GSEB Class 12 English Flamingo Chapter 1 The Last Lesson Solutions

Think As You Read (Textbook Page No. 7)

Question 1. What was Franz expected to be prepared with for school that day?
Answer: That day, Franz was supposed to be ready with participles because M. Hamel had mentioned he would question them on that topic. Franz, however, knew nothing about participles at all.
In simple words: Franz was supposed to know about participles for school. He wasn't ready because he didn't know anything about them.

Exam Tip: When answering questions about character expectations, always state both what was expected and the character's preparedness for it.

Question 2. What did Franz notice that was unusual about the school that day?
Answer: Normally, when school began, there was a great commotion that could be heard from the street. But on this day, everything was very quiet. It was as still as a Sunday morning. There was no noise of desks opening or closing. His classmates were already in their spots, and M. Hamel's ruler was under his arm, not being used for tapping.
In simple words: The school was very quiet that day, unlike usual. No one was making noise, and M. Hamel wasn't tapping his ruler.

Exam Tip: Contrast the usual school atmosphere with the unusual one to effectively describe what Franz noticed. Use sensory details like sound.

Question 3. What had been put up on the bulletin- board?
Answer: For the past two years, all the bad news had arrived from the bulletin board. An order had come from Berlin stating that only German would be taught in the schools of Alsace and Lorraine. The Germans had placed this announcement on the bulletin board.
In simple words: An order from Berlin was on the bulletin board. It said that only German would be taught in schools from then on.

Exam Tip: Mention the origin of the order (Berlin) and the key detail (only German to be taught) to score full marks.

Think As You Read (Textbook Page No. 8)

Question 1. What changes did the order from Berlin cause in school that day?
Answer: M. Hamel had put on his best outfit, including his lovely green coat, his frilled shirt, and the small black silk cap, all decorated with embroidery. The entire school seemed very strange and serious. On the back benches, which were usually vacant, the older village people were sitting quietly, just like the students.
In simple words: M. Hamel wore his best clothes. The school was very quiet and serious. Also, old village men sat on the back benches.

Exam Tip: Focus on M. Hamel's attire and the unusual presence of villagers, along with the solemn atmosphere, as key changes.

Question 2. How did Franz's feelings about M. Hamel and school change?
Answer: Franz discovered that it was M. Hamel's final French lesson. From the following day, they would only be instructed in German. Then, he felt regret for not learning his studies correctly. His textbooks, which had earlier seemed like a bother and a burden, now felt like cherished companions. His sentiments about M. Hamel also shifted; he forgot about his ruler and how grumpy he used to be.
In simple words: Franz learned it was M. Hamel's last French lesson. He felt bad for not studying and started to like his books and M. Hamel, forgetting his crankiness.

Exam Tip: Highlight the shift from dread/dislike to regret/affection, specifying both his feelings towards school/books and M. Hamel.

Understanding the Text:

Question 1. The people in this story suddenly realise how precious their language is to them. What shows you this? Why does this happen?
Answer: M. Hamel informed the students and villagers that from now on, only German would be taught in the schools of Alsace and Lorraine. Those who considered themselves Frenchmen would no longer be able to speak or write their own language. He praised French as the most beautiful, clearest, and most logical language in the entire world. He mentioned that for people who are enslaved, their language is like the key to their freedom. This illustrates the people's strong affection for their own culture, customs, and country. Patriotism is reflected through pride in one's language.
In simple words: When the order came that only German would be taught, people realized their language was special. M. Hamel called it the key to their prison, showing their deep love for their culture.

Exam Tip: To answer this, mention M. Hamel's announcement and his praise of French as the 'key to their prison,' linking it directly to cultural pride.

Question 2. Franz thinks, “Will they make them sing in German, even the pigeons ?” What could this mean? (There could be more than one answer.)
Answer: This observation from Franz reveals a typical Frenchman's response to the enforcement of learning German, the language of the invaders. Being prevented from learning one's mother tongue would sever all connections with the homeland. Imagining pigeons being forced to sing in German shows how far the Germans might go in their endeavors for linguistic dominance.
In simple words: Franz wonders if pigeons will be forced to sing in German too. This shows his anger that the Germans want to force their language on everyone, even nature. It highlights extreme linguistic control.

Exam Tip: Explain that Franz's thought represents extreme frustration and the realization of the conquerors' desire for total cultural assimilation.

