CBSE Class 12 English Flamingo The Last Lesson Alphonse Daudet Assignment Set D

Question: Notice these expressions in the text. Infer their meanings from the context.
Answer : • in great dread of - fearful in anticipation of something
• counted on - to rely or trust on somebody/something
• thumbed at the edges - worn or soiled edges caused byfrequent handling
• in unison - something happening or being done at thesame time
• a great bustle - an excited (and often noisy) activity ora rapid, active commotion
• reproach ourselves with - to express disapproval,criticism, or disappointment
Think as you read : Solutions of Questions on Page Number : 7

Question:  What was Franz expected to be prepared with for school that day?
Answer : That day, Franz was expected to be prepared with the lesson on participles

Question: What did Franz notice that was unusual about the school that day?
Answer : That day, Franz noticed the absence of the routine commotion caused by the opening and closing of desks, repeating of lessons in unison and rapping of the teacher's ruler on the table. The usual hustle-bustle was replaced by a strange stillness that was the characteristic of a school on a "Sunday morning."

Question: What had been put up on the bulletin-board?
Answer : The bulletin-board notified the general public about an order from Berlin. It stated that only German was to be taught to students in the schools of Alsace and Lorraine.

Question: What changes did the order from Berlin cause in school that day?
Answer : The order from Berlin brought all the routine hustle-bustle of the school life to a stand- still. The teacher, M. Hamel, became more sympathetic to his students and taught his lessons with more patience. The students became more attentive in their classes. The villagers, who were sitting at the usually empty back benches and had come to show their respect and gratitude to M. Hamel, regretted not going to school more than they did. The order also brought about a great change in the feelings of the people towards their country and their native language. There was a general sadness about not being able to utilise the opportunities of learning French when it was easily accessible. 

Question: The people in this story suddenly realize how precious their language is to them. What shows you this?
Why does this happen?
Answer : The crowd surrounding the bulletin-board, the presence of the villagers in the class, the silence in place of the routine hustle and bustle of the school, the emotions that gripped M. Hamel and Franz, representing
that of the teacher and the student community respectively, were all indicators of the realisation of the importance of their language to them. In the story, M. Hamel says that people realise the importance of somebody or something in their lives very often when it is lost to them. Similarly, it was the order from Berlin that made people realise the importance of their language for them.

Question: "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 : Some examples of the native language taken away from its people and/or imposition of the language of the conqueror are:
(a) Portuguese becoming the lingua franca of Angola.
(b) English imposed on the various Celtic peoples.
(c) Spanish imposed on the Basques and the Catalans.
(d) Turkish imposed on the Kurds.
(A few examples have been provided for students' reference. It is strongly recommended that students develop the answer on their own.)

Question: English is a language that contains words from many other languages. This inclusiveness is one of the reasons it is now a world language, for example:
petite - French
kindergarten - German
capital - Latin
democracy - Greek
bazaar - Hindi
Find out the origin of the following words.
Tycoon, tulip, logo, bandicoot, barbecue, veranda, robot, zero, ski, trek
Answer : tycoon - Japanese
tulip - French
logo – Greek
bandicoot - Telugu
barbecue - Spanish
veranda - Hindi
robot - Czech
zero - Italian
ski - Norwegian
trek – Dutch.

Question: Franz thinks, "Will they make them sing in German, even the pigeons?" What could this mean?
(There could be more than one answer.)
Answer : Language is inherent to culture and identity. The authority of human beings is restricted only to false boundaries that can be controlled. Nature and other things cannot be governed by some superficial laws of the wilful people. By taking the reference of making the pigeons learn German, the author is pointing to this very constraint.
                                                     (or)
This sentence could possibly mean that however hard the authorities try to embed German language in the culture of Alsace and Lorraine, the natural status of French, for them, will remain unchanged. French flows in the air and the entire place is imbued with its effect. Even though they train students in German, the basic mode of communication would remain unchanged like the cooing of the pigeons.

