Class 12 NCERT English Kaleidoscope Flamingo Part Prose Lesson 1 The Last Lesson Solutions

Class 12 NCERT English Kaleidoscope Flamingo Part Prose Lesson 1 The Last Lesson Question and Answers.

Question and Answer:

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?

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

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

Answer:

1. Franz was expected to be prepared with the rules for participles for school that day, as M. Hamel had said he would question them on it.

2. Franz noticed several unusual things about the school that day:

• Instead of the usual great bustle and commotion that could be heard out in the street, everything was very still, like a Sunday morning.
• His classmates were already in their places when he arrived.
• M. Hamel was walking up and down with his terrible iron ruler under his arm, which Franz likely found intimidating.
• M. Hamel was wearing his beautiful green coat, his frilled shirt, and the little black silk cap, all embroidered, clothes he usually only wore on inspection and prize days.
• The whole school seemed strange and solemn.
• The village people were sitting quietly on the back benches that were usually empty.

3. For the last two years, all their bad news had come from the bulletin-board, such as the lost battles, the draft, and the orders of the commanding officer. Later in the story, Franz realizes that the news put up on the bulletin-board that day was the order from Berlin to teach only German in the schools of Alsace and Lorraine.

4. The order from Berlin caused significant changes in the school that day:

• The language of instruction changed: It was the last French lesson, as German was to be taught in the schools of Alsace and Lorraine from the following day.
• A new teacher was arriving the next day: This marked the end of M. Hamel’s tenure.
• The atmosphere in the school was different: Instead of the usual noisy bustle, everything was still and solemn, like a Sunday morning.
• M. Hamel’s attire was unusual: He wore his fine Sunday clothes, which he usually only wore on inspection and prize days.
• The presence of the village elders: Old Hauser, the former mayor, the former postmaster, and several other village people were sitting quietly on the back benches, indicating the importance of the occasion.
• M. Hamel’s teaching approach seemed different: Franz noted that M. Hamel explained everything with unusual patience, as if he wanted to impart all his knowledge at once.
• The subject matter felt easier to understand: Franz was surprised at how well he understood the lesson.
• The writing lesson emphasized French identity: The new copies had “France, Alsace, France, Alsace” written on them in a beautiful round hand.

5. Franz’s feelings about M. Hamel and school underwent a significant transformation:

• Initial dread turned to surprise and curiosity: He initially dreaded school due to his lack of preparation for the participles test. However, the unusual atmosphere and the presence of the villagers piqued his curiosity.
• Realization of the importance of learning: The news about the last French lesson made him regret not learning his lessons and for seeking birds’ eggs or going sliding on the Saar.
• Appreciation for his books and lessons: His books, which had seemed like a nuisance before, became like old friends that he couldn’t give up.
• Change in perception of M. Hamel: The thought of M. Hamel going away and never seeing him again made Franz forget about his ruler and crankiness. He started to feel sorry for him (“Poor man!”) and understood that M. Hamel wore his fine clothes in honor of the last lesson.
• Empathy for the villagers and their regret: Franz understood that the old men of the village were there because they were also sorry for not going to school more and were there to thank their master.
• Intense focus during the lesson: He listened to M. Hamel more carefully than ever before and found the lesson surprisingly easy to understand.
• Deepening respect and admiration for M. Hamel: M. Hamel’s emotional farewell and his powerful final act of writing “Vive La France!” likely solidified Franz’s respect and admiration for his teacher.

Understanding the text

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

2. Franz thinks, “Will they make them sing in German, even the pigeons?” What could this mean?

Answer:

1. The people in this story suddenly realise how precious their language is to them. What shows you this? Why does this happen? Several things in the text illustrate the villagers’ sudden realization of the preciousness of their language:

2. Franz thinks, “Will they make them sing in German, even the pigeons?” What could this mean? Franz’s seemingly simple question about the pigeons singing in German carries a profound symbolic meaning:

The absurdity and unnaturalness of forced assimilation: Pigeons are a natural part of their environment, cooing in their own way. The idea of forcing them to “sing” in a different language highlights the absurdity and unnaturalness of the imposed change. It suggests that language is deeply ingrained and organic, not something that can be arbitrarily forced upon living beings.

The pervasiveness of the imposed change: Franz wonders if the imposition of German will extend to every aspect of their lives, even the natural world. It reflects his fear that their entire environment and way of life will be altered and dominated by the new regime.

A metaphor for the loss of freedom and natural expression: The pigeons’ cooing can be seen as a form of natural expression. The thought of them being forced to “sing” in German symbolizes the loss of their own voice, their own way of being. It represents the suppression of their natural cultural expression.

A childlike but insightful observation: Franz’s question, coming from the perspective of a child, is simple yet deeply insightful. It captures the fundamental injustice and illogicality of trying to erase a people’s language and culture. It highlights the idea that language is as natural to a community as a bird’s song is to the bird.

In essence, Franz’s question is a poignant reflection on the far-reaching and unnatural consequences of linguistic and cultural oppression. It underscores the deep connection between language, identity, and the natural world.

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 t 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:

Tamilians in Mumbai

Kannadigas in Delhi

Gujrati in Kolkata

3. Is it possible to carry pride in one’s language too far?

Do you know what ‘linguistic chauvinism’ means?

Answer:

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?