Talking about the Text

Question 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: Our native language helps a person express their emotions and thoughts very clearly and deeply. Invaders often try to suppress and control the people of an occupied territory by enforcing various measures, such as using power to crush resistance and making them use their own language. Throughout history, conquering nations have forced their own language on the subjugated people and removed their native tongues. The Romans conquered many parts of Europe, replacing local languages with their own language, Latin. Later, Spanish, Portuguese, Italian, and French evolved from Latin. The Muslim invaders imposed Arabic and Persian in the Asian countries they conquered. In many Arab regions, the local religion and language have vanished. In India, a new language, Urdu, emerged from a mix of Persian and Hindi.
In simple words: When people are enslaved, their language can be their path to freedom. Historically, conquerors like the Romans and Muslim invaders forced their languages, like Latin, Arabic, and Persian, on the people they conquered, replacing local tongues.

Exam Tip: Provide specific historical examples (Romans, Muslim invaders) and their respective imposed languages to strengthen your answer. Emphasize the connection between language and identity.

Question 2. What happens to a linguistic minority in a state? How do you think they can keep their language alive? For example: Punjabis in Bengaluru Tamilians in Mumbai Kannadigas in Delhi Gujaratis in Kolkata
Answer: A linguistic minority in any state is easily noticeable and experiences similar bias as religious, social, or ethnic minorities. There is, however, a noticeable difference in how they are treated and the level of acceptance shown by the majority group in that area or city. Some cities, like Delhi and Mumbai, have a global outlook. The linguistic minority strives to maintain its unique identity through close contact, interaction, and preserving its language in social events, family gatherings, and local festivals. Following social traditions in family gatherings and women's group meetings also promotes solidarity among members of the linguistic minority. In summary, they establish a mini-Punjab in Bengaluru, a mini-Chennai in Mumbai, a mini-Bengaluru in Delhi, and a mini-Surat in Kolkata.
In simple words: Linguistic minorities often face discrimination. They keep their language alive by meeting for social events, celebrating festivals, and maintaining family traditions, forming small communities within larger cities.

Exam Tip: When discussing linguistic minorities, explain both the challenges they face and the strategies they use for language preservation, using the given examples to illustrate the point.

Question 3. Is it possible to carry pride in one's language too far? Do you know what 'linguistic chauvinism' means?
Answer: 'Linguistic chauvinism' refers to an aggressive and unreasonable conviction that one's own language is superior to all others. This displays excessive or prejudiced favoritism for one's own language. Sometimes, pride in one's language can go too far, and linguistic enthusiasts can be easily recognized by their extreme passion for maintaining and spreading their language. In their zeal, affection, and support for their own language, they tend to overlook that other languages also possess their own merits, a rich history of art, culture, and literature. Rather than fostering unity and winning others as friends, excessive pride in one's own language can create hostility and division. For instance, the strong opposition to accepting Hindi as the national language by the southern states of India is a direct outcome of the fear of being overpowered by Hindi supporters. This often results in a fractured society, hindering overall national cohesion.
In simple words: Yes, language pride can go too far, called 'linguistic chauvinism', meaning an unfair belief that your language is best. This can cause fights and disunity because people forget other languages are also valuable.

Exam Tip: Define 'linguistic chauvinism' clearly, explain its negative impacts on unity, and provide an example of how it can lead to conflict.

Working with Words:

Question 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'. For example: petite - French kindergarten - German capital - Latin democracy - Greek bazaar - Hindi Find out the origins of the following words: tycoon, barbecue, zero tulip, veranda, ski logo, robot, trek bandicoot
Answer:
Word Origin
Tycoon - Japanese
Tulip - Persian
Logo - Greek
Bandicoot - Telugu
Barbecue - Spanish
Veranda - Portuguese
Robot - Czech
Zero - Arabic
Ski - Norwegian
Trek - South African Dutch
In simple words: Many English words come from other languages, showing how different cultures have influenced it over time.

Exam Tip: When asked to list origins, be precise with the language of origin. This shows understanding of etymology.

Question 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 :
(a) loud and clear.
(b) startling and unexpected.
(c) pleasant and welcome.
Answer: (b) startling and unexpected.
In simple words: 'Thunderclap' here means the words were very sudden and surprising, like a loud noise from a storm.

Exam Tip: When choosing the best meaning for an idiom or metaphor, consider the emotional impact and context of the phrase rather than its literal meaning.

(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
(a) do not lose their language.
(b) are attached to their language.
(c) quickly learn the conqueror's language.
Answer: (b) are attached to their language.
In simple words: This means that keeping your native language helps you stay connected and keep your identity, even when you are not free.

Exam Tip: Understand that "holding fast" to something implies strong attachment and refusal to let go, which directly relates to preserving one's cultural identity.

(c) 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.
Answer: (c) early enough.
In simple words: 'In plenty of time' means you will arrive with enough time, not too late or too early, just right.

