CBSE Class 12 English Flamingo Last lesson Worksheet

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Flamingo Chapter 1 The Last Lesson English Worksheet for Class 12

Class 12 English students should refer to the following printable worksheet in Pdf in Class 12. This test paper with questions and solutions for Class 12 English will be very useful for tests and exams and help you to score better marks

Class 12 English Flamingo Chapter 1 The Last Lesson Worksheet Pdf

FLAMINGO: THE LAST LESSON
ALPHONSE DAUDET
 
Background
 
The story is set in the days of the Franco-Prussian war. The French district of Alsace and Lorraine were captured by Germans. The new master was to come the next day in a school in Alsace to teach German in place of French. The story tells the effect of this news on the life at a school in Alsace.
 
The Story at a Glance
 
The prose ‘The Last Lesson’ written by Alphonse Daudet narrates about the year 1870 when the Prussian forces under Bismarck attacked and captured France. The French districts of Alsace and Lorraine went into Prussian hands. The new Prussian rulers discontinued the teaching of French in the schools of these two districts. The French teachers were asked to leave. The story describes the last day of one such French teacher, M. Hamel. Mr. M. Hamel had been transferred and could no longer remain in his old school. Still he gave his last lesson to his students with utmost devotion and sincerity as ever. The story depicts the pathos of the whole situation about how people feel when they don’t learn their own language and then losing an asset in M. Hamel. One of his students Franz who dreaded French class and M. Hamel’s iron rod, came to the school that day thinking he would be punished as he had not learnt his lesson. But on reaching school he found Hamel dressed in Sunday’s clothes and all the old people of the village sitting there. It was due to an order on the bulletin board. That was the first day when he realised for the first time that how important French was for him, but it was his LAST LESSON in French. Dominant Theme Raised in the Text - Linguistic Chauvinism
 
‘Chauvinism’ is a devotion for or against something, just based on what you feel (not necessarily what you may know). So, linguistic chauvinism is the idea that one’s language is superior to that of others. This happens generally when the language is that of the ruling class.
Linguistic chauvinism is the overt preference for one language over others. Language is considered to be the cultural identity of a particular group of people who use it. Hence, imposing some other language on the people hammers their emotions and is a step to annex their relationship with their culture. The language of any country is the pride of that country. It not only defines the culture but also tells us about the people, literature and history of the country. Language for some people is just the medium of communication but for others it is the question of life and death. ‘The Last Lesson’ very prominently raises the question of linguistic and cultural hegemony (supremacy, control) of the colonial and imperial powers and their lust for controlling the world and influencing their cultures and identities. The Last Lesson raises the burning question very innocently through the words of little Franz that “Will they make them sing in German, even the pigeons?” This raises the question of immorality of imposing imperial languages and cultures on the colonies. The child questions that when even the birds and animals can’t be forced to abandon their language and speak others then what forces the man to think that it would be prudent to force other human beings to forcibly accept any language other than theirs.
 
The language of a country is not only a medium of communication for the people but also the link for identity, once the native language is snatched away from the people. It’s not only the loss of convenient communicating medium but also the loss of identity for people for what they have been and what they might become. When a small child like Franz can think of the irrationality behind snatching away the right of language and identity from people then why can’t the war lords and jcolonizers understand the fact?
 

Assertion & Reasoning Based Questions:

Question. ASSERTION (A): Usually there was a great commotion when the school began.
REASON (R): The noise was produced by the opening & closing of desks, lessons repeated in unison by students and the teacher‘s ruler rapping on the table.
(a) Both, A and R, are true and R is the correct explanation of A
(b) Both, A and R, are true but R is not the correct explanation of A
(c) A is true but R is false
(d) A is false but R is true

Answer: A

Question. STATEMENT I: The narrator feels sorry for M Hamel.
STATEMENT II: Franz could not accept the fact that he won‘t be learning French any longer.
(a) Statement I is true but Statement II is false.
(b) Statement I is false but Statement II is true.
(c) Both these statements can be inferred from the lesson.
(d) Neither of the statements can be inferred from the lesson.