History is unfortunately replete with examples of conquered peoples facing linguistic suppression or the imposition of a dominant language. Here are a few:

• The Irish Language under British Rule: For centuries, the English sought to suppress the Irish language. Laws were enacted to discourage its use, and English was promoted in education, administration, and commerce. While the Irish language survived, it suffered significant decline due to this pressure.
• Native American Languages in the United States and Canada: Through boarding schools and other policies, indigenous children were often forcibly separated from their families and punished for speaking their native languages. The aim was to assimilate them into the dominant English-speaking culture, leading to a severe decline in many indigenous languages.
• The Catalan and Basque Languages in Spain under Franco: During the Francoist dictatorship (1939-1975), the public use of Catalan and Basque languages was severely restricted. Spanish was promoted as the sole official language, and the use of regional languages in education, media, and public life was suppressed.
• The Kurdish Language in Turkey: For much of the 20th century, the public use and teaching of the Kurdish language were restricted in Turkey. This was part of a broader policy of assimilation aimed at creating a unified Turkish national identity.
• Colonial Languages in Various Parts of the World: European colonial powers often imposed their languages (English, French, Spanish, Portuguese, Dutch) on the populations they colonized. This often marginalized or suppressed indigenous languages, impacting their social and economic status.
• The Uyghur Language in China: There are increasing concerns about the suppression of the Uyghur language and culture in the Xinjiang Uyghur Autonomous Region of China, with restrictions on its use in education and public life.

2. These examples illustrate how language is often seen as a crucial element of cultural identity and a potential source of resistance against oppression. Suppressing a language is a way to undermine a people’s sense of self, history, and unity, making them more susceptible to assimilation and control. Conversely, maintaining and using one’s language can be an act of defiance and a way to preserve cultural identity in the face of domination.

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

• Tamilians in Mumbai
• Kannadigas in Delhi
• Gujarati in Kolkata

Linguistic minorities in a state often face several challenges:

• Pressure to assimilate: There can be social and economic pressure to adopt the majority language for better integration, education, and job opportunities.
• Limited access to education and media in their language: Schools may not offer education in their mother tongue, and media (TV, radio, newspapers) in their language might be scarce.
• Lack of official recognition and support: The state might not officially recognize or support minority languages, leading to a lack of resources and infrastructure for their preservation.
• Language attrition: Over generations, especially if children are not actively taught and encouraged to use their mother tongue, language skills can decline, and the language may eventually be lost within the community.
• Social isolation: If the minority language community is small and dispersed, it can be challenging to maintain regular interaction and use of the language.

(i) Family transmission: Parents actively speaking their mother tongue with their children is the most crucial factor. Creating a home environment where the language is used regularly for daily communication, stories, and cultural activities is vital.

(ii) Community initiatives: Establishing community schools or weekend language classes for children and adults can provide a formal setting for language learning and cultural exchange.

(iii) Cultural organizations and events: Forming cultural associations that organize festivals, music and dance performances, and other events that celebrate the language and culture can help maintain a vibrant linguistic community.

(iv) Using technology and media: Creating online resources, social media groups, radio programs, and even local newsletters in their language can help connect speakers and provide platforms for language use.

(v) Intergenerational interaction: Encouraging interaction between older, fluent speakers and younger generations can facilitate language transmission and cultural knowledge.

(vi) Advocacy and representation: Organizing and advocating for the recognition and support of their language within the state’s educational and cultural policies can help secure resources and opportunities for language use.

(vii) Maintaining connections to their linguistic homeland: Staying connected with the regions where their language is the majority language through travel, media, and family ties can provide continued exposure and reinforcement.

(viii) Valuing and promoting bilingualism: Emphasizing the benefits of knowing multiple languages can encourage younger generations to maintain their mother tongue alongside the majority language.

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

Yes, it is absolutely possible to carry pride in one’s language too far. While linguistic pride is a natural and positive feeling, when it becomes excessive and leads to the belief that one’s own language is inherently superior to all others, it can turn into linguistic chauvinism.

Linguistic chauvinism is the exaggerated or aggressive belief in the superiority of one’s own language and the denigration or dismissal of other languages. It can manifest in various ways, such as:

• Belittling or mocking speakers of other languages.
• Claiming that one’s own language is more logical, beautiful, or expressive than others without objective basis.
• Discriminating against individuals or groups based on their language.
• Resisting the learning or use of other languages.
• Promoting linguistic purity to an extreme, rejecting loanwords or influences from other languages unnecessarily.
• Using language as a tool to assert dominance or exclude others.

While valuing and protecting one’s language is important, linguistic chauvinism can be divisive, foster prejudice, and hinder intercultural understanding and communication. A healthy pride in one’s language should coexist with respect and appreciation for the diversity of human languages.

Working with words

1. English is a language that contains words from many other language This inclusiveness one of the reasons it is now a word language, For example:

petite – French

kindergarten – German

capital – Latin

democracy – Hindi

Find out the origins of the following words.

tycoon
barbecue
zero
tulip
veranda
ski
logo
robot
trek
bandicoot

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) starling 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

Answer:

1. Origins of the words:

• tycoon: Japanese (from taikun, meaning “great lord” or “commander-in-chief,” a title used for the shogun).
• barbecue: Caribbean Taino (from barbacoa, referring to a raised wooden frame for grilling meat).
• zero: Arabic (from ṣifr, meaning “empty” or “nothing”). The concept and the word traveled to Europe through Italian.
• tulip: Persian (from dulband, meaning “turban,” referring to the flower’s shape). It entered English via French or Dutch.
• veranda: Portuguese or Spanish (likely originating from Hindi varanda).
• ski: Old Norse (from skíð, meaning “snowshoe” or “piece of wood”).
• logo: Greek (from logos, meaning “word,” “speech,” or “reason.” In modern usage, it refers to a symbol or design representing an organization).
• robot: Czech (from robota, meaning “forced labor” or “drudgery,” coined by Karel Čapek in his play R.U.R.).
• trek: South African Dutch (from trekken, meaning “to pull,” “to travel,” or “to migrate,” referring to the Great Trek of Boer settlers).
• bandicoot: Telugu (from pandi-kokku, literally “pig-fox” or “earth-pig”). It was adopted into English in India.

