The expression “I’ve plenty of time” employs the same literary device as “Now those
fellow out there will have the right to say to you.”
9. The phrase “the most beautiful language in the world” uses the same literary
technique as “the clearest, the most logical.”
10.The statement “Will they make them sing in German, even the pegeons?” employs
the same literary device as “Vive La France!”

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