Question: 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 does not have as much liberty to exercise linguistic skills as the natives of the state. They initially try to learn the jargons in order to cope with the day-to-day life activities and finally begin to understand the native language with regular interaction. At the workplace and educational organisations, English or the link language helps a lot to cope up with the work and learning process. But, when it comes to understanding the basic norms of the society, in order to socialize, one does face a sort of linguistic barrier during communication. To keep their language alive, the linguistic minorities can form small communities where they can celebrate their festivals as per their traditions. Moreover, they can continue to speak their native language at their homes in order to make their children learn the language. People must, even, try to visit their native places at regular intervals in order to stay close to their roots.

Question: 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 if one is fond of one's own language at the cost of others. Indifference towards other languages is not healthy for any democracy like India. When the sense of belonging to one's own language crosses the thin line between 'pride' and 'proud', it becomes linguistic chauvinism. If people feel good about their languages and traditions, they must have tolerance for other languages too. Everybody has the right to follow the religion as well as speak the language as per his/her desire. In fact, it is disparaging to distort the names of communities, for example, Bongs for Bengalis, Gujju for Gujratis, etc.

Question: 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 : Directions: Think about something that you hated earlier but hate no more. It may be anything - eating a particular vegetable, studying a subject, going to a particular place. Or, you may think about a person whom you did not like earlier but your opinion about that person has changed now. It might be because of some misunderstanding or so. After you make your choice, recollect the reason for your dislike. Recollect what happened that made you change your opinion about the thing or person. Think about how it helped you look at things or events or people in different perspective. Write about it in a paragraph form. You may end it by talking about the learning experience or how it enriched your perspective or broadened your scope of thinking.

Question: Write a paragraph of about 100 words arguing for or against having to study three languages at school.
Answer : For Knowledge of additional language gives an edge - makes a person more competitive in today's fast paced world - better employment opportunities with fluency in a foreign language - multi-national companies send professionals for on-site projects to other countries - delegates from other countries coming to interact with people of our country - can work as translators, interpreters or tourist guides, etc. - preservation of culture and tradition through native language.
Against Students are already burdened with two languages - no need for a third language - no natural inclination for foreign language - foreign language not of much use in daily life and gradually gets forgotten - should not be forced on people who do not need it - can be taught only to those who demand for it - time and effort should not be wasted on something of no clear use.

Question: Write a notice for your school bulletin board. Your notice could be an announcement of a forthcoming event, or a requirement to be fulfilled, or a rule to be followed.
Answer :  FUTURE VISION PUBLIC SCHOOL,
Delhi NOTICE
July 25, 2012
SPORTS DAY
The school has decided to celebrate its Annual Sports Day on 25 July 2012. All those interested to participate in the various sports activities are requested to give their names to their respective class teachers latest by 6 July 2012 in t he following format.
Name:
Class & Section:
Activity 1:
Activity 2:
Activity 3:
A copy of the list of sports activities has been sent to your class teacher. Please note that no student is allowed to pa reticulate in more than three sports activities.
Rahul Sinha
Head Boy

Question: Notice the underlined words in these sentences and tick the option that best explains their meanings.
(a) “What a thunderclap these words were to me!”
The words were
(i) loud and clear.
(ii) startling and unexpected.
(iii) pleasant and welcome.
(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.
(ii) are attached to their language.
(iii) quickly learn the conqueror's language.
(c) Don't go so fast, you will get to your school in plenty of time.
You will get to your school
(i) very late.
(ii) too early.
(iii) early enough.
(d) I never saw him look so tall.
M. Hamel
(a) had grown physically taller.
(b) seemed very confident.
(c) stood on the chair.
Answer : (a) (ii) startling and unexpected.
(b) (ii) are attached to their language.
(c) (iii) early enough.
(d) (b) seemed very confident.

