CBSE Class 12 English HOTs The Last Lesson Set 02

Think as you Read 

Question. What was Franz expected to be prepared with for school that day?
Answer: Franz was expected to be prepared with his lesson on participles. M. Hamel, his French teacher, had announced that he would question the class on participles.

Question. What did Franz notice that was unusual about the school that day?
Answer: Franz noticed many unusual things about school that day. First, normally when the school began there was much commotion, which was missing that day. Second, his teacher, M. Hamel, had worn his ceremonial clothes. Third, and the most unusual, the village people were sitting quietly on the back benches, which were usually empty on other days.

Question. What had been put up on the bulletin-board?
Answer: An order that had come from Berlin had been put up on the bulletin-board. The order was that from the next day onwards, only German would be taught in the schools of Alsace and Lorraine. The new teacher for German would join the school from the following day.

Think as you Read 

Question. What changes did the order from Berlin cause in school that day?
Answer: The order from Berlin caused the French language to be stopped from being taught in the schools of Alsace and Lorraine from that day. It stated that only German will be taught in the schools from the next day. As a result, that day, everyone was attending the last French lesson. M. Hamel was gentle in class and did not scold anyone. Further, the village people attended the lesson and everyone present in the class paid full attention to what was being taught.

Question. How did Franz’s feelings about M. Hamel and school change?
Answer: Franz’s feelings about M. Hamel and school changed when M. Hamel told the students about the order from Berlin and that it was their last French lesson. Franz forgot about his teacher’s ruler and crankiness; instead, he started liking M. Hamel. His feelings towards his school also changed, as he did not want to give up his books and lessons, which seemed to be his old friends.

Understanding the Text 

Question. The people in this story suddenly realise how precious their language is to them. What shows you this? Why does this happen?
Answer: When the order had come from Berlin that henceforth only German would be taught in schools, people realised that it was the last day to learn their precious mother tongue. To show their affection for the language, many elderly people came to attend the school, occupying the last benches, which had usually remained vacant earlier. Franz regretted not having learnt the participles, when M. Hamel suddenly made them aware of the fact that they would become a laughing stock before the Germans. Their language was their identity, the ‘key’ to their prison. The strongest evidence of how important their language was can be taken from M. Hamel’s mesmerising last lesson. Everyone was extremely attentive. Franz too found the lesson quite easy to understand, whereas earlier he had found the French classes very difficult.

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: Franz’s thought could have any of the meanings given below.
(a) He may have meant that they all had grown up using French as their language. Now, taking it away from them would be unfair and unkind. The language was as natural to them as cooing is to pigeons. Robbing them of it and forcing German on them would be not only difficult but also next to impossible.
(b) It is difficult for people to accept a language which is imposed on them. French was their mother tongue and they were comfortable using it as their own. It would not be easy to switch to a different language.
(c) Language is a tool for communication. Adopting a new language causes pain and discomfort. It was not going to be easy for them to adapt to the new situation, that is, adopt German that was forced on to them. Moreover, they identified with the French language. It was a factor that helped them bond with their countrymen.

Talking about the Text 

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: There are many examples in history where conquered people had their language taken away from them or had a language imposed on them. Some of them are
(a) The Germanic tribes conquered the native Brythonic people of what is now England and imposed their culture and language upon them.
(b) When Puerto Rico became a possession of the United States as a consequence of the Spanish-American War, its population used the Spanish language. The Americans imposed English as the co-official language.
(c) The conquests of territories by Napoleon led to an imposition of French language on the people of the conquered areas as the official language in all the territories.

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 or Gujaratis in Kolkata.
Answer: A linguistic minority in a state cannot exercise linguistic skills like the natives of the state. At the workplace and educational organisations, English/Hindi or any other link language helps cope with the work and learning process. But, when it comes to understanding the basic norms of society, in order to socialise and communicate, they face linguistic barriers. To keep their language alive, the linguistic minorities can form small communities where they can celebrate their festivals as per their traditions. They can also continue to speak their native language in their homes and make their children learn the language. They should also try to visit their native places at regular intervals 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. This happens when one is so fond of their language that they do not consider the other languages as important. They insult people who speak other language and try to impose their own language on others. When the sense of belonging to one’s own language crosses the line between ‘pride’ and ‘being 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 their desire. In fact, it is denigrating to distort the names of communities, like Bongs for Bengalis, Gujjus for Gujratis and so on.