Exam Tip: Pay attention to phrases implying sufficiency ("plenty of") rather than extremes ("too early," "very late").

(d) I never saw him look so tall. M. Hamel
(a) grown physically taller.
(b) seemed very confident.
(c) stood on the chair.
Answer: (b) seemed very confident.
In simple words: When Franz says M. Hamel "looked so tall," he means Hamel seemed filled with dignity and self-assurance, not that he actually grew in height.

Exam Tip: Interpret metaphorical language within the story's context. "Looked so tall" often signifies respect, dignity, or moral stature, not literal height.

Noticing Form

Read this sentence: M. Hamel had said that he would question us on participles. In the sentence above, the verb form 'had said' in the first part indicates an 'earlier past'. The entire story is told in the past tense. M. Hamel's 'saying' happened before the events of this story. This verb form is called the past perfect. For the last two years, all our bad news had come from there. Reason: The 'coming' of bad news happened earlier than the bulletin in the story. Hauser had brought an old primer. Reason: The event of 'bringing' happened earlier than Franz noticed it. That was what they had put up at the town hall! Reason: The 'putting up' of the bulletin happened earlier. Now it is remembered. They had not gone to school more. Reason: The action of 'not going' happened much earlier. The hop vine that he had planted himself twined about the windows to the roof. Reason: The 'planting' of the hop vine happened earlier than its 'twining' around the windows.

Writing:

Question 1. 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:
AMRUT PUBLIC SCHOOL
Shahibaug, AHMEDABAD
NOTICE
25 July 2020

SPORTS DAY

The school has made a decision to celebrate its Annual Sports Day on 25 July 2020. All those who are interested in participating in the various sports activities are requested to submit their names to their respective class teachers by 6 July 2020, using the following format.
A copy of the list of sports activities has been sent to your class teacher. Please be aware that no student is permitted to participate in more than three sports activities.
Rahul Pancholi
Head Boy

Name: Class & Section:
Activity 1: Activity 2 : Activity 3 :
In simple words: The school announced its annual sports day. Students who want to play should give their names to their teachers by July 6th, but they can only pick up to three sports.

Exam Tip: When writing a notice, include the school name, date, a clear heading, event details, important dates (deadline), and the name and designation of the issuing authority.

Question 2. Write a paragraph of about 100 words arguing for or against having to study three languages at school.
Answer: India is a land of great variety; nevertheless, unity is a clear necessity. Language serves as a tool for communication. It is one method through which we can understand each other better. Most Indian languages originated from Sanskrit, so many common words are found across these languages. Regional languages play an essential role in a child's growth and cannot be ignored. Past foreign invasions have brought the impact of foreign languages. English can be considered an international language to some extent. A larger percentage of Indian people understand Hindi. When individuals move from one part of India to another, a shared language proves helpful for communication. While we accept Hindi as a national language, politics sometimes corrupts people's opinions. The three-language formula has proven beneficial. It is very useful for students to adapt themselves in society, not only in India but also in other countries.
In simple words: Learning three languages in India helps connect diverse people and offers practical benefits for students to adjust globally. Regional languages are important for growth, while English is a global link, and Hindi aids national communication.

Exam Tip: When arguing for or against a language policy, include points on national unity, global communication, regional identity, and practical benefits for students.

Question 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: After finishing high school, I joined the higher secondary section. All the students were new to each other. During my first month, I met a boy named Arvind. Gradually, I began to like him. I felt he was a very brave boy and straightforward in his interactions with teachers. His rude behavior was seen by me as an act of courage. He always looked down upon students of the opposite gender. He was never good at his studies and insisted that scoring high marks wasn't essential. Being influenced by him, I achieved very poor grades in my first term exams. Since I had scored excellent marks at the tenth standard level, my parents were shocked by my bad performance. My parents wanted to know the reason for my poor results. They came to school and spoke to the teachers, who gave them the real situation. My parents then helped me understand that I was on the wrong path. I recognized my fault. My liking for Arvind transformed into dislike. I now feel relieved and am back on the correct path.
In simple words: I once liked a boy named Arvind because I thought his rudeness was courage. But my grades dropped because of his bad influence. After my parents spoke to teachers, I realized my mistake and changed my opinion of him.

Exam Tip: When narrating a change of opinion, describe the initial perception, the events that caused the shift, and the final realization or outcome, showing personal growth.

