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The Last Lesson

English +2

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340 views10 pages

The Last Lesson

English +2

Uploaded by

chauhansparsh0000
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF or read online on Scribd
PART -I Flamingo (Prose) a The Last Lesson By Alphonse Daudet About the Author ‘Alphonse Daudet was a French short-story writer and novelist, now remembered chiefly as the author of sentimental tales of provincial life in south of France. He was born on May 13, 1840, at Nimes in France. He was the som of a silk manufacturer. In 1849, his father hnd to sell his factory and move to Lyon, Alphonse zorote his first poems and his novel at the age of 14. He died on December 16, 1897, in Paris, France. Alphonse Daudet VOCABULARY 1. dread: fear 11, primer: Elementary textbook 2. chirping: call of the birds 12. Saar: a river in north-eastern France and 3. tempting: attractive; alluring western Germany. 4, bulletin board: Notice board 13, wondering; thinking 14, thunderclap: a shock 15. to reproach: to blame 46. enslaved: oppressed or imprisoned 17. gesture:a movement of hand, head or any other body part to express an idea or meaning 18, angelus: a Roman Catholic devotion commem- rating the incarnation of Jesus and including the Hail Mary, said at morning, noon and sunset 3. apprentice: trainee 6. bustle: chaos/pandemonium 7. unison: chorus 8. rapping; banging or being hit to produce a sound 9. commotion: chaos, noise 10. solemn: serious or grave SYNOPSIS “The Last Lesson’ written by Alph under the leadership of Bismark attacke came under Prussian rule. French as the language was discontinued in schools asa result of which M, Hamel, one of the protagonists of the story could no longer stay in hs old residential school ‘and was all set to leave the region the next day. He gave the lust lesson to his students with utmost dedication and sincerity as ever Weare also introduced to Franz, one ofthe students of M. Hamel, He dreaded French flass and M, Hamet’s ruler tere eevee that day fearing he would be punished as he had not learnt is lesson — the participles. On reaching school, he realized that the ambience of the school was unusually quiet that day. M. Hamel was dressed ee ee When aoe a puted the class that was their last lesson, an immediate sense of guilt overpowered him for not learning his own language well. . ‘The story depicts the pathos of the whole situation about how people feel when they do not learn their own, language It ells us about the significance of one’ language in one’ ife and for the very existence of arace and how important itis to safeguard it. onse Daudet is the narrative set in the year 1870 when the Prussian forces and captured France. The districts of Alsace and Lorraine, therefore, C3 Bese ew English (Core) ~ ca GEETO Ze iglish (Core) — XII tiage. He said that the French is the most {all costs, ‘The mother tongue ean prove s with sincerity. The own hang M. Hamel emphasised the need for holding on lo er - beautiful and logical language in the world and iLmust besaleplr TT ae the to be the key to the prison whenever ane is appressed and enshives ! students too remained silent and dil their work sincerely. , town the next d He observed his classroom as he was supposed to teave the Lown py up, he tried to speak to the class one last time bul get ‘emotional. He wrote with the gesture of his hand dismissed the class. The story highlights the predicament of war on ordinary 16 cor the bloodshed it unleashes but the psychological and ia reaching than what we can ever imagine. The story shares how The ue Changed overnight and how many lives were affected as the afte math of the war. ay, As the clock struck twelve, he got ‘on the board ,’Vive La France’ and fife. I is not always about the death and destruction, impact of wars sometimes can be quite far ordinary life in a small town was drastically FLOW CHART Fran2is affaid of going to school as he has not learnt his esson—the participles. He wants to enjoy the beauty of Nature, the bright sunshine, the birds singing ih the woods or simply watch the drill of the Prussion soldiers. tHe resists the temptation of bunking school and reaches late at M. Hamel’ lass s On his way, he notices a crowd outside the Town Hall around the bulletin board. On reaching school, Franz notices: unusual silence, villagers occupying the last benches, his teacher wearing his best dress and everyone looked sad. M.Hamel announces that it was their last lesson in French. ‘An order had come from Berlin to teach German in schools from the next day. Franz regrets and realizes his mistake, fees sorry for not making an effort to learn French. He correlates the reason why the teacher was well dressed and why the villagers ‘were sitting at the back of the classroom. M.Hamel states that all three, he himself asa teacher, the children and their parents were to be blamed for losing regard of their mother tongue: the French language. * M. Hamel asserts that French is the most beautiful, clear and logical language in the world, He advises that one must hold on to one’s language, as when one is enslaved, itis the key to the prison. He observes his classroom and its elements meticulously for the very last time The students too remain silent