Answer: C

Question. ASSERTION (A): The elderly villagers occupied the back benches on the last day of French lesson.
REASON (R): This fact surprised Franz the most.
(a) Both, A and R, are true and R is the correct explanation of A
(b) Both, A and R, are true but R is not the correct explanation of A
(c) A is true but R is false
(d) A is false but R is true

Answer: B

Question. ASSERTION (A): That day everything was as quiet as Sunday morning.
REASON (R): It was indeed a Sunday morning and no one was present in the school.
(a) Both, A and R, are true and R is the correct explanation of A
(b) Both, A and R, are true but R is not the correct explanation of A
(c) A is true but R is false
(d) A is false but R is true

Answer: C

Question. ASSERTION (A): ―Will they make them sing in German, even the pigeons.‖
REASON (R): They had enslaved France, so they could do every impossible act.
(a) Both, A and R, are true and R is the correct explanation of A
(b) Both, A and R, are true but R is not the correct explanation of A
(c) A is true but R is false
(d) A is false but R is true

Answer: A 

Question. ASSERTION (A): When it struck twelve, M Hamel made a gesture with his hand to everyone that the school was dismissed.
REASON (R): He was too emotional and upset over the Berlin order to speak anything.
(a) Both, A and R, are true but R is not the correct explanation of A
(b) Both, A and R, are true and R is the correct explanation of A
(c) A is true but R is false
(d) A is false but R is true

Answer: B

Question. ASSERTION (A): Franz was filled with repentance and guilt on the last day of French class.
REASON (R) : He did not study French when he had time, he wasted his time in seeking birds‘ eggs and sliding on the Saar.
(a) Both, A and R, are true but R is not the correct explanation of A
(b) Both, A and R, are true and R is the correct explanation of A
(c) A is true but R is false
(d) A is false but R is true

Answer: B

Question. Look at the statements given below. Choose the option that correctly identifies which statements are fact and which are opinion:
(a) By sitting in the class, the elders of Alsace showed their respect for M Hamel.
(b) The elders were regretting that they did not learn their mother tongue.
(c) The elders did not appreciate the faithful service of M Hamel and were only there to bid farewell to the teacher.
(d) The teacher was sorrowful as he was to leave not only his students but also the school which he had nurtured.
a) Fact (a) and (d); opinion (b) and (c)
b) Fact (b) and (c); opinion (a) and (d)
c) Fact (a) and (b); opinion (c) and (d)
d) Fact (b) and (iv); opinion (a) and (c)

Answer: A

 
Long Answer Questions:
 
Question. Justify the title of the story “The Last Lesson”.
Answer: The title ‘The Last Lesson’ by Alphonse Daudet is apt and appropriate. The whole story focuses on the last lesson delivered by M. Hamel. The lesson reveals how much people should care for their language. It is for the first time that people came to realize the value of their language. The story highlights a situation where the people of Alsace felt that there was plenty of time to learn their lessons and so did not give due importance to school. They sent their children to work on farms and mills instead of having them learn their lessons. Even Franz looked for opportunities to escape school and was never serious about learning his lessons. Quite unexpectedly they receive orders from Berlin that French will no longer be taught in the schools of Alsace and Lorraine. It is then that they realize what they had been evading all this while will now be deprived to them. They awaken to the course of safeguarding their language and reach to attend the last lesson taught by M. Hamel, the French teacher. The story evokes a consciousness in the reader that he must learn his lessons in time. One can never apprehend which day of life he may be learning his last lesson.
 
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. Comment.
Answer: The last lesson by Alphonse Daudet beautifully brings to light the brutality of war which makes man insensitive to human feelings and emotions.Mother tongue helps a person to express his feelings and thoughts intimately. Conquerors try to subdue and control the people of the enslaved territory by enforcing many measures such as imposing their own language. The enslaved natives also become victims of a restrained and confined life with no hope of breathing freely in their own motherland. At such times of enslavement, it is their language, the mother tongue which keeps their identity alive. It is the key to their prison as the mother binds them together. It constantly reminds them of their enslavement and brings them together urging them to fight for the liberation of their motherland. M. Hamel, the French teacher reminds his countrymen to safeguard their language to liberate themselves and maintain their identity.
 