2. Meanings of the underlined words:

(a) “What a thunderclap these words were to me!”

The words were: (ii) startling and unexpected. A thunderclap is a sudden, loud, and shocking sound. Similarly, the news was a sudden and unexpected shock to Franz.

(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. “Hold fast to” means to retain firmly and not let go. In this context, it means preserving and not abandoning their language.

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

You will get to your school: (iii) early enough. “In plenty of time” means with more than enough time, so you won’t be late and might even be early. “Early enough” captures this meaning best.

(d) I never saw him look so tall.

M. Hamel: (b) seemed very confident. While M. Hamel didn’t physically grow taller, the gravity of the moment, his strong emotions, and his final powerful act likely made him appear more imposing and confident in Franz’s eyes. Option (c) is incorrect as the text doesn’t mention him standing on a chair.

Noticing form

Read the 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 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.

Answer:

1. “…especially because M. Hamel had said that he would question us on participles…”
   • Why it’s used: M. Hamel’s statement about questioning them on participles happened before Franz started for school and felt the dread of a scolding. The “had said” establishes this earlier point in the past that influenced Franz’s feelings.
2. “For the last two years all our bad news had come from there…”
   • Why it’s used: The arrival of bad news from the bulletin board (“had come”) occurred repeatedly over the past two years, which is a period of time before the specific morning the story is narrated.
3. “I had counted on the commotion to get to my desk without being seen…”
   • Why it’s used: Franz’s act of counting on the commotion (“had counted”) happened before he actually arrived at the still and quiet school and realized his plan wouldn’t work.
4. “…Not till then, when I had got a little over my fright, did I see that our teacher had on his beautiful green coat…”
   • Why it’s used: Franz’s overcoming his initial fright (“had got”) happened before he noticed M. Hamel’s special attire. The past perfect clarifies the sequence of these past events.
5. “…the hopvine that he had planted himself twined about the windows to the roof.”
   • Why it’s used: M. Hamel’s action of planting the hopvine (“had planted”) occurred at some point in the past before the time when Franz is observing the changes in the schoolroom over the forty years M. Hamel had been there.

In each of these sentences, the past perfect tense effectively clarifies the timeline of past events, indicating which action or state occurred earlier in relation to the main narrative’s past timeframe.

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 language at school.

3. Have you ever changed your opinion about someone or something that you had earlier liked or dislike? Narrate what led you to change your mind.

Answer:

[School Name]

NOTICE

Inter-House Debate Competition

All students are invited to join our Inter-House Debate Competition!

Topic: Social Media: Good or Bad for Friendships?

Date: Friday, May 9, 2025 Time: 10:00 AM Place: School Auditorium

If you want to speak for your House, tell your House Captain by Wednesday, May 7th. Each House can have two speakers.

Great prizes for the winners! Come and support your House!

[Your Name] Secretary, Literary Club [School Name] April 28, 2025

2. Paragraph Arguing Against Having to Study Three Languages at School (approx. 100 words)

Requiring students to study three languages in school places an unnecessary burden on their learning capacity and time. With an already packed curriculum covering essential subjects like science, mathematics, and social studies, the addition of three languages can lead to superficial learning across the board. Students may struggle to achieve proficiency in any of them, potentially leading to frustration and a lack of genuine interest in language learning. Instead, focusing on two languages – the mother tongue and a widely used global language – would allow for deeper engagement and a more meaningful acquisition of linguistic skills, ultimately better preparing students for future academic and professional pursuits.

3. Narrative of a Changed Opinion (approx. 100 words)

I used to really dislike our school librarian, Ms. Sharma. She always seemed stern and quick to shush anyone who made even the slightest noise. I thought she was just a grumpy old lady who didn’t like children. However, when I was struggling to find resources for a history project, I reluctantly approached her. To my surprise, she was incredibly helpful. She patiently guided me through the archives, suggesting relevant books and even helping me locate specific information. I realized then that her strictness wasn’t out of ill-will, but a dedication to maintaining a conducive environment for study. My initial dislike completely transformed into respect and gratitude for her knowledge and commitment.

Things to do

1. Find out about he 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.

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.

