The document provides a summary of the short story "The Last Lesson" by Alphonse Daudet. It includes a plot summary, character details of M. Hamel and Franz, important phrases and contexts from the story, short answer questions about the events, and long answer questions about characters and themes. The story is about a French teacher, M. Hamel, giving his last lesson to his students in French after the German occupation of Alsace declares that only the German language can be taught going forward.

1. ENGLISH PROSE
STANDARD-12
1. The last lesson
2. Lost spring
3. Deep water
4. Rattrap
5. Indigo
6. Poets &Pancakes
7. The interview
8. Going places
Alka Sharma.

2. The Last Lesson
Alphonse Daudet
• Alphonse Daudet, (born May 13, 1840, Nîmes, France—died Dec. 16,
1897, Paris?), French short-story writer and novelist, now remembered
chiefly as the author of sentimental tales of provincial life in the south of
France.
• Works written: Le Petit Chose, Les Amoureuses, ...
• Born: May 13, 1840, Nîmes
• Died: Dec.16, 1897
• Film story credits: The Little Thing
The last lesson is by the author Alphonse Daudet. In the Last Lesson summary,
the author narrates events about the year 1870 when France was captured by
Bismarck led Prussian forces. Furthermore, the Lorraine and Alsace districts
went under Prussian rule. There was the discontinuation of teaching French
in these two districts. There was an order for the French teachers to leave.
Consequently, M. Hamel was not able to stay in his old school. In spite of this,
the last lesson from him was full of devotion and sincerity. One student of M.
Hamel was afraid of him. There was an anticipation of punishment from this
student when he came to school that day. However, he learnt that this will be
his last lesson. Soon, he realized the importance of this subject. This story
shows us how people feel when they don’t learn their language.

3. Map Of France

4. Reference To The Context
Explain these expressions :
1. I thought to myself, “Will they make them sing in German, even the
pigeons?”
2. Now those fellows out there will have the right to say to you, ‘How is it;
you pretend to be Frenchmen, and yet you can neither speak nor write
your own language?’
3. Fancy! For forty years he had been there in the same place, with his
garden outside the window and his class in front of him, just like that…
…How it must have broken his heart to leave it all, poor man
4. 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". Comment on the basis of the
story "The last Lesson"?

5. STORY IN SHORT
1. Franz started the school very late.
2. He feared a scolding from M. Hamel, his teacher .He had not prepared his lesson on
participles.
3. There was a big crowd in front of the bulletin-board near the town hall. Usually the
people received a news from there.
4. When he reached his school, he found it unusually quiet.
5. Generally there used to be a great hustle and bustle at school in the morning.
6. He opened the door and went inside the classroom before everybody. He was
frightened.
7. But nothing happened. M. Hamel very kindly asked him to go to his place quickly.
8. At last, M. Hamel broke a shocking news to his students.
9. An order had come from Berlin. All the schools of French districts of Alsace and
Lorraine would teach German henceforth.
10. A new teacher would come to teach German. M. Hamel announced that he would
leave that school for good the next day.

6. STORY IN SHORT
11. Surprisingly ,many village-elders had come to school to honour M. Hamel.
12. He was delivering his last lesson in French.
13. The elder were sitting on the desks at the back of the class.
14. M. Hamel was a transformed person. He didn’t use his ruler when Franz
got mixed up and confused.
15. M. Hamel regretted that the people of Alsace were quite indifferent to the
learning of their mother-tongue, French.
16. He called upon his students and the village-elders to guard French among
themselves. He urged them never to forget it.
17. He declared that French was the most beautiful language in the world.
18. M. Hamel wanted to speak but couldn’t Emotions choked him.
19. He took a piece of chalk and wrote on the blackboard as large as he could
write : “Long Live France”
20. Then he made a gesture with his hand asking them to go out. The school
was dismissed.

7. Phrases & words used in the story
1. In great dread of- fearful in anticipation of something
2. Counted on - to rely or trust on somebody/something
3. Thumbed at the edges- worn or soiled edges caused by frequent
handling
4. In unison- something happening or being done at the same time
5. A great bustle- an excited (and often noisy) activity or a rapid, active
commotion
6. Reproach ourselves with- to express disapproval, criticism, or
disappointments
7. Resist- overcome/control
8. Hurried off- went away in a hurry
9. Draft- outline of something/a plan
10. In unison- all together
11. “Vive La France !”- long live France

8. Phrases & words used in the story
12. Out of breath- gasping
13. Commotion- a period of noise and confusion/sudden
14. Blushed- became pink in the face due to embarrassment
15. Embroidered- decorated and stitched with pattern
16. Primer- a small book for learners
17. Thunderclap-loud sound of thunder
18. Wretches- unhappy persons/unfortunate
19. Nuisance- something annoying or causing trouble
20. A while ago- a little time before
21. Give up- sacrifice or leave
22. Trumpets- horn-like wind instruments
23. Pale- wanting in colour
24. Choked- blocked the throat