GSEB Class 12 English The Last Lesson Additional Important Questions and Answers

1. Answer the following questions in three to four sentences each :

Question 1. Why do you think was little Franz afraid of being scolded?
Answer: Franz was scared of being scolded that day, mainly because M. Hamel, his teacher, had mentioned he would test them on participles. Franz honestly admitted he knew absolutely nothing about the subject. His exact words were: "I did not know the first word about them." Secondly, he had started for school very late that morning.
In simple words: Franz was afraid because he wasn't ready for the participles test M. Hamel announced, and he was also late for school.

Exam Tip: Provide both reasons for Franz's fear: his lack of preparation and his tardiness, as these contribute to his anxiety.

Question 2. What does M. Hamel say about the importance of language to an 'enslaved people'?
Answer: M. Hamel advises his students to protect the French language from the attack of the invaders' power and never forget it. He believes that when people are enslaved, as long as they firmly keep their language, they possess the essential tool to their prison. This means language helps them maintain identity and hope for freedom.
In simple words: M. Hamel says that for enslaved people, their language is like the key to their prison. It helps them stay free in their minds and keep their identity.

Exam Tip: Directly quote or paraphrase M. Hamel's famous line about language being the 'key to their prison' and explain its significance in the context of enslaved people.

Question 3. "What can be the matter now ?” says Franz. Why, do you think, did he make this comment?
Answer: There was a notice board near the town hall. When Franz went past it, he saw a crowd gathered there. He didn't stop to check it out. He wondered what might be going on. For the past two years, all the unfortunate news had come from that bulletin board, including the orders from the commanding officer.
In simple words: Franz saw a crowd at the bulletin board and wondered what was wrong. He knew that board usually brought bad news, like military orders.

Exam Tip: Explain that Franz's comment stems from his past experience with the bulletin board being the source of significant, usually negative, public announcements.

Question 4. Who was Wachter? What did he ask Franz and why? How did Franz react?
Answer: Wachter was a blacksmith. He was reading the most recent bulletin. He told Franz not to rush so quickly to his school, adding that the small boy would arrive at his school with plenty of time. Wachter had read the latest bulletin about teaching German. Franz thought that the blacksmith was making fun of him. So, he ran to school and arrived there breathless.
In simple words: Wachter, a blacksmith reading the news, told Franz not to hurry to school because he had plenty of time. Franz thought Wachter was teasing him, so he ran even faster.

Exam Tip: Clearly identify Wachter, state his advice to Franz, the reason behind it (the bulletin), and Franz's immediate, misconstrued reaction.

Question 5. What does M. Hamel announce at the start of the lesson? How does this change Franz's feelings towards his school?
Answer: M. Hamel, the teacher, informed the students in a deep, serious tone that it was their final French lesson at the school. As German invaders had taken over, from then on, only German would be taught in the schools of Alsace and Lorraine. A new teacher would arrive and lead classes the next day. Since this was their last French class, he wanted all his students to pay him more attention.
In simple words: M. Hamel announced that it was their last French lesson, as German would be taught from then on. This made Franz regret not studying earlier and value his teacher and language more.

Exam Tip: Focus on M. Hamel's announcement (the last French lesson, German to be taught) and how it profoundly affects Franz's perception of school and his teacher.

Question 6. "What a thunderclap these words were to me!” What were the words that shocked and surprised the narrator?
Answer: Hamel informed the children in a serious tone that it was their final French lesson. From now on, only German would be taught in the schools of Alsace and Lorraine. The new instructor would arrive the next day, and therefore, he wanted his students to be a little more focused in his last class. The teacher's kind manner and gentle words shocked and surprised the narrator.
In simple words: The words that shocked Franz were M. Hamel's announcement that it was their last French lesson and that only German would be taught from the next day.

Exam Tip: Directly identify the "thunderclap" as M. Hamel's announcement about the last French lesson and the imposition of German, as this is the central shock in the story.

Question 7. "He had the courage to hear every lesson to the very last.” What led Franz to make this remark?
Answer: Franz observed how sad Hamel felt about having to depart from a place he cherished for 40 long years and being unable to teach French anymore. Yet, he controlled his feelings and performed his duties diligently, delivering every lesson to the end. Hamel's honorable conduct and commitment to his work compelled Franz to this realization of his teacher's great strength and dignity.
In simple words: Franz said this because M. Hamel, despite being very sad about leaving after 40 years, remained dignified and taught every lesson perfectly until the very last moment.

Exam Tip: Emphasize M. Hamel's professionalism, self-control, and unwavering dedication to his duty despite personal sorrow, as these are the qualities Franz admired.

