Class 12 English Chapter 1 The Last Lesson

Class 12 English Chapter 1 The Last Lesson The answer to each chapter is provided in the list so that you can easily browse throughout different chapter Assam Board Class 12 English Chapter 1 The Last Lesson and select needs one.

Class 12 English Chapter 1 The Last Lesson

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Also, you can read the SCERT book online in these sections Solutions by Expert Teachers as per SCERT (CBSE) Book guidelines. These solutions are part of SCERT All Subject Solutions. Here we have given Assam Board Class 12 English Chapter 1 The Last Lesson Solutions for All Subject, You can practice these here.

The Last Lesson

Lesson – 1

PROSE

Page No – 7 

1. What was Franz expected to be prepared with for school that day?

Ans: Franz was supposed to prepare a lesson on “participles” as M. Hamel had informed them that he would question them on the topic that day. However, Franz did not know even the basics about participles. Expecting a scolding from M. Hamel, he was afraid to face him and hesitant to go to school.

2. What did Franz notice that was unusual about the school that day? 

Ans: On that day, Franz noticed something unusual about the school. Previously, the beginning of school was marked by great bustle, with noise echoing out into the street. The sound of desks opening and closing, along with students reciting their lessons aloud in unison, created a lively atmosphere. However, that day, everything was still and silent, much like a Sunday morning. The unusual quietness took him by surprise.

3. What had been put up on the bulletin-board?

Ans: An order from Berlin for the general public was displayed on the bulletin board. It mentioned only German to be taught to students in the schools of Alsace and Lorraine.

Page No – 8

1. What changes did the order from Berlin cause in school that day? 

Ans: The order from Berlin stated that German would be taught in all the schools. There was a general sadness about not being able to learn and respect your mother tongue for long. They were forced to learn the language of the oppressors. Mr. Hamel wore his green coat that he wore on special occasions. He taught the last lesson more lovingly and sympathetically. The villagers also came to attend the classes and sat on the backbenches as a tribute to Mr. Hamel for teaching their native language for so long.

2. How did Franz’s feelings about M. Hamel and school change?

Ans: Franz had never enjoyed going to school. However, the news of this being the last French lesson taught by Mr. Hamel came as a shock to him, filling him with sadness. Though he had never liked Mr. Hamel, he suddenly felt sympathetic, realizing the agony and pain his teacher must be experiencing. The thought of being separated from him forever troubled Franz, making him forget Mr. Hamel’s crankiness and strictness. He regretted not paying attention in class earlier. That day, Mr. Hamel taught with such warmth and dedication that even the most difficult concepts seemed easy.

1. The people in this story suddenly realise how precious their language is to them. What shows you this? Why does this happen?

Ans: The French districts of Alsace and Lorraine had fallen into Prussian hands, according to the story. As a result, they received an order from Berlin mandating that only German be taught in Alsace and Lorraine schools. It was at that point that they all realised the importance of their language. The usual commotion at school was replaced by the peace of Sunday church. The students’ sincerity was evident by the fact that they all began working quietly. The only sound in the room was the scratching of pens across the paper. Even the villagers came in and sat quietly as students in the class. Everyone appeared to be depressed. M. Hamel, who was otherwise disliked, instilled in the students a sense of regret. Franz regretted not paying close attention to him, whereas M. Hamel, who was heartbroken at the prospect of leaving, had never explained everything with such patience.

2. Franz thinks, ‘‘Will they make them sing in German, even the pigeons?’’ What could this mean? (There could be more than one answer.)

Ans: Language preserves the heritage and culture of its speakers, connecting individuals to their roots. It is more than just a means of communication; it unites people who share the same language. Franz highlights that while the government can impose a new language in schools, it cannot erase the people’s love for their own language. Though they may be forced to learn a foreign language, they will never lose touch with their native tongue and will find every opportunity to speak or sing in it. Authorities may try to suppress human spirit, but like free birds, people’s will to communicate and cherish their language cannot be captured.

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? 

Ans: Throughout history, many conquered peoples have had their language taken away or had a foreign language imposed on them. One notable example is colonial India, where the British imposed English as the medium of education and administration, gradually diminishing the use of indigenous languages like Sanskrit, Persian, and regional dialects. Another example is the imposition of Russian on various ethnic groups during the Soviet era, where native languages were discouraged to promote Russian nationalism. 

2. What happens to a linguistic minority in a state? How do you think they can keep their language alive? For example:

Punjabis in Bangalore.

Tamilians in Mumbai.

Kannadigas in Delhi.

Gujaratis in Kolkata.

Ans: A linguistic minority in a state faces challenges in promoting its language and often needs to learn the dominant language for better integration and acceptance in society. This can sometimes create a communication barrier, making interaction and understanding more difficult. Consequently, universal languages like English become more widely used. However, language is an essential part of an individual’s cultural identity and should be respected and preserved. Embracing one’s native language fosters a sense of belonging, strengthens cultural roots, and contributes to the rich diversity of society.