Question. For the last two years, where did all the bad news come from?
(a) the bulletin board
(b) town hall
(c) school
(d) M.Hamel's house
Answer: a

Question. Who asked franz not to hurry to school?
(a) old hauser
(b) former mayor
(c) former postmaster
(d) blacksmith watcher
Answer: d

Question. what was M.Hamel going to question franz about?
(a) participles
(b) adjectives
(c) old primer
(d) ba be bi bo bu
Answer: a

Question. What was unusual about M.Hamel's dress?
(a) wore clean clothes
(b) wore a brand new outfit
(c) wore clothes he wore on prize days
(d) wore traditional french clothes
Answer: c

Question. Who sat on the back on the last lesson?
(a) franz
(b) prussians
(c) the village people
(d) the new teacher
Answer: c

Question. What order had come berlin?
(a) to close the school
(b) teach german in schools of alsace and lorraine
(c) to open a new school in alsace and lorraine
(d) that hamel would have to leave
Answer: b

Question. Why did hamel blame himself?
(a) not having taught them enough french
(b) not being strict
(c) giving students a holiday at times
(d) not being responsible
Answer: c

Question. What does the last lessin taught by hamel symbolize?
(a) no more teaching of french
(b) domination of prussia
(c) learning of germen
(d) loss of language and loss of freedom
Answer: d

Question. What is the moral that the alphonse daudet wants to bring out?
(a) not to put off things that one can do that day
(b) old order change to new
(c) one should accept everything that happens
(d) teachers should be respected
Answer: a

Question. What does the marching of soldiers under the windows represent?
(a) the departure of hamel
(b) dawn of prussia in france
(c) freedom for franz
(d) sorrow of the villagers
Answer: b

Question. .What does M. Hamel‘s motionless posture reflect?
(a) the school is dismissed
(b) sense of finality
(c) changing order of life
(d) feeling of nostalgia
Answer: c

Question. Why does Hamel blame the parents?
(a) they preferred children to work in farms
(b) they were not strict
(c) they did not come to M. Hamel‘s class
(d) they did not love the French language
Answer: a

Question. Franz thinks- will they make them sing in German even the pigeons? What could this mean?
(a) German would use brutal force over everyone
(b) harsh orders will be passed
(c) when people are deprived of their essence even the surroundings are affected.
(d) the Germans will rob France of its language
Answer: c

Question. Why does the author urge the reader to respect his language?
(a) It is what makes you respect your countrymen
(b) It is the key to freedom
(c) You can express yourself
(d) It is unique and reflects literature and art.
Answer: b

Question. M. Hamel is introduced as a ruler-wielding teacher. This demonstrates that:
(a) he is concerned
(b) he is adamant
(c) he is unfeeling
(d) he is a hard taskmaster
Answer: a

Question. M. Hamel emerges as a when he teaches his last lesson
(a) meek person
(b) true patriot
(c) repentant man
(d) defeated the man
Answer: b

Question. What was Franz banking on to enter the class as he was late?
(a) M.Hamel‘s teaching on the blackboard
(b) commotion in the class
(c) Hauser helping him sneak in
(d) to quietly walk in when everyone was preoccupied with
Answer: d

Question. Which district came under the Prussian rule?
(a) Alsace and Berlin
(b) Berlin and Lorraine
(c) Alsace and Lorraine
(d) the southern districts of France
Answer: c

Question. Franz looked for opportunities to skip school to do what?
(a) work on mills
(b) go fishing
(c) water the plants
(d) collect birds eggs
Answer: d

Question. ‗Viva la France‘ became an emotional evidence of M. Hamel‘s?
(a) sadness and patriotism.
(b) finality and depression.
(c) nostalgia and emotional outburst.
(d) love for the school and teaching as a profession
Answer: d

Question. what does 'Long Live France' prove in the chapter 'The Last Lesson'?
(a) sadness
(b) patriotism
(c) finality
(d) all of the above
Answer: d

Question. What was the name of Franz's school teacher in the chapter The Last
(a) robert genero
(b) ogden nash
(c) ruskin timber
(d) M.Hamel
Answer: d