Question. Franz thinks, “Will they make them sing in German, even the pigeons?” What could this mean?
Answer: The Last Lesson by Alphonse Daudet highlights linguistic chauvinism. Acquisition of power over the Alsacians made the Prussians so domineering that they imposed even their language on them. Franz means that their pride cannot make them dominate their minds and hearts. They had grown up using French as their language. Now taking it away from them would be unfair and unkind. This language was natural to them as cooing is to the pigeons. Robbing them of it would be not only difficult but next to impossible. It will be difficult to accept a language that will be imposed on them. It causes pain to undo a known language and learn to communicate in another. The purpose of language will be lost. Moreover French bound them as brethren.Franz mocks at the Berlin order which has imposed German language on the French people. Powerful Germans can defeat France, but they cannot compel pigeons to coo in German. In fact, no language can be imposed on the unwilling learners, especially a foreign language.
 
Question. Give a character-sketch of M. Hamel on the basis of your study of the story, ‘The Last Lesson’.
Answer: The Last Lesson by Alphonse Daudet centers on a French teacher, M. Hamel, who has been asked to leave. An order from Berlin banned the teaching of French in Alsace and Lorraine. The order said that German will replace French.
M. Hamel emerges as an epitome of an ideal teacher. He is introduced by the narrator as a strict stereotyped teacher. He is very particular that his students know their lessons. The author feels he is insensitive to the feelings of his students. Later he emerges through the course of the story to be a facilitator. His domineering tone becomes gentle and shows concern about the education of his students. He is a guide and friend and advises the innocent villagers to shift priorities and pay more attention to learning. M. Hamel is also a true patriot- loves both his country and the language. He is a man of courage and deep emotions who teaches to perfection till the very end. He proudly writes ‘vive La France’ on the blackboard in the end. M. Hamel is an ideal teacher, true guide, philosopher and patriot to the core.
 

Extract Based MCQs :

Extract 1 : 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. 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.”

Question. What is the phrasal verb 'Count on' mean here?
A. Enumerate
B. Misreckon
C. Estimate
D. Hindsight
(a) A, C
(b) B, C
(c) B, D
(d) A, D

Answer: B

Question. Explain “but nothing happened”.
(a) M. Hamel did not ask any questions on participles
(b) M. Hamel scold him
(c) M. Hamel made him stand outside the classroom
(d) Instead of scolding Franz M. Hamel put him at ease

Answer: C

Question. What is the mental state of speaker here?
(a) Scared and reddened
(b) Ecstatic and reddened
(c) Tiresome and ecstatic
(d) None of these

Answer: A

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 participles

Answer: B

Extract 2 : On the roof the pigeons cooed very low, and I thought to myself, “Will they make them sing in German, even the pigeons?” whenever I looked up from my writing, I saw M. Hamel sitting motionless in his chair and gazing first at one thing, then at another, as if he wanted to fix in his mind just how everything looked in that little school-room. Fancy! For forty years he had been there in the same place, with his garden outside the window and his class in front of him, just like that.

Question. What made Franz forget about M. Hamel's ruler and crankiness?
(a) Strange quietness
(b) Encroachment of Prussian soldiers drilling and marching
(c) He did not take his mother tongue seriously
(d) Thought of M. Hamel leaving forever

Answer: D

Question. What is the tone of the speaker in the first line?
(a) Full of pleasure
(b) Full of displeasure
(c) Full of rage
(d) Full of contentment

Answer: B

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) the people cannot be deprived of their essence
(d) the Germans will rob France of its language

Answer: C

Question. What does M. Hamel's motionless posture reflect?
(a) The school is dismissed forever
(b) Sense of finality
(c) Changing order of life
(d) Feeling nostalgic

Answer:D

Extract 3 : 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.