Question 8. How did M. Hamel behave as the last lesson came to an end?
Answer: M. Hamel stood up from his chair. He looked very pale and tall. He wanted to say some farewell words, but something prevented him from speaking. Then he wrote "Vive La France !" on the blackboard with a piece of chalk. After that, he stopped. He rested his head against the wall. Without uttering a word, he signaled to the students with his hand to allow them to leave, as school was finished.
In simple words: At the end, M. Hamel was very pale and emotional. He wrote "Vive La France!" on the board, then quietly signaled with his hand that school was dismissed, unable to speak.

Exam Tip: Describe M. Hamel's physical appearance (pale, tall), his choked emotions, the patriotic message on the board, and his final silent gesture of dismissal.

2. Answer the following questions in six to seven sentences each:

Question 1. Why was Franz scared that day? What did he see on his way to school and how did he get to his desk?
Answer: Franz was not good at learning. He would usually prefer to skip school and spend time searching for birds' eggs or sliding on the Saar river. Franz was frightened that day because M. Hamel had announced he would question them on participles, a topic Franz knew nothing about. On his way, he noticed the day was bright and warm, with birds chirping at the forest's edge and Prussian soldiers drilling in the open fields. He also saw a crowd in front of the bulletin board near the town hall. Upon reaching, Franz found the schoolroom unusually quiet, leaving him no choice but to open the door and enter before everyone. He blushed and was afraid of the teacher. M. Hamel spoke very kindly to him, asking him to go to his place quickly. Franz immediately jumped onto the bench and sat down at his desk.
In simple words: Franz was scared because he hadn't studied participles and was late. On his way, he saw soldiers, chirping birds, and a crowd at the bulletin board. He found the school strangely quiet, was nervous to enter, but M. Hamel kindly told him to sit.

Exam Tip: Detail both Franz's internal fear (participles, lateness) and his external observations on the way to school, including the unusual quietness, and how he finally got to his seat.

Question 2. What order had been received from Berlin that day? What effect did it have on the life at school?
Answer: The order received from Berlin that day stated that only German would be taught in the schools of Alsace and Lorraine. This decree had far-reaching consequences for life at school. M. Hamel, who had taught French at the village school for forty years, would be delivering his final lesson that day. In honor of this last lesson, M. Hamel wore his best clothes. The old men of the village were quietly seated at the back of the classroom, feeling sad and regretful for not having attended school more. They had come to express gratitude to their teacher for his forty years of devoted service and to show respect for their country, which was no longer theirs. The teacher addressed the students with a solemn yet gentle tone, urging them to be attentive and patiently explaining everything. He appealed to them to safeguard French among themselves, as it would serve as a key to freedom during slavery. He was so overcome with emotion that he struggled to say a proper farewell.
In simple words: The order from Berlin meant only German would be taught, making it M. Hamel's last French lesson. This caused a solemn atmosphere, with villagers attending to honor M. Hamel's service and express regret for their lost language. M. Hamel, though emotional, urged students to preserve French.

Exam Tip: Clearly state the Berlin order, then describe its multiple effects: M. Hamel's last lesson, his attire, the villagers' presence and their reasons, and M. Hamel's emotional state and message.

Question 3. What do you think is the theme of the story 'The Last Lesson'? What is the reason behind its universal appeal?
Answer: The central idea of 'The Last Lesson' is the linguistic dominance of the conquering powers and the anguish inflicted upon a territory's people by denying them the right to learn or speak their own language, thus making them strangers in their own homeland. The story also has a secondary theme, which highlights the students' and teachers' attitudes towards learning and instruction. Although the story is set in a specific village in the Alsace district of France, which had fallen under Prussian rule, it resonates universally. It illustrates the efforts of the victors to suppress their victims—the defeated people—in every possible way: materially, spiritually, mentally, and emotionally. Taking away one's native language is considered the most severe penalty. A good connection between student and teacher, focused attention, a helpful and encouraging attitude, and kind treatment can inspire students to learn more effectively.
In simple words: The story's main theme is how conquerors enforce their language, causing pain and making people strangers in their own land. Its universal appeal comes from showing how losing one's mother tongue is a harsh punishment, and highlighting the importance of good teaching and learning.

Exam Tip: When discussing themes, identify the primary theme (linguistic chauvinism, loss of identity) and any secondary themes (importance of learning). For universal appeal, explain how these themes transcend the specific setting.