3. Is it possible to carry pride in one’s language too far? Do you know what ‘linguistic chauvinism’ means?

Ans: It is not possible neither beneficial to carry pride in one’s language too far. Knowledge over one’s language is good and respect towards one’s culture and tradition is appreciable. But this pride should not verge on deriding other languages or slighting them.

‘Linguistic Chauvinism’ means an extreme or unreasonable support for one’s own language and considering it to be superior to other languages.

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: 

Find out the origins of the following words.

Ans: 

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.

(i) Loud and clear. 

(ii) Startling and unexpected. 

(iii) Pleasant and welcome.

Ans: (ii) Startling and unexpected. 

(b) ‘‘When a people are enslaved, as long as they hold fast to their language it is as if they had the key to their prison.’’ It is as if they have the key to the prison as long as they. 

(i) Do not lose their language.

(ii) Are attached to their language. 

(iii) Quickly learn the conqueror’s language.

Ans: (ii) Are attached to their language. 

(c) Don’t go so fast, you will get to your school in plenty of time. You will get to your school.

(i) Very late. 

(ii) Too early. 

(iii) Early enough.

Ans: (iii) Early enough.

(d) I never saw him look so tall. M. Hamel 

(i) Had grown physically taller. 

(ii) Seemed very confident. 

(iii) Stood on the chair.

Ans: (ii) Seemed very confident. 

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 is used to indicate an ‘earlier past’. The whole story is narrated in the past. M. Hamel’s ‘saying’ happened earlier than the events in this story. This form of the verb is called the past perfect.

Pick out five sentences from the story with this form of the verb and say why this form has been used.

Ans: In the following sentences, two activities of the past, occurring at two different points of time in the past, are indicated. The one that happens earlier takes the “had” + past form of the verb (V3), while the one that follows it takes the simple past form of the verb (V2).

(i) For the last two years all our bad news has come from there.

Sentences in past perfect form (Reason/ Explanation) Reason: The ‘coming’ of bad news happened earlier than the bulletin in the story.

(ii) Hauser had brought an old primer.

Reason: The event of ‘bringing happened earlier than Franz noticed it.

(iii) That was what they had put up at the town hall!

Reason: The ‘putting up’ of the bulletin happened earlier. Now it is recalled.

(iv) They had not gone to school more.

Reason: The action of not going happened much earlier.

(v) The hopvine that he had planted himself twined about the windows to the roof.

Reason: The ‘planting’ of hop vine happened earlier than its twining about the windows.

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.

Ans: NOTICE

Date: March 19, 2025

Inter-School Debate Competition

All students are informed that our school is organizing an Inter-School Debate Competition on March 30, 2025, in the school auditorium. The topic for the debate is “Social Media: A Boon or a Bane?” All those who are interested in participating are requested to give their names to their respective class teachers before 25 march 2025 Winners will be awarded certificates and prizes.

Details:

Date: March 30, 2025

Time: 10:00 AM – 1:00 PM

Venue: School Auditorium

Eligibility: Students from Classes 5 to 10

School Captain 

Abc 

2. Write a paragraph of about 100 words arguing for or against having to study three languages at school. 

Ans: Against: While knowing multiple languages provides an advantage in various aspects of life, enforcing the study of three languages at the school level becomes a burden. In academics, it is not just knowledge but also scores that matter. With several other subjects demanding our time and effort, mastering a third language, especially one rarely spoken around us, feels unnecessary. The additional workload can divert focus from core subjects, making language learning more of an obligation than an opportunity. Therefore, I believe that studying three languages in school, alongside other major subjects, places unnecessary pressure on students.

For: In today’s interconnected world, knowledge of multiple languages equips us better to face global challenges. We live in a global village where communication with people from diverse backgrounds is essential. Additionally, our country’s vast linguistic diversity makes learning more than one language crucial for social integration. A single language limits our ability to connect with others. Furthermore, young minds are highly adaptable and absorb new languages more easily than adults. Learning three languages at school does not hinder academic performance but rather enhances cognitive abilities and broadens opportunities for the future.

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.

Ans: Throughout life, we meet many people we grow fond of, but sometimes, small incidents can alter our perception of them, either positively or negatively. I once had a close friend with whom I shared many good times and mutual support. However, one day, my view of him changed completely. His indifferent attitude towards an elderly man suffering from Alzheimer’s, a condition that causes severe memory loss, deeply shocked me. What touched my heart as a painful reality seemed amusing to him. He laughed at the suffering of someone from his own neighborhood. Though a minor incident, it created a distance between us. There is no hatred, but the bond we once shared is no longer the same.

1. Find out about the following (You may go to the internet, interview people, consult reference books or visit a library.) 

(a) Linguistic human rights.

Ans: The human and civil rights that concern the individual and collective right to choose are called linguistic human rights. These rights provide an individual to choose the language for communication, in public or private.

(b) Constitutional guarantees for linguistic minorities in India. 

Ans: India is a secular and democratic country. Various articles in the Constitution help to support this. Article 350 A asks every state to provide primary education in mother tongue and special offers for linguistic minorities under Article 350 B.

2. Given below is a survey form. Talk to at least five of your classmates and fill in the information you get in the form.

Ans: Students, do it yourself.

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