S. No.	Languages you know	Home language	Neighbourhood language	City/Town language	School language
1.
2.
3.
4.
5.

Answer:

1. (a) Linguistic Human Rights

Linguistic human rights (LHRs) refer to the fundamental rights related to language, which individuals and groups should possess. These rights aim to protect and promote linguistic diversity and equality. Key aspects of linguistic human rights include:

• The right to use one’s mother tongue: This encompasses the right to use one’s language in private and public life, including within the family, community, and cultural activities.
• The right to education in one’s mother tongue: This is considered crucial for effective learning and the preservation of linguistic identity, at least in the early years of schooling.
• The right to use one’s language in legal and administrative settings: This ensures fair access to justice and public services.
• The right to media and cultural expression in one’s language: Access to information and participation in cultural life through one’s own language is vital.
• The right to language choice: Individuals should have the freedom to choose which language(s) they want to use and learn, without coercion or discrimination.
• The right to linguistic identity: This recognizes the importance of language as a key component of an individual’s and a group’s identity and the right to maintain and develop that identity.
• Protection against linguistic discrimination: Individuals and groups should not face discrimination or disadvantage based on their language.
• Support for minority languages: This involves measures to protect and promote languages spoken by minority communities, which may be vulnerable to assimilation or extinction.

International legal frameworks, such as the Universal Declaration of Human Rights (though not explicitly mentioning language), the International Covenant on Civil and Political Rights, and various regional conventions (like the European Charter for Regional or Minority Languages), contribute to the understanding and codification of linguistic human rights. UNESCO also plays a significant role in promoting linguistic diversity and multilingualism.

1. (b) Constitutional Guarantees for Linguistic Minorities in India

The Constitution of India provides several safeguards for linguistic minorities:

• Article 29 (Protection of interests of minorities):
  • It grants any section of the citizens residing in the territory of India or any part thereof having a distinct language, script or culture of its own, the right to conserve the same.  
  • It prohibits discrimination against any citizen on grounds only of religion, race, caste, language or any of them in respect of admission into any educational institutions maintained by the State or receiving aid out of State funds.
• Article 30 (Right of minorities to establish and administer educational institutions):
  • It grants all minorities, whether based on religion or language, the right to establish and administer educational institutions of their choice.  
  • It ensures that the State shall not, in granting aid to educational institutions, discriminate against any educational institution on the ground that it is under the management of a minority, whether based on religion or language.  
• Article 347 (Special provision relating to language spoken by a section of the population of a State): On a demand being made in that behalf, the President may, if he is satisfied that a substantial proportion of the population of a State desire the use of any language spoken by them to be recognised by that State, direct that such language shall also be officially recognised throughout that State or any part thereof for such purposes as he may specify.  
• Article 350A (Facilities for instruction in mother-tongue at primary stage): It enjoins upon every State to endeavour to provide adequate facilities for instruction in the mother-tongue at the primary stage of education to children belonging to linguistic minority groups; and the President may issue such directions to any State as he considers necessary or proper for securing the provision of such facilities.
• Article 350B (Special Officer for linguistic minorities): It provides for the appointment by the President of a Special Officer for linguistic minorities. It shall be the duty of this Officer to investigate all matters relating to the safeguards provided for linguistic minorities under this Constitution and report to the President upon those matters at such intervals as the President may direct, and the President shall cause all such reports to be laid before each House of Parliament.  

These constitutional provisions aim to protect the linguistic identity of minority groups and ensure their right to education and participation in the civic life of the country without linguistic discrimination.

2. Survey Form: Talking to Your Classmates

Here’s how you can approach your classmates to fill out the survey form:

1. Explain the Purpose: Briefly tell your classmates that you are conducting a survey for a school assignment about the languages people know and use in different environments.
2. Be Polite and Respectful: Ask if they have a few minutes to answer some questions. Be mindful of their time and don’t pressure them if they are busy.
3. Ask Clearly: Read each category in the survey form clearly and ask them to list the languages that apply to them in each context.
4. Record Accurately: Write down their responses carefully in the corresponding boxes.
5. Thank Them: Once they have finished, thank them for their time and cooperation.

S. No.	Languages you know	Home language	Neighbourhood language	City/Town language	School language
1.	Hindi, English	Hindi	Hindi, English	Hindi, English	English, Hindi
2.	Marathi, Hindi, English	Marathi	Marathi, Hindi	Marathi, Hindi	English, Hindi
3.	Tamil, English	Tamil	Tamil, English	Tamil, English	English
4.	Bengali, Hindi, English	Bengali	Bengali, Hindi	Hindi, Bengali	English, Hindi
5.	Malayalam, English	Malayalam	Malayalam, English	English, Malayalam	English

About the Unit

Theme

The pain that is inflicted on the people of a territory by its conquerors by asking away the right to study or speak their own language.

Answer:

The theme you’ve identified – the pain inflicted on the people of a territory by its conquerors through the removal of their right to study or speak their own language – is indeed a powerful and central theme explored in the text we’ve been discussing.

This theme resonates deeply because language is not merely a tool for communication; it is intricately woven into the fabric of a people’s identity, culture, history, and sense of belonging. When conquerors attempt to suppress or eradicate a native language, they are essentially attacking the very essence of that community.

Here’s why this theme is so significant:

• Loss of Identity: Language is a primary marker of identity. When people are forbidden from using their mother tongue in schools and public life, it can lead to a sense of alienation and a weakening of their cultural identity. They may feel disconnected from their roots and traditions.
• Cultural Erosion: Language carries within it the nuances of a culture – its proverbs, stories, songs, and unique ways of seeing the world. Suppressing a language can lead to the gradual erosion and eventual loss of this rich cultural heritage.
• Historical Disconnection: Language is a vessel for history. It transmits the stories and experiences of past generations. When a language is lost, a vital link to the past is severed, making it harder for people to understand their heritage and collective memory.
• Emotional Anguish: As seen in the story with the villagers and Franz, the realization of losing their language evokes deep sadness, regret, and a sense of powerlessness. The forced shift to a foreign language can be emotionally traumatic.
• Symbol of Oppression: The imposition of a conqueror’s language is often a symbol of their dominance and control. It serves as a constant reminder of their subjugation and can fuel resentment and resistance.
• Loss of Natural Expression: Forcing people to communicate and learn in a language that is not their own can stifle their natural modes of expression and limit their ability to articulate complex thoughts and emotions with the same ease and depth.