Question 4. Comment on the appropriateness of the title ‘The Last Lesson.
Answer: The story features a suitable and meaningful title. It remains the focus of attention throughout the narrative. The beginning of the story prepares the reader for it. The unusual quietness at school, the presence of village elders, and the teacher dressed in his Sunday best all point to the unique and significant event of the last French lesson in a French village school within a district seized by the Prussians. As he delivers the final lesson, the teacher aims to impart all his knowledge at once. He patiently explains everything, and both students and old villagers listen attentively. For the narrator, it is an unforgettable experience. Old Hauser is crying, and his voice trembles with emotion. As the teacher cannot express his feelings due to a choked throat, he concludes the lesson by writing 'Vive La France!' on the blackboard and gestures with his hand to signal that school is dismissed and students may leave. Thus, the title perfectly encapsulates the central event and its profound impact.
In simple words: The title 'The Last Lesson' is perfect because the whole story revolves around M. Hamel's final French class. Everything, from the quiet school to the teacher's emotions, points to this unique and unforgettable event, emphasizing its great importance.

Exam Tip: Evaluate the title by connecting it to key events and emotions in the story, such as the setting, character reactions, and M. Hamel's actions during his final class.

Question 5. What impression do you form of M. Hamel on the basis of your study of the story 'The Last Lesson'?
Answer: M. Hamel is an experienced teacher who has been teaching in that village school for forty years. He provides primary education in all subjects. He is a strict task-master, and students like Franz, who are not good learners, are very afraid of being scolded by him. The latest order from the Prussian conquerors deeply upsets him. He has to leave the place forever and feels heartbroken, yet he controls his emotions. He displays the strength to hear every lesson to the very end. His conduct during the last lesson is remarkable. He is kind even to a latecomer like Franz. He uses a serious and gentle tone when speaking to the students. He has a logical mind and can analyze problems and figure out the reasons behind them. He understands the emotional attachment people have to their language. He is an effective communicator and explains everything patiently. Goodbyes are painful, and being human, M. Hamel is no exception. He cannot say goodbye as his throat is choked. Overall, he is a patriotic and dedicated gentleman.
In simple words: M. Hamel is a long-serving, experienced, and strict teacher who deeply loves his language and country. Despite his sadness about leaving, he shows great dignity, self-control, and kindness during his last lesson, demonstrating his strong patriotism.

Exam Tip: When forming an impression of a character, include their professional traits (experienced teacher, task-master), emotional responses (heartbroken but self-controlled), and moral qualities (patriotic, dedicated, kind).

Reading Comprehension (Textual):

Select the most appropriate options as answers to the questions given below them:

Question 1. "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. 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 Earn. I had to open the door and go in before everybody. You can imagine how I blushed and how frightened I was. But nothing happened. M. Hamel saw me and said very kindly, “Go to your place quickly, little Franz. We were beginning without you.”

Questions:
1. The meaning of the phrase 'out of breath' is.
(a) 'without fatigue'.
(b) 'panting'.
(c) 'half-heartedly'.
(d) 'with great efforts'.
Answer: (b) 'panting'.
In simple words: 'Out of breath' means breathing heavily and quickly, usually after physical effort like running.

Exam Tip: For phrase meanings, consider the context of the sentence (Franz was rushing) to determine the most accurate interpretation.

2. Usually one of the following things did not happen when the school began:
(a) There was a great bustle.
(b) Lessons were repeated simultaneously.
(c) All started singing prayer in unison.
(d) The teacher's great ruler started rapping on the table.
Answer: (c) All started singing prayer in unison.
In simple words: The passage describes the usual noise and activities in school, but it doesn't mention singing prayers in unison as a regular event.

Exam Tip: Carefully read the passage for details about routine activities and compare them against the options to identify what is *not* mentioned as typical.

3. The writer had depended on commotion to steal to his seat unnoticeably.
Answer: The writer had depended on **commotion** to steal to his seat unnoticeably.
In simple words: The writer hoped the usual loud noise of the school would let him get to his desk without anyone seeing him arrive late.

Exam Tip: When filling in blanks based on a passage, identify the key action and the condition that facilitates it, using specific words from the text.

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.

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 1. The writer was feeling greatly sorry for ..................
(a) not learning his French lessons.
(b) seeking bird's eggs.
(c) teasing his teacher.
(d) Both (a) and (b)
Answer: (d) Both (a) and (b)
In simple words: The author felt very bad for two main reasons: not studying his French lessons and wasting time looking for bird's eggs.

Exam Tip: Pay close attention to phrases indicating regret or multiple reasons in comprehension passages to select the most complete answer option.

Question 2. With the message of the leaving of his teacher M. Hamel, the writer forgot
(a) that he punished him with a ruler.
(b) that he was idiosyncratic.
(c) that he taunted every now and then.
(d) Both (a) and (b)
Answer: (d) Both (a) and (b)
In simple words: Upon hearing that M. Hamel was leaving, the writer forgot about the teacher's strictness and unusual habits.