Working with Words

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 origins of the following words.
(i) Tycoon (ii) Tulip (iii) Logo (iv) Bandicoot (v) Barbecue (vi) Veranda (vii) Robot (viii) Zero (ix) Ski (x) Trek
Answer:
(i) Tycoon — Japanese (taikun)
(ii) Tulip — French (tulipe)
(iii) Logo — Greek (logos)
(iv) Bandicoot — Telugu (pandikokku)
(v) Barbecue — Spanish (barbacoa)
(vi) Veranda — Portuguese (varanda)
(vii) Robot — Czech (robota)
(viii) Zero — Arabic (sifr)
(ix) Ski — Norwegian (ski)
(x) Trek — Dutch (trekken)

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

Extract Based Questions

Read the extracts given below and answer the questions that follow.

Question. 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 thought he was making fun of me, and reached M. Hamel’s little garden all out of breath.

Question. What do you think is the significance of the bulletin board and the crowd around it?
Answer: The bulletin board plays a significant role as it has been the source of all bad news for the people of Alsace for the last two years. The crowd presents the eagerness of people to learn the news development of the war as they may bring about a change in their lives.

Question. Select the correct option from those given in brackets to fill in the blank.
‘The matter’ is related to ______ . (language/territory)
Answer: language

Question. Complete the following suitably.
Franz was late for his lesson because ___________ .
Answer: he was distracted by his surroundings and wanted to enjoy the day outside instead of going to his lesson

Question. How do you understand Watcher, the Blacksmith’s advice to Franz?
Answer: Watcher, the Blacksmith’s advice to Franz seems genuine for he knows that by going so fast, Franz could fall and hurt himself. Further, as he had read the bulletin board, he was aware that Franz’s attempt will be futile as it was his last French lesson.

Question. Based on the above extract, choose the statement that is true for Franz.
(a) Franz wanted to stop by the bulletin board.
(b) Franz was irritated upon going to school.
(c) Franz did not like the blacksmith.
(d) Franz had no idea that it was his last French lesson.
Answer: (d) Franz had no idea that it was his last French lesson.

Question. Select the option that completes the given sentence appropriately.
‘the lost battles, the draft, the orders of the commanding officer’ in the given context would refer to ________ .
(a) the news that come from the bulletin board
(b) general knowledge regarding France
(c) government decisions regarding Alsace
(d) the reason for the crowd
Answer: (a) the news that come from the bulletin board

Question. Usually, when school began, there was a great bustle, which could be heard out in the street, the opening and closing of desks, lessons repeated in unison, very loud, with our hands over our ears to understand better, and the teacher’s great ruler rapping on the table. But now it was all so still! 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.
Through the window I saw my classmates, already in their places, and M. Hamel walking up and down with his terrible iron ruler under his arm.

Question. How would you judge the atmosphere of the school on the day of the last lesson?
Answer: The atmosphere of the school on the day of the last lesson was strange and quiet. It was the last French lesson and everyone in the school was sad and sombre which was reflected in its atmosphere.

Question. Select the correct option from those given in brackets to fill in the blank.
M. Hamel can be understood to be ___________ (strict/stoic) as he is standing in the given extract.
Answer: strict

Question. Complete the following suitably.
There was usually a great bustle and noise when school began, but it was all very quiet. This observations brings out the feelings of ___________ in Franz.
Answer: disappointment and anxiety

Question. Did Franz succeed in entering the class without getting noticed?
Answer: No, Franz could not succeed in entering the class without getting noticed because he expected the class to be noisy but it was very quiet.