The story poignantly illustrates this theme through the characters’ reactions to the order from Berlin. M. Hamel’s emotional farewell to the French language, the villagers’ silent attendance as a mark of respect and regret, and Franz’s sudden understanding of the value of his mother tongue all underscore the profound pain and loss associated with linguistic suppression.

This theme is not just confined to historical contexts; it continues to be relevant in various parts of the world where linguistic minorities face pressures and policies that threaten the survival of their languages. Understanding this pain is crucial for appreciating the importance of linguistic human rights and the need to protect and promote linguistic diversity.

Sub-Theme

Student and teacher attitude to learning and teaching.

Answer:

Franz’s Attitude Towards Learning (Before the Announcement):

• Procrastination and Lack of Diligence: Franz openly admits his dislike for learning, especially grammar. He says, “…I did not know the first word about them [participles].” He preferred playing outdoors (“seeking birds’ eggs, or going sliding on the Saar”) to studying.
• Seeing School as a Burden: His books are described as “such a nuisance a while ago, so heavy to carry.” This highlights his negative perception of schoolwork.
• Reliance on Commotion: He “counted on the commotion” of the school day to slip into his desk unnoticed, indicating a desire to avoid attention and perhaps evade being questioned.
• Fear of the Teacher: His “great dread of a scolding” and fear of M. Hamel’s “terrible iron ruler” suggest a learning environment driven by apprehension rather than intrinsic motivation.

M. Hamel’s Attitude Towards Teaching (Before the Announcement):

• Strictness and Authority: The mention of his “terrible iron ruler rapping on the table” paints a picture of a disciplinarian teacher.
• Repetitive Methods: The description of “lessons repeated in unison, very loud, with our hands over our ears to understand better” suggests a rote learning approach.
• Occasional Leniency/Personal Priorities: M. Hamel himself admits, “Have I not often sent you to water my flowers instead of learning your lessons? And when I wanted to go fishing, did I not just give you a holiday?” This reveals a teacher who sometimes prioritized his personal tasks over strict adherence to the curriculum.  

The Shift in Attitude After the Announcement:

• Franz’s Regret and Attentiveness: The news of the last French lesson triggers a significant change in Franz. He feels “oh, how sorry I was for not learning my lessons.” He listens to M. Hamel with unprecedented care: “I think, too, that I had never listened so carefully…” He finds the lesson surprisingly easy to understand, suggesting that perhaps his previous lack of effort was a major barrier.
• M. Hamel’s Passion and Patience: Knowing it’s his last lesson, M. Hamel seems determined to impart all his knowledge. The narrator observes, “…he had never explained everything with so much patience. It seemed almost as if the poor man wanted to give us all he knew before going away, and to put it all into our heads at one stroke.” He speaks of the French language with deep love and conviction.  
• The Villagers’ Regret: Their presence in the classroom signifies their belated recognition of the importance of education and their regret for not attending school more often. This reflects a change in their attitude towards learning, spurred by the threat of its loss.
• A Sense of Shared Loss and Unity: The shared experience of this last lesson creates a sense of unity between the students, the teacher, and the villagers. They are all bound by the impending loss of their language and the associated learning environment.

Overall:

The story highlights how the perceived value of learning and teaching can shift dramatically when something is about to be lost. Franz’s initial apathy contrasts sharply with his sudden regret and attentiveness. M. Hamel’s teaching takes on a new urgency and passion in his final lesson. The sub-theme underscores that the context and the perceived importance of education can significantly influence the attitudes of both students and teachers. The threat of losing their language serves as a powerful catalyst for a newfound appreciation for learning and the role of the teacher.

Reading Comprehension

The comprehension check at the end of each section in the unit helps pupils make sure that they have understand the facts before they move on to the nest section. One session of forty minutes is likely to be enough for one section of the unit.

Pupils can read each section silently and discuss the answerers in pairs, The question at the end of the unit are inferential, These helps pupils make sense of the writer’s mentation in focusing on a local episode and to comment on an issue of universal significance. These could be a follow-up discussion on parts for which students need explanation.

Answer:

• Section-by-Section Comprehension Checks: Emphasizing the importance of verifying understanding after each segment ensures that students build a solid foundation of factual knowledge before moving on to more complex ideas. This prevents them from feeling lost or overwhelmed by accumulating information.
• Silent Reading and Paired Discussion: This approach encourages individual engagement with the text, allowing students to process information at their own pace. The subsequent paired discussion fosters collaborative learning, where students can share their interpretations, clarify doubts, and learn from each other’s perspectives. This active engagement deepens understanding and promotes critical thinking.
• Inferential Questions at the Unit’s End: Focusing on inferential questions at the end of the unit encourages students to go beyond literal comprehension. It prompts them to analyze the writer’s intentions, connect local events to broader themes, and make insightful interpretations. This develops higher-order thinking skills and a deeper appreciation for the text’s message.
• Follow-up Discussion for Clarification: Recognizing that some parts of the unit may require further explanation and discussion is crucial for addressing individual learning needs. This allows teachers to provide targeted support and ensure that all students grasp the key concepts and nuances of the text.