Exam Tip: Understanding character development often involves noting how perceptions change based on new information or emotional impact, especially during significant events like farewells.

Question 3. This passage reveals the writer's .............................. for his teacher, M. Hamel.
(a) commitment
(b) love
(c) apathy
(d) dislike
Answer: (b) love
In simple words: This part of the story shows the writer's deep affection for his teacher, M. Hamel.

Exam Tip: Look for words and phrases that express strong positive emotions, such as "old friends now" and "couldn't give up" when determining a character's feelings.

Question 4. The old men of the village were sitting in the back of the room to ..............................
(a) thank the master for his forty years of faithful service.
(b) show their respect for the country that was theirs no more.
(c) learn something new from the learned teacher.
(d) Both (a) and (b)
Answer: (d) Both (a) and (b)
In simple words: The older men sat at the back to express gratitude for the teacher's long service and to show respect for their homeland.

Exam Tip: When a question asks about multiple reasons, ensure your chosen option covers all explicitly stated motivations in the text.

But he had the courage to hear every lesson to the very last. After the writing, we had a lesson in history, and then the babies chanted their ba, be, bi, bo, bu. Down there at the back of the room, old Hauser had put on his spectacles and holding his primer in both hands, spelled the letters with them. You could see that he, too, was crying; his voice trembled with emotion, and it was so funny to hear him that we all wanted to laugh and cry. Ah, how well I remember it, that last lesson!

All at once, the church clock struck twelve. Then the Angelus. At the same moment, the trumpets of the Prussians, returning from drill, sounded under our windows. M. Hamel

Question 1. Give another word that can replace the word 'courage' retaining the meaning in the first sentence of this passage.
(a) 'strength'
(b) patience
(c) 'fearlessness'
(d) valour
Answer: (b) patience
In simple words: In this sentence, 'courage' means having the ability to calmly endure and persist through the whole lesson, which aligns with 'patience'.

Exam Tip: When finding synonyms in context, consider how the word is used in the sentence rather than its most common general meaning. Here, 'courage to hear every lesson to the very last' emphasizes endurance.

Question 2. 'Angelus' is a .....................
(a) clock.
(b) bird.
(c) church bell.
(d) school bell.
Answer: (c) church bell.
In simple words: The Angelus is a prayer said at certain times of day, signaled by the ringing of a church bell.

Exam Tip: Familiarize yourself with common cultural and historical references that appear in literary texts to correctly identify their meaning.

Question 3. 'I never saw him look so tall'. Here the word 'tall' denotes ...................
(a) 'high'.
(b) 'long-legged.
(c) 'unreasonable'.
(d) noble.
Answer: (d) noble.
In simple words: Here, 'tall' implies a sense of dignity, importance, or moral strength, rather than physical height.

Exam Tip: Be mindful of figurative language. Words like 'tall' can carry deeper, symbolic meanings beyond their literal definitions, often indicating respect or reverence.

Question 4. The phrase 'bearing on' means .....................
(a) 'relevant to'.
(b) 'taking support'.
(c) 'dependent on'.
(d) 'ignoring'.
Answer: (b) 'taking support'.
In simple words: When M. Hamel wrote "bearing on with all his might," it means he was using all his strength or pressing down hard.

Exam Tip: Analyze phrases within their immediate context. "Bearing on with all his might" suggests applying pressure or force, hence 'taking support' or leaning into it forcefully.

Grammar

Vocabulary:

Question 1. Fill in the blanks choosing the correct words given in the brackets and write the answers only:
(on, till, except, bench, little, fright, embroidered, frilled)
I jumped over the .................. and sat down at my desk. Not ...................... then, when I had got a little over my ............... did I see it our teacher had .............4.. his beautiful green coat, his ..................... shirt, and the.......…………………6……………………………. black silk cap, all 7........... that he never wore ..........8.......... on inspection and prize days.
Answer:
1. bench
2. till
3. fright
4. on
5. frilled
6. little
7. embroidered
8. except

Exam Tip: Read the full sentence carefully to understand the context and the grammatical role of each blank, which helps in selecting the most fitting word from the given options.

Question 2. Fill in the blanks choosing the correct words given in the brackets and write the answers only:
(wanted, stroke, patience, explained, away, knew, listened, almost)
I had never .....1....... so carefully, and that he had never ......2.... everything with so much .......... It seemed ........... as if the poor man.............. to give us all he ............... before going ................. and to put it all into our heads at one ......8......
Answer:
1. listened
2. explained
3. patience
4. almost
6. knew
7. away
8. stroke

Exam Tip: For fill-in-the-blanks, always consider the flow of the narrative and how each word choice impacts the meaning and tone of the sentence.