Question. Choose the term which best matches the statement “his voice trembled with emotions”.
(a) Shudder or move due to shame
(b) Palpitating with excitement
(c) Quavering with vehemence
(d) Trembling with rage

Answer: C

Question. What do the marching soldiers under the windows represent?
(a) The Dawn of Prussia in the defeat of French people
(b) The defeat of Prussia
(c) The victory of French
(d) None of these

Answer: A

Question. What was the Hauser crying for?
(a) Because he had not taken his mother tongue seriously
(b) Because M. Hamel was going to leave forever
(c) Because he was neither able to speak nor write French
(d) All of the above

Answer: A

Question. Choose the version which best matches the term “Angelus”
(a) A Catholic devotion commemorating the incarnation by Romans
(b) A Catholic devotion commemorating the incarnation by Anglican
(c) A Catholic devotion commemorating the incarnation by Baptist
(d) A Catholic devotion commemorating the incarnation by Lutheran

Answer: D


Case Based MCQs : 

Case Based : 1

Since its creation in the 17th Century , insures have amassed polices in each class of risk they cover. Thanks to technology, insures now have access to more information about the risks that individuals run. Car insures have begun to set premiums based on how actual drivers behave, with “telematic” tracking devices to show how often they speed or slam on the brakes. Analysts at Morgan Stanley, a bank, predict that damage to insured homes will fall by 40-60% if smart sensors are installed to monitor, say, frayed electrical wiring. Some health insures provide digital fitness- bands to track policy holders vital signs – and give discounts if they lead a healthier life. But the data can only go so far. Even the safest driver can be hit by a falling tree: people in connected homes still fall off ladders. But the potential gains from smart insurance are large. First, giving people better insights into how they are managing risk should help them change their behaviour for the better. Progressive, an American car insurer, tells customers who use its trackers where they tend to drive unsafely; they crash less often as a result. Second, pricing will become keener for consumers. The insurance industry made $338 billion in profits last year. More accurate risk assessment should result in lower premiums for many policyholders. Third , insurers should be able to spot fraud more easily, by using data to verify claims.
But two worries stand out. One is a fear that insures will go from being with to ones that watch your every move. The other, thornier problem is that insures will cherry pick the good risks, leaving some people without safety net or to be taken care of by the state. Forgone privacy is the price the insured pay receiving personalised pricing. Many people are indeed willing to share the data, but individuals should always have to opt in to do so. Some worry that this safeguard may not be enough :the financial costs of not sharing data may be so great that people have no real choice over whether to sign up. The second concern is the worry that more precise underwriting will create a class of uninsurable people, selected out of insurers businesses because they are too high a risk.

Question. Which of the following is/ are outcome(s) of smart insurance?
A. Create awareness about one’s behaviour
B. Infringes on a policy holder’s privacy
C. Discriminates among consumers based on their behaviour
(a) Only C
(b) Only B & C
(c) Only A & B
(d) All - A , B & C

Answer: D

Question. The graph of personal auto insurance market has got its peak of premium growth and combined ratio in the year ?
(a) 2020
(b) 2015
(c) 1975
(d) 2000

Answer: C

Question. Which of the following is the central idea of the passage?
(a) Today, customers have plenty of innovative insurance products to choose from.
(b) Insurance companies access to and use of personal data is both promoting and risky.
(c) Of all the insurance products health insurance is the most innovative and controversial.
(d) Using genetic data to access a customer’s insurance premium is immoral.

Answer: B

Question. Which of the following will be said about the insurance industry?
(a) It is not well regulated in Europe and America
(b) It is plagued by frauds on the part of the policy holders , who manipulate data.
(c) It faces challenges about the use of personal data.
(d) It requires ballouts from the government.

Answer: C

Question. Which of the following is true in the context of the passage?
(a) Technology has made it easier to commit insurance fraud.
(b) Insurance has been around for less than a century
(c) The American insurance industry is the largest in the world.
(d) None of the given statements is true in the context of the passage.

Answer: D

Question. The insurers got their inception in the
(a) 16th century
(b) 17th Century
(c) 1870
(d) 1902