Essentially, the suggested approach moves from basic factual recall to deeper inferential understanding, facilitated by a combination of individual reading, peer interaction, and teacher-led discussion. This structured method aims to maximize comprehension and encourage students to engage with the text on multiple levels, ultimately grasping both the specific narrative and its universal significance.

Talking about the text

Topics to be discussed in small groups or pairs. This shall help pupils think of issues that relate to the realities of the society they live in. Gives scope for developing speaking skills in the English Language on varied issues. Fluency development.

Answer:

• Connecting Text to Real-World Realities: By discussing topics stemming from the text, students can bridge the gap between the fictional narrative and the issues prevalent in their own society. This encourages them to think critically about how themes like linguistic identity, cultural loss, power dynamics, and prejudice manifest in their own lives and communities.
• Developing Speaking Skills: Small group discussions provide a safe and less intimidating environment for students to practice speaking in English. They get more opportunities to express their thoughts, articulate their opinions, and use new vocabulary and sentence structures.
• Fluency Development: The informal nature of small group discussions encourages more spontaneous and continuous speaking, which is crucial for developing fluency. Students learn to think on their feet, express themselves more naturally, and become more comfortable using the language in interactive situations.
• Varied Issues and Perspectives: The text can serve as a springboard for exploring a wide range of related issues. Different students will bring their unique perspectives and experiences to the discussion, enriching the overall understanding and fostering tolerance for diverse viewpoints.
• Critical Thinking and Analysis: Discussing the nuances of the text and its connection to real-world scenarios encourages students to analyze information, form their own opinions, and support them with reasons and evidence.
• Active Listening and Collaboration: Group discussions necessitate active listening as students need to understand what their peers are saying to respond effectively. It also promotes collaboration as they work together to explore ideas and reach shared understandings.

Examples of Discussion Topics Based on the Text:

Here are some potential discussion topics that small groups or pairs could explore, relating the themes of the story to their own realities:

• Language and Identity: How important is your mother tongue to your identity? Have you ever felt a connection to a particular language? How does language shape a community’s identity?
• Experiences with Language Diversity: What languages do you hear spoken in your neighborhood or city? Have you ever felt like an outsider because you didn’t understand a particular language? How can we create a more inclusive environment for linguistic minorities in our society?
• The Impact of Dominant Languages: Are there any languages that seem to be more dominant in your region (in media, education, work)? What impact does this have on speakers of other languages?
• Loss of Cultural Heritage: Can you think of any traditions, customs, or even words in your community that are fading away? What are the reasons for this? How does the loss of language contribute to the loss of culture?
• Education in Mother Tongue: What is your experience with learning in your mother tongue and other languages at school? What are the advantages and disadvantages of learning in one’s mother tongue, especially in the early years?
• Government Policies and Language: What do you know about government policies related to languages in India? Do you think these policies adequately protect linguistic minorities? What more could be done?
• Personal Experiences of Change or Loss: Have you ever experienced a significant change in your life that made you appreciate something you previously took for granted? How did that experience change your perspective? (Relating to the villagers’ belated appreciation for their language).
• Prejudice and Discrimination Based on Language: Have you ever witnessed or experienced any form of prejudice or discrimination based on someone’s language? How did it make you feel? What can be done to combat such prejudice?

By engaging in these kinds of discussions, students can not only deepen their understanding of the text but also develop crucial communication skills and a greater awareness of the linguistic and cultural realities of the world around them.

Working with words

To make pupils aware of

the enrichment of the language through borrowings from the other languages.

idiomatic expressions and figurative use of language.

Answer:

1. Enrichment of Language Through Borrowings from Other Languages:

This aspect focuses on how languages constantly interact and influence each other, leading to the adoption of words and phrases. The examples provided earlier (petite – French, kindergarten – German, etc.) effectively illustrate this. The goal here is to make students aware that:

• English is a vibrant and dynamic language: It hasn’t developed in isolation but has absorbed elements from numerous other languages throughout its history.
• Borrowing is a natural process: It happens for various reasons, such as trade, conquest, cultural exchange, and technological advancements.
• Borrowed words often fill a need: They might represent new concepts, objects, or cultural nuances that didn’t exist in the original language.
• Borrowing adds variety and expressiveness: It contributes to the richness and flexibility of the vocabulary.
• Recognizing loanwords can enhance vocabulary and understanding: Knowing the origins of words can sometimes provide clues to their meaning and usage.

Activities to engage pupils with this concept could include:

• Identifying loanwords in everyday language: Asking students to brainstorm words they use daily and then explore their origins using dictionaries or online resources.
• Categorizing loanwords by origin: Grouping borrowed words based on the languages they come from (e.g., Latin, Greek, French, Hindi).
• Discussing the reasons for borrowing: Exploring why certain words from specific languages have been adopted into English (e.g., French for cuisine and fashion, Latin and Greek for scientific and academic terms).
• Comparing words across languages: Looking at cognates (words with a shared origin and similar meaning) and false friends (words that look similar but have different meanings).
• Creating a “language borrowing” chart or presentation: Students can research and present examples of English words borrowed from different languages, along with their origins and the reasons for adoption.

2. Idiomatic Expressions and Figurative Use of Language:

This aspect aims to develop pupils’ understanding and appreciation of language used in non-literal ways to create vivid imagery, convey deeper meaning, and add nuance to communication.