Choose the Correct Meanings of the Phrases/Idioms and Rewrite the Sentences:

Question 1. (1) Riding a car without license, I was in great dread of being caught, (trying to escape from, scared, greatly humiliated)
Answer: (1) Riding a car without license, I was scared of being caught.

Exam Tip: When identifying the meaning of a phrase, focus on how it contributes to the emotion or action described in the sentence.

Question 2. (2) You can always count on him for good advice, (be happy with, depend, expect from)
Answer: (2) You can always depend on him for good advice.

Exam Tip: The phrase "count on" directly implies reliability and trust, so "depend on" is the most accurate meaning.

Question 3. (3) She reproached herself for having spoken so harshly, (felt ashamed, fought with, forgave)
Answer: (3) She felt ashamed for having spoken so harshly.

Exam Tip: To "reproach oneself" means to blame or criticize oneself, making "felt ashamed" the correct interpretation.

Question 4. (4) The audience were clapping and stamping in unison, (in excitement, out of great joy, all together)
Answer: (4) The audience were clapping and stamping all together.

Exam Tip: "In unison" means performing an action simultaneously or at the same time, so "all together" is the closest meaning.

Rectification of Errors:

Question 1. Rectify the errors in the following text:
It was all much more tempting then the rules for participles, and I had the strength resisting, and hurried off to the school. When I pass the town hall, there was a crowd in front of the bulletin board.
Answer:

Exam Tip: When correcting errors, always read the surrounding sentences to ensure the correct word fits the logical flow and tense of the entire passage.

Question 2. Rectify the errors in the following text:
When I was thinking of all this, I heard my name-calling. It was my turn to recite. What would I not had given to be able to say that dreadful rule for the participant all through, very loud and clear.
Answer:

Exam Tip: Look for subject-verb agreement issues, incorrect word forms, and phrases that don't fit the sentence's intended meaning when identifying errors.

Punctuation:

Question. Punctuate the following passage:
I heard M. Hamel say to me I won't scold you little Franz you must feel bad enough see how it is every day we have said to ourselves bah I've plenty of time I'll learn it tomorrow
Answer: I heard M. Hamel say to me, “I won't scold you, little Franz; you must feel bad enough. See how it is! Every day we have said to ourselves, “Bah! I've plenty of time. I'll learn it tomorrow.”

Exam Tip: Pay close attention to quotation marks for direct speech, commas for pauses, and exclamation marks for strong emotion to punctuate sentences correctly.

Indirect Speech:

Question. Convert the following into Indirect Speech :
My teacher 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.”
Answer: My teacher announced gracefully, addressing us as his children, that that was the last lesson he would give us. He then declared that the order had come from Berlin to teach only German in the schools of Alsace and Lorraine. He further added that the new master would come the next day and that was their last French lesson. He concluded by saying that he wanted them to be very attentive.

Exam Tip: Remember to change pronouns, verb tenses, and time/place expressions when converting direct speech to indirect speech, and connect ideas smoothly.

Transformation of Sentences:

Question. Rewrite as directed:
(1) I hurried by as fast as I could go, (Remove 'as fast as'.)
(2) That day everything had to be as quiet as Sunday morning. (Use 'unlike'.)
(3) How I blushed and how frightened I was! (Turn into Assertive.)
(4) I hardly knew how to write. (Turn into Negative.)
(5) You can neither speak nor write your own language. (Use 'either ... or'.)
(6) French is the most beautiful language in the world, according to M. Hamel. (Change the Degree.)
(7) The only sound was the scratching of the pens over the paper. (Remove 'only'.)
Answer:
(1) I hurried by with my utmost ability to go.
(2) That day everything had not to be noisy, unlike Sunday morning.
(3) I was greatly blushed and frightened.
(4) I did not know how to write.
(5) You cannot either speak or write your own language.
(6) French is more beautiful than any other language in the world, according to M. Hamel.
OR
No other language in the world is so beautiful as French, according to M. Hamel.
(7) There was no other sound than the scratching of the pens over the paper.

Exam Tip: Practice different types of sentence transformations by focusing on the grammatical rules for each type, such as using negatives, converting degrees, or changing sentence structures.

The Last Lesson Summary in English

The Last Lesson Introduction:

Alphonse Daudet (13 May 1840- 16 December 1897) was a French novelist and short-story writer. Formerly, he was a school teacher; later he quit it to make a living as a journalist in Paris. He took to writing, his poems collected into a volume called 'Les Amoureuses'.

The narrator (Franz) started for school very late that morning. He feared his class teacher,