Question. Why was Franz afraid to enter the class?
(a) Because he was not prepared
(b) Because the villagers had gathered over there
(c) Because he was late and saw M. Hamel walking up and down
(d) Because he was not dressed properly
Answer: (c) Because he was late and saw M. Hamel walking up and down

Question. What was observed when the school began usually?
(a) A lot of activity leading to noise
(b) Cleanliness of the school premises
(c) Lessons of the patriotism
(d) Focus on the language
Answer: (a) A lot of activity leading to noise

Question. What a thunderclap these words were to me! Oh, the wretches; that was what they had put up at the town-hall! My last French lesson! Why, I hardly knew how to write! I should never learn anymore! I must stop there, then! Oh, how sorry I was for not learning my lessons, for seeking birds’ eggs, or going sliding on the Saar! My books, that had seemed such a nuisance a while ago, so heavy to carry, my grammar, and my history of the saints, were old friends now that I couldn’t give up. And M. Hamel, too; the idea that he was going away, that I should never see him again, made me forget all about his ruler and how cranky he was. 

Question. What was the writer’s purpose in using the metaphor of a ‘thunderclap’?
Answer: The writer’s purpose in using the metaphor of a ‘thunderclap’ is to emphasise the suddenness and shock of Franz’s understanding about the importance of his education.

Question. Select the correct option from those given in brackets to fill in the blank.
The use of exclamatory marks in the first five sentences of the extract serves to express the speaker’s ________ (hidden/intense) emotions.
Answer: intense

Question. Complete the following suitably.
The activities of seeking birds’ eggs and sliding on the Saar reveal two things about Franz’s character before his change in perspective. First, his youthful carefree nature and second, his preference for _________ .
Answer: play over study

Question. What is reflected through the shift in the speaker’s perception of M. Hamel, conveyed through his readiness to forget the ruler?
Answer: The shift in the speaker’s perception of M. Hamel, conveyed through his readiness to forget the ruler reflects a newfound respect and appreciation, overshadowing past fears of discipline and strictness.

Question. Select the textual option that is closest to indicating a sense of panic.
(a) Oh, how sorry I was for not learning my lessons...
(b) Why, I hardly knew how to write!
(c) Oh, the wretches; that was what they had put up at the town-hall!
(d) And M. Hamel, too;
Answer: (b) Why, I hardly knew how to write!

Question. What does the following line from the extract, showcase?
My books, that had seemed such a nuisance a while ago, so heavy to carry, my grammar, and my history of the saints, were old friends now that I couldn’t give up.
(a) Realisation
(b) Confusion
(c) Expectation
(d) Affirmation
Answer: (a) Realisation

Question. My Last French Lesson! Why, I hardly knew how to write! I should never learn any more! I must stop there, then! Oh, how sorry I was for not learning my lessons, for seeking birds’ eggs or going sliding on the Saar! My books, that had seemed such a nuisance a while ago, so heavy to carry, my grammar, and my history of the saints, were old friends now that I couldn’t give up and M. Hamel, too; the idea that he was going away, that I should never see him again, made me forget all about his ruler and how cranky he was. 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. 

Question. Choose the correct option. What is the tone of the speaker in the expression ‘I hardly knew how to write.... how sorry I was for not learning my lessons’?
(a) Confused
(b) Regretful
(c) Surprised
(d) Happy
Answer: (b) Regretful

Question. Choose the correct option. The speaker refers to ‘seeking birds’ egg’ and ‘sliding on the Saar’ as
(a) part of his routine
(b) his daily routine
(c) source of distraction from learning
(d) fun time with friends
Answer: (c) source of distraction from learning

Question. What is reflected through the shift in the speaker’s perception of his books through his expression of calling them his ‘old friends’ rather than considering them as ‘nuisance’?
Answer: The shift in the speaker’s perception of his books reflects his deep regret and newfound appreciation for education. What once felt like a burden now feels invaluable, as he realises the importance of learning only when it is too late.

Question. Select the correct option from those given in bracket to fill in the blank. “It was because they were sorry too....” They were sorry for __________ (not following the government order/not learning their language).
Answer: not learning their language

Question. What is inferred from the expression ‘the country that was theirs no more’?
Answer: The expression ‘the country that was theirs no more’ refers to the loss of their homeland to the Prussians, meaning that the people of Alsace and Lorraine would no longer be able to learn or use their native French language freely.

Question. What does M. Hamel’s ruler reflect about his image?
Answer: M. Hamel’s ruler reflects his strict and authoritative image as a teacher. It symbolises discipline, but by the end of the lesson, it also represents his deep commitment to teaching and his sorrow for the loss of the French language.