• Idiomatic Expressions: These are phrases or expressions whose meaning cannot be understood from the literal meanings of the individual words. Examples include “kick the bucket,” “bite the bullet,” “piece of cake.” Understanding idioms is crucial for comprehending spoken and written English effectively, as they are common in everyday communication.
• Figurative Language: This involves using words or expressions with a meaning that is different from the literal interpretation. Common types of figurative language include:
  • Metaphor: A direct comparison between two unlike things without using “like” or “as” (e.g., “The news was a thunderclap”).
  • Simile: A comparison between two unlike things using “like” or “as” (e.g., “as quiet as Sunday morning”).
  • Personification: Giving human qualities to inanimate objects or abstract ideas (e.g., “The wind whispered secrets”).
  • Hyperbole: Exaggeration for emphasis or effect (e.g., “I’ve told you a million times”).
  • Imagery: Using descriptive language to create mental pictures for the reader.

Activities to engage pupils with these concepts could include:

• Identifying and explaining idioms: Providing sentences with underlined idioms and asking students to explain their meaning in their own words.
• Matching idioms with their correct meanings: Using flashcards or worksheets for practice.
• Creating sentences using specific idioms: Encouraging students to use idioms in their own writing.
• Identifying and analyzing figurative language: Providing excerpts from texts and asking students to identify metaphors, similes, personification, etc., and explain their effect.
• Exploring the connotations of figurative language: Discussing how figurative language can create specific moods or feelings.
• Writing creatively using idioms and figurative language: Encouraging students to incorporate these elements into their own stories, poems, or descriptions.
• Analyzing how the author uses figurative language in the unit: Specifically looking at examples like “What a thunderclap these words were to me!” and discussing its impact.

By focusing on these two areas within “Working with Words,” pupils can develop a more sophisticated understanding of the English language, appreciating its history, its adaptability, and its power to convey meaning beyond the literal.

Noticing form

To make pupils notice tense form and understand the context of its use.

Answer:

You’re spot on! The “Noticing Form” section is designed to draw pupils’ attention to tense forms and, more importantly, to understand why a particular tense is used in a specific context. This goes beyond simply identifying the tense; it aims to develop a deeper understanding of how tense contributes to meaning and the sequencing of events in a narrative.

• Understanding Time Relationships: Tense is the primary way language indicates when an action or state occurred in relation to the time of speaking or writing. Noticing tense helps pupils grasp the chronology of events in a story or the timing of different pieces of information in a text.
• Conveying Meaning Accurately: Choosing the correct tense is essential for clear and effective communication. Using the wrong tense can lead to confusion or misinterpretation.
• Developing Grammatical Intuition: By consciously noticing tense forms in various contexts, pupils start to develop an intuitive understanding of how different tenses function and when they are appropriate.
• Improving Writing Skills: A strong grasp of tense allows pupils to write more coherent and well-structured narratives and descriptive pieces, ensuring that the timing of events is clear to the reader.
• Enhancing Reading Comprehension: Recognizing tense shifts within a text helps pupils follow the flow of the narrative and understand the relationships between different actions and events.

Activities that might be included in this section could involve:

• Identifying different tenses in sentences: Providing sentences from the unit and asking pupils to identify the verb tense used (simple past, past perfect, etc.).
• Explaining why a specific tense is used: Asking pupils to analyze the context of a sentence and explain why the writer chose a particular tense (e.g., why “had said” is used to indicate an earlier past action).
• Changing the tense and discussing the change in meaning: Providing a sentence and asking pupils to rewrite it in a different tense, then discussing how the change in tense alters the meaning or the timeline of events.
• Matching sentences with their correct time frame: Providing a list of sentences in different tenses and asking pupils to match them with descriptions of when the actions occurred (e.g., “happened now,” “happened in the past,” “happened before another past action”).
• Ordering events based on tense: Providing a series of sentences describing events in a story and asking pupils to arrange them in chronological order based on the tense of the verbs.
• Analyzing tense usage in different types of writing: Examining how tense is used in narratives, reports, and other forms of text to convey different kinds of information and time relationships.

By actively “noticing” tense forms and understanding their contextual significance, pupils move beyond rote memorization of grammatical rules and develop a more functional and nuanced understanding of how English works to express time. The example you provided about the past perfect tense in the story is a perfect illustration of this aim.

Writing

Practice in a functional genre, e.g. bulletin.
Argumentative writing on a topic related to their life at school.
Narrating subjective experience discussing personal likes and dislikes.

Answer:

1. Practice in a Functional Genre, e.g., Bulletin:

• Purpose: To equip students with the ability to write clear, concise, and informative pieces for specific, real-world purposes. A bulletin board notice is a prime example of functional writing.
• Key Features of a Bulletin Notice:
  • Clear Heading: Immediately identifies the purpose of the notice.
  • Essential Information: Includes all necessary details (what, when, where, who, how).
  • Concise Language: Avoids unnecessary jargon or lengthy sentences.
  • Organized Structure: Information is presented logically and easy to follow.
  • Specific Audience: Tailored to the intended readers (e.g., students, teachers).
  • Call to Action (if applicable): Tells the reader what they need to do.
• Learning Outcomes: Students will learn to identify the key elements of a functional piece of writing, organize information effectively, and use precise language to convey a specific message. The notice you wrote earlier about the debate competition is a good example of this practice.