and do their work sincerely. It was their way of paying tribute to their teacher for forty years of his dedicated service, ~ {As the clock strikes twelve, M. Hamel becomes emotional and writes on the boatd “Vive La France’ and djsmisses the class with the gesture of his hand. Franz remembers his last lesson very well. “The Last Lesson MAIN CHARACTERS M.Hamel 1 is one of the main protege ho know: The Last Lesson’. He is portrayed as a sincere oust the French Language and considers it to st address to the class, he adv is enslaved, it acts asa key to fh citizen. He served as a teacher town, the school and the people. « last day of his class, he makes realize it must have been difficult for h ‘om Berlin. He got emotional at the end of the ‘¢ La France’ on the board and dismisses the class. an Pie's prison. M. Hamel is sincere and str inthe town of Alsace for 40 He finds it difficu ; s students do exercises on all a M. Hamel to leave everything and last lesson and before sending off} Franz Franz is another protagonist of the Lorraine. He is sensit and hone: tobe discontinued from the ignoring his lessons, 2 good obser ir He understands M. Ham coo in German, in outdoors, sunshine, birds, b : of guilt. He blames himself for 1 but was attached to him nonetheless. He is last lesson. f the pigeons would also be made to on them. He is young, who loves and reflective in nature. Questions Answer sini [ES Read the extracts given below and answer the questions that follow: 1 () They are drilling for ol off the Irish coast. (c) The sergeant was drilling the new recruits. (4) Extensive exploration was carried out using the latest drilling techrfology. (vi) It can be assessed from the given extract that Franz: (2) was disrespectful towards M. Hamel. (b) was indifferent towards M. Hamel (c) was afraid of M. Hamel (4) had started to like M. Hamel. y late that morni perniding @ said that he wor ii) ‘He’ dread of a scolding because: ally when school began, there was a great bustle, » that day everything had to be quiet as Sunday he thought of spending (c) he did not prepare for the morning.” (a (i) Who is the author of the above extract? iii) The warm and bright day, chirping of birds and (a) Louis Fischer (b) Selma Lagerlof drilling by Prussian soldiers were ————— () AR. Barton (a) Alphonse Daudet for Franz. Gi) Complete the following sentence: (2) repulsive (&) revolting ‘The kind of commotion being referred to here is ___ (¢) disenchanting (2) tempting liv) Inthe above extract‘the presence of Prussian soldiers (jj) “But now it was also st in a French town’ indicates Q (a) the district of Alsace 2” Here ‘it’ refers to: (01 In which of the following sentences has the word Sy eres ‘drilling’ been used in the same context as in the eee naa above extract? a — P }) the bulletin-board at the town hall. (a) They were drilling through solid rocks. ee C6 (iv) There was usually great bustle and noise when the school began, but it was all very quiet. Which of the following describes Franz’s emotions most accurately? fa) shock and 0) dioppomntm k without being seen Which of the following best captures the quality of Franz at the moment? e; chful (o) Cheerful (©) Observant (@) Dedicated thunderclap these words to me! e old friends now that I could not give up. (@ Who is ‘me’ in the above lines? (a) Franz (©) M. Ham: (c) The old Hauser (d) The blacksmith “What a thunderclap these words were to me!”— ‘These words suggest to the speaker that: @ 4 last French lessor (b) this was his last German lesson a (c) his teacher M, Hamel was retiring. (d) 2 new teacher would come to teach French grammar. “Lhardly knew how to write!” Select the appropriate reason for the given statement: (2) “He disliked his teacher M. Hamel (b) “He’ spent his days outdoors daily. (c) ‘He’ was not keen to learn his mother tongue. (4) He was keen to learn German language. What had been put up at the town hall? (a) An order from Berlin to teach only German in the schools of Alsace and Lorraine. (©) An order from Alsace to teach only German in the schools of Lorraine. (c) An order from Berlin to teach French in the schools of Alsace and Lorraine. (d) An order to capture the districts of Alsace and Lorraine Describe the mood of the speaker in one word. The synonym for ‘infliction’ as used extract is Gi) co) w (wid the above “I never saw him so tall. My friend,” said he, “-1" But something choked him. ‘school is dismissed —you may go.” (i) “1 never saw him look so tall”, Which of the following best captures M. Hamel on the Last day of school? GEE P Bese ta Erich (Core) — at () P () (ii) “He could not go on for given statement: fa) He wa Gv) List the people who are being referred to as “My friends” —by M. Hamel. (s) The antonym for ‘retained’ as used in the above extract is: (2) choked (©) dismi PP (vi) Identify the textual clue that allows the reader to infer that M. Hamel was patriotic. was theirs no more. (@) Why does the narrator refer to M. Hamel 2s 2 “Poor man!’? (a) He empathizes with M. Han the village. () Hebetieves that M. Hamel’s“fin clearly reflected that he was not 1 (©) He feels sorry for M. Hamel as it was French lesson, (4) He thinks that M. Hamel's patriotism and sense: duty resulted in his poverty (i) Which of the following idioms might de

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