Answer: B

Case Based : 2

The Ganges is one of the largest rivers in Asia. It rises in the Himalaya Mountains and flows over 2500km through India and Bangladesh into the Bay of Bengal.
However, the Ganges, India’s holy river, is also one of the most polluted in the world. The Ganges River basin has a size of over 1 million square km. It lies in one of the most populous regions on earth. About 500 million people, half of India’s overall population, live in the Ganges river plains.
There are many causes of Ganges river pollution. About 2 million Hindus battle in the river every day. During religious ceremonies, up to a hundred million people clean their sins away in the Ganges River. They believe that bathing in the river will make them pure. In addition, thousands of bodies are cremated near the river, especially around the holy city, Varanasi. The ashes are often released into Ganges.
The Ganges also provides water for farming land, which is increasing at a tremendous rate. Irritation projects cause water levels to go down along the river. More and more dams are being erected along India’s holy river, mainly to produce energy for Delhi and other large cities in the area.
The river flows through 30cities with a population of over 100,000 each. Everyday, 3 billion litres of untreated water from these big cities pass into the Ganges River, along with remains of animals.
Ganges River Pollution: A case Study of Causes of Ganges River Pollution.
Because of India’s lax environmental regulations, industries along the river release chemicals and other poisonous material into the Ganges. In some places they are a thousand times over the allowed limit. Especially India’s traditional leather industry needs great amounts of water . In addition, fertilizers from the fields find their way into the ground water, and ultimately flow into the river. Altogether, the amount of Industrial pollution has doubled in the past 20 years.
This widespread pollution of the Ganges River has also led to major health problems. Many diseases are common, including cholera, hepatitis and diarrhoea.
While India’s population keeps growing, more and more people are leaving the countryside and moving to big cities along the Ganges. As a result, the river will not be able to cope with even more people.
Life in the river is also at risk. Recent reports have shown that there is high a level of mercury in some fish. The construction of dams is destroying forests and vegetation, killing off many animals and plants.
India authorities are fighting an upward battle towards cleaning up Ganges River. International organizations have offered help. The World Bank has agreed to give India a loan of up to a million dollars to clean up the Ganges River.

Question. According to the passage, which disease in not common due to the widespread pollution of the Ganges River?
(a) Influenza
(b) Diarrhoea
(c) Hepatitis
(d) Cholera

Answer: A

Question. Which International organisation has agreed to give India a loan of a billion dollar to clean up the Ganges River?
(a) The World Bank
(b) IMF
(c) ADB
(d) IDA

Answer: A

Question. The bar graph shows that the River Ganges has got polluted badly. The sewage treatment plants had been established. Which of the following is true ?
(a) The treatment capacity is equal to the sewage generation
(b) The sewage generation is less than the treatment plant.
(c) The sewage generation is more than the treatment capacity installed.
(d) The treatment plant is sufficient.

Answer: C

Question. From which of the following neighbouring countries, the Ganges flows through India into the Bay of Bengal?
(a) China
(b) Bhutan
(c) Bangladesh
(d) Sri Lanka

Answer: C

Question. According to the passage, which industry in India needs great amount of water?
(a) Lock
(b) Dyeing
(c) Cloth
(d) Leather

Answer: D

Question. How many people ( in million) clean their sins away in the Ganges River?
(a) 2
(b) 100
(c) 500
(d) 750

Answer: B

Case Based : 3

Shivani a 14 year old girl visit the eye specialist as she has waatering eyes and unable to read and write after her online classes. The Doctor before daognising her gives her a pamphlet and asks her to read till he visits his inpatients in the hospital.
After reading the pamphlet, Shivani has understood why she has got watering eyes. She decides to follow the norms of the screen time and leaves the hospital without meeting the Doctor.

Question. By providing smart hones to children we are encouraging them to learn independently. At the same time ________ should not be given smart phones.
(a) Young children
(b) Every member of the family
(c) Less than one hour
(d) Children below one year

Answer: D

Question. Family time is very important to be practiced by few activities among young children. How?
(a) By not leaving them alone
(b) By sitting with them.
(c) By watching the screen activities with them
(d) All of the above

Answer: C

Question. Digital time has increased with the present situation. What should the teenage children do to avoid this?
(a) Attend more digital tutorials
(b) Attend school classes
(c) Involve in other physical activities
(d) Involve in online games

Answer: C

Question. Find which is sentence is true:
(a) Late night screen time to increase
(b) Late night screen time to be avoided before two hours of sleep
(c) Late night screen time to be avoided before breakfast
(d) Late night screen to be avoided before waking up.