2. Argumentative Writing on a Topic Related to Their Life at School:

• Purpose: To develop students’ ability to form opinions, support them with reasons and evidence, and present a logical argument in written form. Focusing on school-related topics makes the task relatable and engaging.  
• Key Features of Argumentative Writing:
  • Clear Stance: The writer clearly states their position on the issue.  
  • Supporting Arguments: Reasons and evidence are provided to back up the stance.  
  • Logical Organization: Ideas are presented in a coherent and persuasive manner.
  • Counter-arguments (optional but beneficial): Acknowledging and refuting opposing viewpoints strengthens the argument.  
  • Concluding Statement: Summarizes the main points and reinforces the writer’s position.  
• Learning Outcomes: Students will learn to think critically about issues, formulate arguments, gather supporting points, organize their thoughts logically, and use persuasive language. The paragraph you wrote arguing against studying three languages is an example of this.

3. Narrating Subjective Experience Discussing Personal Likes and Dislikes:

• Purpose: To encourage self-expression, develop narrative skills, and help students articulate their personal feelings, preferences, and perspectives.
• Key Features of Subjective Narrative:
  • First-Person Perspective: Often uses “I” and focuses on personal feelings and experiences.
  • Descriptive Language: Uses vivid language to convey emotions and sensory details.  
  • Personal Voice: Reflects the writer’s individual style and tone.
  • Focus on Feelings and Thoughts: Explores the writer’s internal world.
  • Engagement with the Reader: Aims to connect with the reader on an emotional level.
• Learning Outcomes: Students will learn to reflect on their own experiences, express their emotions and opinions effectively in writing, use descriptive language to engage the reader, and develop their personal writing voice. The narrative you wrote about changing your opinion of the librarian is a good example of this.

By engaging in these three distinct types of writing, students develop a well-rounded set of writing skills that are applicable to various real-life situations and encourage both practical communication and personal expression.

Things to do

Extension activity that will help pupils understand language rights of citizens and the problems of linguistic minorities. Social and political awareness.

Answer:

1. (a) Linguistic Human Rights:

• Understanding the Concept: By researching linguistic human rights, pupils will learn that language is not just a means of communication but is intrinsically linked to identity, culture, and fundamental human rights. They will discover that individuals and communities have the right to use, learn, and preserve their languages without discrimination.
• Developing Social Awareness: This activity will make pupils aware that language rights are not always guaranteed and that many communities around the world face challenges in maintaining their linguistic heritage. They will begin to understand the importance of advocating for these rights.
• Connecting to the Unit’s Theme: This research will directly connect to the unit’s theme of the pain caused by denying people the right to their own language. Pupils will see that this is not just a fictional scenario but a real issue with historical and contemporary relevance.

How Pupils Can Approach This:

• Internet Research: They can search for definitions of linguistic human rights, international declarations (like the Universal Declaration of Linguistic Rights), and examples of where these rights are being violated or protected.
• Interviews: If possible, they could interview individuals from linguistic minority communities to understand their experiences and perspectives on language rights.
• Reference Books/Library: Consulting books on human rights, sociology, and linguistics can provide a deeper theoretical understanding.

1. (b) Constitutional Guarantees for Linguistic Minorities in India:

• Understanding Legal Frameworks: Researching the constitutional guarantees will educate pupils about the specific provisions in the Indian Constitution that aim to protect the linguistic rights of minorities (e.g., Articles 29, 30, 347, 350A, 350B).
• Developing Political Awareness: This activity will introduce them to the role of the Constitution in safeguarding the rights of different groups within a diverse nation. They will learn about the mechanisms in place to address the concerns of linguistic minorities.
• Critical Evaluation: Pupils can be encouraged to think critically about how effective these guarantees are in practice and what challenges still remain for linguistic minorities in India.

How Pupils Can Approach This:

• Internet Research: They can explore websites of government bodies (like the Commissioner for Linguistic Minorities), legal resources, and academic articles discussing these constitutional provisions.
• Interviews: Interviewing lawyers, social activists working with linguistic minorities, or members of these communities could provide valuable insights into the practical application and impact of these guarantees.
• Reference Books/Library: Consulting books on Indian constitutional law and minority rights will be helpful.

2. Survey Form:

• Direct Engagement with Peers: By surveying their classmates, pupils will directly interact with the linguistic diversity within their own school community.
• Data Collection and Analysis: This hands-on activity will introduce basic concepts of data collection and analysis. They will see firsthand the different languages spoken at home, in the neighborhood, and at school.
• Understanding Language Use in Different Contexts: The survey will highlight how language use can vary depending on the environment. For example, a student might speak one language at home and another with friends in the neighborhood.
• Identifying Potential Issues: The survey might reveal situations where a student’s home language is different from the school language, potentially leading to challenges in education and integration. This can foster empathy and understanding of the problems faced by linguistic minorities on a larger scale.

How Pupils Can Approach This:

• Careful Questioning: They should ask their classmates the questions clearly and record their answers accurately.
• Respectful Interaction: They should be respectful of their classmates’ linguistic backgrounds and avoid making any judgments.
• Analysis of Findings: After collecting the data, the class can discuss the findings. What are the common home languages? Is there a difference between home language and school language for some students? What might be the implications of these differences?

By engaging in these extension activities, pupils will move beyond the fictional context of the unit and develop a deeper understanding of the real-world significance of language rights, the challenges faced by linguistic minorities, and the social and political dimensions of these issues. This will foster greater empathy, critical thinking, and a sense of social responsibility.