NCERT Solutions
for Class 12 English Flamingo
Chapter 1 The Last Lesson by Alphonse Daudet
Updated
Syllabus for 2024-2025 Exams
Q.1 What was Franz expected to be prepared
with for school that day?
Answer:
Franz was expected to be prepared with the rules of participles for school that
day. However, he hadn’t learned them and was in great dread of being scolded by
M. Hamel.
Q.2 What did Franz notice that was unusual
about the school that day?
Answer:
Franz noticed that the school was unusually quiet that day, more like a Sunday
morning. There was no commotion, no opening and closing of desks, and no
repeated lessons in unison as was typical.
Q.3 What had been put up on the
bulletin-board?
Answer:
On the bulletin-board, the news was posted that only German would be taught in
the schools of Alsace and Lorraine from then on. This order had come from
Berlin, signaling that this would be the last French lesson.
Q.4 What changes did the order from Berlin
cause in school that day?
Answer:
The order from Berlin caused a solemn atmosphere in the school. It was M.
Hamel’s last lesson, and the village elders, who regretted not having learned French
properly, were present in the classroom. The students and villagers realized
the importance of their language as they would now be taught in German.
Q.5 How did Franz’s feelings about M.
Hamel and school change?
Answer:
Franz, who once thought of M. Hamel as cranky and found his lessons burdensome,
suddenly developed respect and admiration for him. He regretted not learning
more and became conscious of the value of both the French language and M.
Hamel’s teachings. He felt a deep sorrow about M. Hamel’s departure and the
loss of their language.
Understanding
the Text:
Q.1 The people in this story suddenly
realize how precious their language is to them. What shows you this? Why does
this happen?
Answer:
The villagers and students, who once neglected learning their own language,
realized how precious it was when they were about to lose the opportunity to
learn it. The presence of village elders at the back of the classroom and their
sadness reflected this realization. This happened because of the order that
mandated German to be taught in place of French, making them realize the
importance of their identity and language.
Q.2 Franz thinks, “Will they make them
sing in German, even the pigeons?” What could this mean?
Answer:
This statement by Franz reflects his deep resentment and frustration toward the
loss of the French language. It suggests his fear that the invaders will force
everything, even the most natural aspects of life, like the birds, to conform
to their language and culture, symbolizing complete domination.
Talking About
the Text:
Q.1 “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.” Can you think of examples in history where a conquered people had
their language taken away from them or had a language imposed on them?
Answer:
Throughout history, many conquered peoples have had their language taken away
or had a new language imposed on them. For example:
- In India, during British
colonization, English was imposed as the language of administration and
education, which marginalized local languages. - In Ireland, the Irish language
(Gaelic) was suppressed by British rulers who imposed English as the
dominant language. - Indigenous people in various parts
of the world, like in North America and Australia, were forced to abandon their
native languages and adopt English as part of colonial policies.
In all these
cases, the imposition of a foreign language was seen as a tool to suppress
cultural identity and assert control over the population.
Q.2 What happens to a linguistic minority
in a state? How do you think they can keep their language alive? For example:
Punjabis in Bangalore, Tamilians in Mumbai, Kannadigas in Delhi, Gujaratis in
Kolkata.
Answer:
A linguistic minority in a state often faces challenges in preserving their
language, as they are surrounded by speakers of the dominant language. They
might experience pressure to assimilate and adopt the majority language in
order to fit into the socio-economic environment. However, they can keep their
language alive by:
- Speaking their language at home
and within their community. - Setting up language schools or
cultural centers. - Organizing cultural events that
promote the language. - Using media like radio,
television, and social networks in their language. - Encouraging the younger generation
to learn and take pride in their language.
By maintaining
strong community ties and valuing their language, linguistic minorities can
preserve their cultural identity.
Q.3 Is it possible to carry pride in one’s
language too far? Do you know what ‘linguistic chauvinism’ means?
Answer:
Yes, it is possible to carry pride in one’s language too far, which can lead to
‘linguistic chauvinism.’ Linguistic chauvinism is the belief that one’s
language is superior to others and that people who speak different languages
should adopt the “superior” language. This kind of attitude can
result in discrimination, cultural insensitivity, and conflicts between
linguistic groups. For example, imposing one language on diverse linguistic communities
can suppress other languages and create resentment among those communities.
Working with
Words:
Q.1 English is a language that contains
words from many other languages. This inclusiveness is one of the reasons it is
now a world language. Find out the origins of the following words:
- tycoon – Japanese
- barbecue – Spanish/Caribbean (from Taino)
- zero – Arabic
- tulip – Turkish
- veranda – Portuguese
- ski – Norwegian
- logo – Greek
- robot – Czech
- trek – Dutch
- bandicoot – Telugu
Q.2 Notice the underlined words in these
sentences and tick the option that best explains their meaning:
(a) “What a
thunderclap these words were to me!”