Answer: B

Case Study : 4

Manav Singh had been farming his land for the past 20 years . His father had also been farming in the same land. But now he is unable to irrigate the agricultural land as the ground water level has gone down and the monsoon rains are also irregular. He has an option to connect the cannal irrigation that the Government has initiated but is finding it difficult to implement the process. He knows that Farmers world wide will need to increase crop production, either by increasing the amount of agricultural land to grow crops or by enhancing productivity on existing agricultural lands to meet the global demand.
However, the ecological and social trade -off of clearing more land for agriculture are often high, particularly in the tropics. And right now, crop yields the amount of crops harvested per unit of land cultivated are growing too slowly to meet the predicted demand for food. Even if some regions increase their output and traders reduce the mismatch between supply and demand, doubling food production by 2050 will undeniably be a major challenge.
Thus the last resort for farmers, Manav Singh thinks would be to grow more on the land they currently operate through what is called “sustainable intensification”. This means using precision farming tools, such as GPS fertiliser dispenser, advanced irrigation systems, and environmentally optimized crop rotations. These methods can help produce more crop, especially in parts of Africa, Latin America and Eastern Europe with large yield gaps.. They can also reduce the negative environmental impacts from over stressing resources -preventing groundwater depletion and the destruction of fertile lands through over-use of fertiliser.
Net irrigated area (%) of India has increased from nearly 18 to 48% in recent times due to government interventions at various levels (Fig. 1). Although the government has given much emphasis on improving canal system in various five year plans but it has declined over years (Fig. 1). People have identified groundwater irrigation as much reliable and independent source of irrigation. Groundwater irrigation has taken quantum jump since 1965.
Fig. 1. Percent net irrigated to net sown area and per cent canal irrigated & per cent groundwater irrigated to net irrigated area (Source: based on data from DES, 2017-18); NIA %: Net Irrigated area to net sown area, GW %: Groundwater share in net irrigated area, SW %: Surface water share in net irrigated area October-December 2019]
In order to attract more investments in agriculture, the risks need to be reduced by governments. Regulators need to overhaul policies that is affecting the inclusion of small, rural farmers into the financial system. More supportive policies, laws and public spending on infrastructure would help create a favourable investment climate for agriculture.

Question. The graph indicates that the irrigation of agricultural land in India using canal system has _______
(a) Increased through the years
(b) Decreased through the years
(c) Equal all these years
(d) None of the above

Answer: B

Question. Which of the following pairs given in the options can conclude Paragraph 3 and start 4 respectively?
A. Over the last 30 years, investment in agriculture has declined resulting in low productivity and stagnant production.
B. Thus, as banking sectors in developing countries give fewer loans to farmers are bearing huge losses.
C. If we have to use methods extensively more agricultural research is needed which further highlights the need of investments in agriculture.
(a) C- A
(b) C-B
(c) A-B
(d) B-A

Answer: B

Question. What does the author want to convey by, ‘would help create a favourable investment climate for agriculture’ as mentioned in the passage in the italics?
A. The climate conditions need to be improved to improve food production.
B. With supportive policies and laws investments in agriculture are likely to increase.
C. Lower returns in agriculture are the main reason behind low investment.
(a) Only A & C
(b) Only A & B
(c) Only B
(d) Only B & C

Answer: C

Question. Which of the following is /are true according to passage?
A. Paragraph 2 only highlights how food demand can easily be met in the near future.
B. Rising food demand is likely to affect developed countries more severely than the developing countries.
C. Increasing land under agriculture, can impact the ecology negatively.
(a) Only A & B
(b) Only B
(c) Only C
(d) Both A & C

Answer: C

Question. Irrigation of agriculture land has increased in the recent years through:-
(a) Rain water
(b) Monsoon rain
(c) Canal water
(d) Ground water

Answer: D

Question. What is the author’s view about sustainable intensification mentioned in paragraph 3?
(a) It I only useful for countries which have small yield gaps.
(b) It may increase food production to meet the rising demands.
(c) It will have a tremendous negative impact on the environment.
(d) It is hyped and may not work in the long run.

