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⁞ English Flamingo

NCERT Books ➤ Class 12 ➤

Class 12 English Flamingo Chapter 1. The Last Lesson Summary, Explanation, Question Answers (NCERT Solutions)

The Last Lesson (1. The Last Lesson) CBSE class 12 English Flamingo Chapter 1. The Last Lesson summary with detailed explanation of the lesson The Last Lesson along with meanings of difficult words. Given here is the complete explanation of the lesson, along with summary, explanation and questions and answers of each topic of lesson 1. The Last Lesson.

English Flamingo (Chapter 1. The Last Lesson) Solution
 Talking About The Text

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

Answer :


A linguistic minority in a state does not have as much liberty to exercise linguistic skills as the natives of the state. They initially try to learn the jargons in order to cope with the day-to-day life activities and finally begin to understand the native language with regular interaction. At the workplace and educational organisations, English or the link language helps a lot to cope up with the work and learning process. But, when it comes to understanding the basic norms of the society, in order to socialize, one does face a sort of linguistic barrier during communication.

To keep their language alive, the linguistic minorities can form small communities where they can celebrate their festivals as per their traditions. Moreover, they can continue to speak their native language at their homes in order to make their children learn the language. People must, even, try to visit their native places at regular intervals in order to stay close to their roots.


All Questions of English Flamingo Chapter 1. The Last Lesson
Notice these expressions in the text
Notice these expressions in the text. Infer their meanings from the context.

⚙ in great dread of
⚙ counted on
⚙ thumbed at the edges
⚙ in unison
⚙ a great bustle
⚙ reproach ourselves with

Think As You Read
1. What was Franz expected to be prepared with for school that day?
2. What did Franz notice that was unusual about the school that day?
3. What had been put up on the bulletin-board?
1. What changes did the order from Berlin cause in school that day?
2. How did Franz’s feelings about M. Hamel and school change?

Understanding The Text
1. The people in this story suddenly realize how precious their language is to them. What shows you this? Why does this happen?
Franz thinks, "Will they make them sing in German, even the pigeons?" What could this mean?

(There could be more than one answer.)

Talking About The Text
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?
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
3. Is it possible to carry pride in one's language too far?

Do you know what "linguistic chauvinism" means?

Working With Words
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 origin of the following words.
Tycoon, tulip, logo, bandicoot, barbecue, veranda, robot, zero, ski, trek
2. Notice the underlined words in these sentences and tick the option that best explains their meanings.

(a) “What a thunderclap these words were to me!”
The words were
(i) loud and clear.
(ii) startling and unexpected.
(iii) pleasant and welcome.

(b) “When a people are enslaved, as long as they hold fast to their language it is as if they had the key to their prison.”
It is as if they have the key to the prison as long as they
(i) do not lose their language.
(ii) are attached to their language.
(iii) quickly learn the conqueror’s language.

(c) Don’t go so fast, you will get to your school in plenty of time.
You will get to your school
(i) very late.
(ii) too early.
(iii) early enough.

(d) I never saw him look so tall.
M. Hamel
(a) had grown physically taller.
(b) seemed very confident.
(c) stood on the chair.

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 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 verb and say why this form has been used.

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

Things to do
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
(b) Constitutional guarantees for linguistic minorities in India
Given below is a survey form. Talk to at least five of your classmates and fill in the information you get in the form.
S.No.Languages you knowHome languageNeighbourhood languageCity/Town languageSchool language
      
      
      
      
      

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