9. Phrases & words used in the story
25. Cranky- whimsy/strange, sanki
26. Mixed- got confused
27. Pretend- show off
28. Enslave- made slaved
29. Hold fast- hold tightly
30. Patience- the ability to wait
31. At one stroke- all at once
32. Set to work- ready and prepared to work
33. Scratching- voice of moving of pen on the paper
34. Gazing- looking intently
35. Worn – worn out as a result of continued use
36. Smooth- soft and levelled
37. Angelus- a bell rung for prayers

10. Short Answer Type Questions
• Answer the following questions in about 30-40 words each :–
1. Why was Franz reluctant to go to school?
2. Why had M. Hamel put on his fine Sunday Clothes?
3. Why were the villagers sitting there in the back of the classroom?
4. For Franz, what was more tempting than going to school and why?
5. Why was M. Hamel Sad and emotional on his last at school?
6. How were the parents and the teacher responsible for the lack of
interest for studies among students.
7. What is the significance of the last words written on the Black board by
M. Hamel?
8. How does M. Hamel appreciate their mother tongue? Why?
9. What had been put on the bulletin - board?

11. Short Answer Type Questions
10. M. Hamel made the Class realize they were failed in
teaching & learning French.
Value Points:
• reluctant to learn, postponed learning
• parents sent them to work
• himself sent students to water his plants.
• all to blame for the situation
• too late to make amends
• no time to make up for lost time
• Germans would laugh at their inability to speak
French

12. Short Answer Type Questions
11. What is the Franz's reaction to Last Lesson in French?
Value Points:
• Shocked, realised that he had not learnt the language,
wished he had not wasted time.
• Felt sorry, repented for wasting time.
• Appreciated M. Hamel, accepted him with his faults.
• Wanted to impress M. Hamel but fails in his recitation of
participle rules.
• Understood presence of villagers.
• to thank master
• to show solidarity for the country.
• repenting for not attending the school.

13. Long Answer Type Questions
1. Our language is a part of our culture and we are proud of it. Describe
how regretful M. Hamel and the village elders are for having neglected
their native language.
Value Points
• According to the latest order from Berlin, only German was to be taught in
the schools to Alsace & Lorraine
• This affected everyone badly as everyone was repenting on having wasted
the time and not learning French
• M. Hamel felt guilty for sending his students for his personal tasks
• The parents of the students never bothered and sent children to work
farm or at mills
• Elders showed regret too – they neither learnt French themselves nor did
they encourage their children
• Of course, M. Hamel, villagers and even Franz - all were honest enough to
accept the mistake of neglecting French language

14. Long Answer Type Questions
2. Write the character sketch of Franz.
• Value Points:
– sensitive, honest
– blames himself for ignoring lessons
– feels greatly embarrased after the announcement by M. Hamel about
the lesson being the last lesson
– filled with a deep sense of regret.
– pays the utmost attention to every word
– fears that even the pigeons would have to coo in German
– understands feelings of Hauser
– is a good observer, notices changes
– empathizes with M. Hamel
– understands M. Hamel's emotions, accepts him with his faults.
– The Last Lesson – becomes the most memorable lesson for him.

15. Long Answer Type Questions
3. Write the character sketch of M. Hamel.
Value Points:
– sincere French teacher, teaching French for the last 40 years.
– knows subject very well
– passionate about French
– considers French - clearest, most beautiful and logical language.
– feels language as a key to guard oneself.
– proud of being French
– upset by occupation of Alsace by Germans
– attached to town, School, People.
– particular about discipline and learning
– last day made students do exercise on all aspects of language.
– blamed himself for being selfish.
– emotional, could not utter a word at the end of the class

16. Long Answer Type Questions
4. What changes did the narrator find in the school when the order
from Berlin came?
5. The story "The last lesson" is all about 'Linguistic Chauvinism'.
Comment?
6. 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

17. Writing Section
1. Write a Speech for your morning assembly on the topic "Significance of
language / Mother Tongue in our Life"
Value Points
• language empowers countrymen
• Better understanding of the Subject-matter
• used as a weapon to fight a cause
• better expression
• everyone should feel proud of one's mother tongue.
2. 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.

18. Reference To The Context
Explain these expressions :
1. I thought to myself, “Will they make them sing in German, even the
pigeons?”
2. Now those fellows out there will have the right to say to you, ‘How is it;
you pretend to be Frenchmen, and yet you can neither speak nor write
your own language?’
3. Fancy! For forty years he had been there in the same place, with his
garden outside the window and his class in front of him, just like that…
…How it must have broken his heart to leave it all, poor man
4. 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". Comment on the basis of the
story "The last Lesson"?