Answer: B

Case Study : 5

On a walk through the Cubbon Park, in Bangalore, the statue of Queen Victoria has stood for a long period of 115 years. The flora and fauna of Cubbon park captures our attention more than anything else. But when you take time to look closely at the statue, you will marvel at its sheer grandeur . Sculpted by Sir Thomas Brock, the 11 feet high marble statue is larger than life. It brings out the personality of queen Victoria, who had been the monarch of Great Brittan from 1837 till 1901 depicting a rather proud, stern person with pronounced features. The Statue of Queen Victoria in Bangalore shows the Queen wearing the Order of the Garter robes, which are decorated with tassels and roses. The Queen is carrying a sceptre and an orb with a cross. The Statue of Queen Victoria in India In 1906, the statue was unveiled in the city by George Frederick Ernest Albert, Prince of Wales and Duke of Cornwall and York, making it stand in all its glory in its 115th year. On the unveiling , the Prince in his speech, thanked the people of the Bangalore Civil and Military Station (who were British subjects), the Maharaja of Mysore and his native subjects, for helping raise the memorial statue. Even though there is a wealth of history to the statue, and it was made to imposing, the busy Bengalureans would probably refer to it as just another landmark.

Question. The Bengalureans would refer to the Queen Victoria statue as ___________.
(a) Wealth of history
(b) A landmark
(c) Symbol of British rule
(d) Bengaluru culture

Answer: B

Question. Queen Victoria ruled Great Britain for how many years?
(a) 64 years
(b) 34 years
(c) 54 years
(d) 44 years

Answer: A

Question. Which of the following is false regarding the Queen Victoria statue in Bengaluru?
(a) It is made of marble
(b) It is 11 feet tall
(c) It is 115 years old
(d) It is standing in Queen Victoria park.

Answer: D

Question. How many people unveiled the Queen Victoria statue at Cubbon Park?
(a) One
(b) Two
(c) Six
(d) Four

Answer: B

Question. The table shows that the statue of Queen Victoria was made up of long lasting martials. Identify the material.
(a) Marble
(b) Bronze
(c) Bronze and Marble
(d) Makrana marble

Answer: C 

Question. Queen Victoria had all of the following traits, except_________ .
(a) Proud
(b) Generous
(c) Stern
(d) Pronounced features

Answer: B


Answer the following in about 30-40 words.
 
1. What was the narrator’s greatest fear as he walked towards the school?
 
2. What thoughts ran across Franz’s mind as he walked towards the school?
 
3. What did Franz notice that was unusual about the school that day?
 
4. What was the ‘thunderclap’ the narrator received as M. Hamel began the lesson?
 
5. How did Franz’s feelings towards school work and school books suddenly change?
 
6. Why had the villagers occupied the back benches of the class that day?
 
7. ‘We’ve all a great deal to reproach ourselves with’. What does M. Hamel mean by these words?
 
8. How did the people react when they realised that they will never be able to learn their language?
 
9. How was M. Hamel’s last class different from his previous classes?
 
10. The people in the story suddenly realize how precious their language is to them. What shows you this? Why does this happen?

Please click on below link to download CBSE Class 12 English Flamingo Last lesson Worksheet

Flamingo Poetry Chapter 01 My Mother at Sixty Six
CBSE Class 12 English Flamingo My Mother At Sixty Six Worksheet
Flamingo Poetry Chapter 02 An Elementary School in a Slum
CBSE Class 12 English An Elementry School Classroom In A Slum Worksheet
Flamingo Poetry Chapter 03 Keeping Quiet
CBSE Class 12 English Flamingo Keeping Quiet Worksheet
Flamingo Poetry Chapter 05 A RoadSide Stand
CBSE Class 12 English The Roadside Stand Worksheet
Vistas Chapter 01 The Third Level
CBSE Class 12 English The Third level Worksheet
Vistas Chapter 02 The Tiger King
CBSE Class 12 English The Tiger King Worksheet
Vistas Chapter 03 Journey to the End of the Earth
CBSE Class 12 English Journey To The End of The Earth Worksheet

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CBSE Class 12 English Flamingo Chapter 1 The Last Lesson Worksheet

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Worksheet for English CBSE Class 12 Flamingo Chapter 1 The Last Lesson

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Flamingo Chapter 1 The Last Lesson worksheet English CBSE Class 12

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Flamingo Chapter 1 The Last Lesson CBSE Class 12 English Worksheet

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Worksheet for CBSE English Class 12 Flamingo Chapter 1 The Last Lesson

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