**The Last Lesson – Class 12 Flamingo Full Question Answers, Summary & Extra Notes | Vidya Unnati Academy**

📝 **Introduction: The Last Lesson – A Story That Awakens Our Love for Language**  

📖 Brought to You by: *Vidya Unnati Academy*

Languages are not just tools for communication—they are the soul of a community, a symbol of identity, and a thread that binds generations. The first lesson of the Class 12 English Flamingo textbook, *“The Last Lesson”* by Alphonse Daudet, beautifully captures this truth. Set in the backdrop of war and oppression, the story unfolds in a quiet village in Alsace, where people suddenly realise the value of their mother tongue—French—only when it is taken away from them.

This powerful narrative touches on themes like linguistic identity, cultural pride, regret, and patriotism. In this blog post, we bring you the **complete question-answers, vocabulary work, grammar insights, writing tasks, and additional practice questions** based entirely on the original textbook. Whether you're a student, teacher, or blogger, this post will give you a **next-level understanding** of the chapter and help you score high marks as well as connect emotionally with its core message.

Let’s dive into this timeless story and explore its deep meaning, one question at a time.

📘 Lesson 1: The Last Lesson – Class 12 Flamingo

🖋 By Vidya Unnati Academy.

🔶 Understanding the Text

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

✅ Answer:  

In the story, the people of Alsace suddenly realise the importance of their mother tongue—French—only when they are about to lose it. This becomes evident when Franz notices the village people, including the old men like Hauser, attending school for the first time in years. Even the blacksmith and former mayor come to pay respect to the last French lesson. This sudden realization is triggered by the order from Berlin that henceforth only German would be taught in the schools of Alsace and Lorraine. The shock of losing their language makes them understand how deeply it is tied to their identity, culture, and freedom.

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

(There could be more than one answer.)

✅ Answer:  

This line is symbolic and emotional. It reflects the depth of Franz’s sorrow and fear. He wonders whether the Germans will now control everything—even the natural expressions of creatures like pigeons. It implies how helpless and heartbroken he feels, fearing that even nature might be forced to conform to foreign control. It also emphasizes how deeply the language is connected to their identity.

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🔶 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?

✅ Answer:  

Yes, there are many historical examples:  

- **India during British rule**: English was imposed as the medium of instruction and administration, reducing the importance of Indian languages.  

- **Native Americans**: Their children were taken to English schools and their native languages were banned.  

- **Africa (colonial period)**: European languages like French, English, and Portuguese were forced upon native populations.  

These examples show how conquering nations often target the native language to control and culturally dominate the people.

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:  

Linguistic minorities often face challenges in preserving their language due to a different dominant language around them. Their language might be limited to their homes and cultural gatherings.  

To preserve their language, they can:  

- Establish community schools and libraries  

- Conduct cultural events, theatre, and festivals in their native language  

- Teach their children to speak their mother tongue at home  

- Promote use of their language through social media and digital platforms

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

Do you know what ‘linguistic chauvinism’ means?

✅ Answer:  

Yes, excessive pride in one’s language can lead to **linguistic chauvinism**, where one language is considered superior and others inferior. It creates barriers and disharmony among different language-speaking groups.  

‘Linguistic chauvinism’ refers to the unreasonable belief that one's language is better than others, often leading to the suppression of minority languages. This attitude can harm social unity in multilingual societies.

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🔶 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  

✅ Answer:  

These words reflect how English has borrowed from other languages, making it global and inclusive.

2. Find out the origins of the following words:  

tycoon, tulip, logo, bandicoot, barbecue, veranda, robot, zero, ski, trek

✅ Answer:  

- Tycoon – Japanese  

- Tulip – Persian/Turkish  

- Logo – Greek  

- Bandicoot – Telugu  

- Barbecue – Spanish  

- Veranda – Portuguese/Indian origin  

- Robot – Czech  

- Zero – Arabic via Sanskrit  

- Ski – Norwegian  

- Trek – Dutch

3. 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!”  

Answer: (ii) startling and unexpected

(b) “Hold fast to their language it is as if they had the key to their prison.”  

Answer: (ii) are attached to their language

(c) “You will get to your school **in plenty of time**.”  

Answer: (iii) early enough

(d) “I never saw him **look so tall**.”  

Answer: (b) seemed very confident

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🔶 Noticing Form

Read this sentence:  

*M. Hamel had said that he would question us on participles.*  

The verb form "had said" is in **past perfect tense**, used to indicate an action that happened earlier than another past action.

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

1. I had started for school very late that morning.  

2. He had never explained everything with so much patience.  

3. The children had brought a special copy.  

4. I had counted on the commotion to get to my desk unnoticed.  

5. He had put on his fine Sunday clothes.

These sentences use past perfect to indicate that these actions happened **before** another action in the past.