The words were:
(ii) startling and unexpected.
(b) “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.”
It is as if they have the key to the prison as long as they:
(i) do not lose their language.
(c) Don’t go so
fast, you will get to your school in plenty of time.
You will get to your school:
(iii) early enough.
(d) I never saw
him look so tall.
M. Hamel:
(b) seemed very confident.
Noticing Form:
Pick out five
sentences from the story with the past perfect form of the verb and say why
this form has been used.
Answer:
- M. Hamel had said that he would
question us on participles.
This is used to indicate that M. Hamel had mentioned the participle lesson
earlier in time before Franz went to school. - I had counted on the commotion to
get to my desk without being seen.
This shows that Franz had anticipated something before arriving at school. - The Prussians had put up the
notice in the town hall.
The event of putting up the notice happened before Franz saw it. - The villagers had come to show
respect to M. Hamel.
This indicates an action that had occurred before the current moment in
the story. - I had never listened so carefully
before.
This shows a reflection of past behavior compared to the present.
Writing:
Q.1 Write a notice for your school
bulletin board. Your notice could be an announcement of a forthcoming event, a
requirement to be fulfilled, or a rule to be followed.
Answer: Notice
School Annual Day Celebration
Date: September 20, 2024
Our school’s Annual Day celebration will take place on October 10, 2024, from 5
PM to 8 PM in the school auditorium. Students are requested to submit their
names for cultural performances by September 30. Rehearsals will begin from
October 1. For any inquiries, please contact the undersigned.
Principal
Q.2 Write a paragraph of about 100 words
arguing for or against having to study three languages at school.
Answer:
The Case for Studying Three Languages at School
Learning multiple languages enriches cognitive abilities and broadens cultural
awareness. Studying three languages helps students become multilingual, an
invaluable skill in today’s globalized world. It opens doors to understanding
diverse cultures, promotes tolerance, and improves memory and problem-solving
skills. Additionally, multilingual students have better job prospects in an
increasingly interconnected world. However, it is essential to ensure that the
language load is not too burdensome for students, and the curriculum should be
well-balanced to avoid overwhelming them. Learning three languages fosters both
intellectual and emotional growth, making it a worthwhile endeavor.
Q.3 Have you ever changed your opinion
about someone or something that you had earlier liked or disliked? Narrate what
led you to change your mind.
Answer:
Once, I disliked a classmate who seemed distant and uninterested in making
friends. I thought he was arrogant and aloof. However, during a group project,
I had the chance to work with him closely and realized he was simply shy and
had trouble expressing himself. As we collaborated, I found out he was kind, intelligent,
and creative. This experience made me change my opinion about him completely. I
learned that first impressions could be misleading, and it’s essential to get
to know someone before forming a judgment. Now, we are good friends.
Things to Do
Q.1 Find out about the following (You may
go to the internet, interview people, consult reference books or visit a
library):
(a) Linguistic
Human Rights:
Linguistic human rights refer to the right of individuals or communities to
choose and use their own language in public and private settings. It includes
the right to education in one’s native language, the preservation of cultural
heritage, and the ability to participate in government and legal matters in the
language of their choice. These rights ensure that linguistic minorities are
not discriminated against and can maintain their linguistic and cultural
identity.
(b) Constitutional
guarantees for linguistic minorities in India:
India’s Constitution provides various guarantees to safeguard the rights of
linguistic minorities. Article 29 protects the interests of minorities by
allowing them to conserve their language, script, and culture. Article 30 gives
them the right to establish and administer educational institutions of their
choice. Additionally, the Constitution promotes the teaching of minority
languages and ensures no discrimination in public employment or services on the
basis of language.
Q.2 Survey Form: Talk to at least five of
your classmates and fill in the information you get in the form.
|
S.No |
Languages |
Home |
Neighbourhood |
City/Town |
School |
|
1 |
Hindi, English |
Hindi |
Hindi |
Hindi |
English |
|
2 |
Tamil, English |
Tamil |
Kannada |
Tamil |
English |
|
3 |
Bengali, Hindi |
Bengali |
Hindi |
Hindi |
English |
|
4 |
Marathi, English |
Marathi |
Hindi |
Marathi |
English |
|
5 |
Telugu, English |
Telugu |
Telugu |
Telugu |
English |
About the Unit
Theme:
The unit explores the pain inflicted on the people of Alsace-Lorraine by their
conquerors, who took away their right to learn and speak their own language.
Sub-theme:
The chapter highlights student and teacher attitudes toward learning and
teaching, along with the realization of the importance of one’s language when
it is threatened with extinction.
Reading
Comprehension:
The comprehension checks at the end of each section ensure students understand
the story’s facts before moving on to infer deeper meanings.