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🔶 Writing

1. Write a notice for your school bulletin board.

✅ Answer:  

```text

NOTICE  

Date: 20th June, 2025  

Subject: Inter-school Debate Competition  

This is to inform all students that an inter-school debate competition will be held on 1st July 2025 in the school auditorium at 10 AM. Interested students can give their names to their English teacher by 25th June.  

For further queries, contact the undersigned.

(Signature)  

Cultural Secretary  

Vidya Unnati Academy.

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

✅ Answer:

Studying three languages at school should be encouraged as it enhances a student's cultural understanding and communication skills. Knowing multiple languages helps students connect with people from different backgrounds and improves their cognitive abilities. Moreover, in a diverse country like India, language learning promotes unity and respect among various communities. It opens up better career opportunities globally and develops strong reading and comprehension skills. Thus, the three-language formula must be maintained in schools to build confident, culturally aware, and competent individuals.

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.

✅ Answer:

Yes, I used to dislike mathematics because I found it difficult and boring. But in Class 10, I got a new teacher who explained concepts with fun tricks and practical examples. Slowly, I started understanding the subject and solving problems became enjoyable. I even scored the highest marks in my class in the final exam. This experience taught me that sometimes it’s not the subject, but how it is taught, that makes the real difference. Now, mathematics is one of my favourite subjects.

📚 Additional Questions & Answers based on "The Last Lesson"  

✍️ Presented by: **Vidya Unnati Academy**

🔹 Q1. Why did Franz not want to go to school that day?

✅ Answer:  

Franz did not want to go to school because he had not prepared his lesson on participles. He feared a scolding from M. Hamel, his teacher. Moreover, the warm weather, chirping birds, and the sight of Prussian soldiers drilling made the outdoors seem far more inviting than the classroom.

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🔹 Q2. Describe the unusual silence in the classroom when Franz entered.

✅ Answer:  

Usually, there would be loud commotion—students chattering, desks moving, and M. Hamel’s ruler tapping. But that day, there was an eerie silence. Everyone was already in their seats, and M. Hamel wore his special Sunday clothes. The classroom atmosphere was tense and emotional, reflecting the seriousness of the "last lesson."

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🔹 Q3. What changes did Franz notice in M. Hamel?

✅ Answer:  

Franz noticed that M. Hamel was more solemn and kind than usual. He did not scold Franz for being late and was dressed in his finest clothes. His voice trembled while teaching, and his eyes filled with tears, especially at the end of the lesson. These changes showed his sorrow and love for the French language and his country.

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🔹 Q4. How did M. Hamel make his students and villagers feel guilty?

✅ Answer:  

M. Hamel blamed everyone—including himself—for neglecting the French language. He said parents were more interested in making their children work rather than study. Students, like Franz, often skipped school. Even he had sent students to water his plants. His words made them realize how they had all taken their language for granted until it was too late.

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🔹 Q5. How does the story reflect the theme of linguistic and cultural loss?

✅ Answer:  

The story shows how language is more than just a way of communication—it’s a symbol of identity and freedom. When the people of Alsace are forbidden to learn French, they realize they are losing a part of their heritage. The last French lesson becomes a symbol of resistance and regret. The emotional reaction of the villagers and M. Hamel reflects the pain of losing one's culture due to political oppression.

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🔹 Q6. What lesson does the story "The Last Lesson" teach us?

✅ Answer:  

The story teaches us to value and preserve our mother tongue and culture. It reminds us that we often take important things for granted until we are about to lose them. It also highlights the power of language as a tool of freedom and identity. The story urges us to never ignore our roots and education.

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🔹 Q7. Explain the symbolic significance of the pigeons in the story.

✅ Answer:  

When Franz wonders if the Germans will make pigeons sing in German, it shows how deeply the people feel the loss of freedom. Pigeons are a symbol of liberty, and the idea of controlling them through language is absurd. This symbolism reflects how natural and pure freedom is, and how cruel it is to restrict it through force.

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🔹 Q8. What was M. Hamel’s last message to his students and countrymen?

✅ Answer:  

M. Hamel told his students to always hold their language close to their hearts, as it is the key to their freedom. He wrote "Vive La France!" (Long Live France) on the blackboard at the end, showing his deep patriotism and silent protest against foreign domination.

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🔹 Q9. Why is the story titled “The Last Lesson”?

✅ Answer:  

The story is titled “The Last Lesson” because it was the final French class in the school of Alsace, as ordered by the Prussian government. It marks the end of an era where French was freely spoken and taught. The lesson becomes not just an academic session, but a symbol of loss, awareness, and patriotism.

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🔹 Q10. How can we relate the theme of this story to modern times?

✅ Answer:  

In today’s globalized world, local languages and cultures are often threatened by dominant global cultures and languages. The story reminds us of the importance of preserving our linguistic heritage. Just like the people of Alsace regretted ignoring their language, we too must ensure our native tongues do not disappear under the pressure of modern trends.

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✨ **Vidya Unnati Academy Tip:**  

Always respect your language and culture. Be proud of it, but also respect others’. Learning multiple languages is strength—but never let your mother tongue be forgotten.

📝 **Conclusion: Language is Freedom, Not Just Words**  

📖 Presented by: *Vidya Unnati Academy*

*The Last Lesson* is not just a story about a school class—it is a powerful reminder of how deeply our language is connected to our identity and freedom. Through Franz’s eyes and M. Hamel’s heartfelt farewell, we witness a wave of regret, realization, and silent patriotism that leaves a lasting impact on every reader.

This lesson teaches us to never take our language, culture, or education for granted. It urges us to preserve and respect our mother tongue, even as we learn global languages for advancement. In today’s fast-moving world, where regional identities are often overshadowed, *The Last Lesson* speaks louder than ever.

We hope this detailed blog post by **Vidya Unnati Academy** has helped you understand the story thoroughly and feel its emotional depth. Always remember—language is not just what we speak; it is what we live.

📚 Stay tuned for more educational content, notes, and exam boosters.