NCERT Solutions For Class 12 English Flamingo The Last Lesson – Chapter 1

NCERT Solutions For Class 12 English Flamingo The Last Lesson

NCERT Solutions Class 12 English Flamingo Chapter 1 :  NCERT Book Solutions

NCERT Solutions for Class 12 English The Last Lesson Chapter 1 –  NCERT Solutions from Takshila learning is a tool which transforms you to be well-prepared for the exam. Takshila Learning provides a wide range of NCERT problems and solutions to its students. Experts in the field have develop CBSE Class 12 English NCERT Solutions at Takshila learning, ensuring that students are ready only for success. These solutions are prepared by our experts who have a good understanding and knowledge about the CBSE standards for each class.

NCERT Solutions For Class 12 English Chapter 1 Flamingo The Last Lesson
NCERT Solutions For Class 12 English Chapter 1 Flamingo The Last Lesson


NCERT Solutions from Takshila learning for Class 12 English Flamingo, This is a detailed research kit for Class 12 English prose and poetry. It contains chapter-by-chapter summaries, challenging phrases, and literary devices. Important Questions from previous years are also included in the lessons.

Takshila Learning provides chapter-by-chapter solutions to all provided lessons in the book, as per the most recent Class 12 English Syllabus, to assist the students in grasping the concepts in the book.

Questions Covered  In The Last Lesson Class 12 NCERT Solutions: 

Question 1:

Notice these expressions in the text. Infer their meanings from the context.


  • in great dread of –  fearful in anticipation of something
  • counted on – to rely or trust on somebody/something
  • thumbed at the edges – worn or soiled edges caused by frequent handling
  • in unison – something happening or being done at the same time
  • a great bustle – an excited (and often noisy) activity or a rapid, active commotion
  • reproach ourselves with – to express disapproval, criticism, or disappointment


Page No 7:

Question 1:

What was Franz expected to be prepared with for school that day?


That day, Franz was expected to be prepared with the lesson on participles.

Question 2:

What did Franz notice that was unusual about the school that day?


That day, Franz observed the opening and closing of the desk, the unification of the teacher’s ruler on the table, and the absence of a regular routine due to wrapping. The general hustle and bustle was replaced by a strange calm that was characteristic of a school on “Sunday Morning”.

Question 3:

What had been put up on the bulletin-board?


The bulletin-board notified the general public about an order from Berlin. It stated that only German was to be taught to students in the schools of Alsace and Lorraine.


Page No 8:

Question 1:

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


The order of Berlin brought all the regular movements of school life to a standstill. Teacher, m. Hamel became more sympathetic to his students and taught his lessons with more patience. Students became more attentive in their classes. The villagers, who usually sat on empty backs and m. He had come to express his respect and gratitude to Hamel, regretting that he did not do more than go to school. This order brought a great change in people’s feelings towards their country and their native language. There was a general grief about not using French learning opportunities when easily accessible.

Question 2:

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


Franz was shocked when M. Hemel told the students about the order from Berlin and this was his last French lesson. He forgot about the ruler and crankiness of his teacher. He did M. Developed the disturbing idea of ​​being forever separated from Hammel. He understood that his teachers were going through agony and suffering. And, he became more sympathetic to his teacher.His school also now derived a different meaning. His books and lessons seemed to be old friends he could not leave. He realized with pain how much the French meant to him and regretted that he had not been to his classes before. Suddenly, he realized that ‘hard concepts’ were never really hard.


Page No 9:

Question 1:

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


The crowd around the bulletin-board, the presence of villagers in the classroom, the silence between the commotion of the routine and the commotion of the school, m. The feelings of Hamel and Franz, who represent the teacher and student community. Respectively, were all indicators of understanding the importance of their language.In the story, m. Hamel says that people often realize the importance of someone in their life when they lose to them. Likewise, it was the Berlin Order that made people realize the importance of their language for them.

Question 2:

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

(There could be more than one answer.)


This sentence could possibly mean that however hard the authorities try to embed German language in the culture of Alsace and Lorraine, the natural status of French, for them, will remain unchanged. French flows in the air and the entire place is imbued with its effect. Even though they train students in German, the basic mode of communication would remain unchanged like the cooing of the pigeons.

Page No 9:

Question 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?


Some examples of the native language taken away from its people and/or imposition of the language of the conqueror are:

(a) Portuguese becoming the lingua franca of Angola.
(b) English imposed on the various Celtic peoples.
(c) Spanish imposed on the Basques and the Catalans.
(d) Turkish imposed on the Kurds.

Question 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


A linguistic minority in a state does not have as much freedom to use linguistic skills as the natives of a state. They initially try to learn the jargon to cope with the activities of daily life and eventually begin to understand the native language with regular conversation. In the workplace and educational organizations, English or link language helps a lot in facing the work and learning process. But, when it comes to understanding the basic norms of society, for socialization, one has to face linguistic barriers through communication.To keep their language alive, linguistic minorities can form small communities where they can celebrate their festivals according to their traditions. In addition, they can continue to speak their native language in their homes for their children to learn the language. Even people should try to visit their places of origin at regular intervals to stay close to their roots.

Question 3:

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

Do you know what ‘linguistic chauvinism’ means?


Yes, it is possible to take pride in one’s language for a long time, if one is fond of one’s own language at the cost of others. Apathy towards other languages ​​is not healthy for any democracy like India.When the sense of belonging to one’s own language crosses the thin line between ‘pride’ and ‘pride’, it becomes linguistic conservatism. If people feel good about their languages ​​and traditions, they should also have tolerance for other languages. Everyone has the right to follow the religion as well as to speak the language as per their wish. In fact, it is inconsistent to distort the names of communities, for example, bogus for bungalows, gujju for Gujaratis, etc.

Page No 9:

Question 1:

English is a language that contains words from many other languages. This inclusiveness is one of the reasons it is now a world language, for example:

petite – French

kindergarten – German

capital – Latin

democracy – Greek

bazaar – Hindi

Find out the origin of the following words.

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


tycoon – Japanese

tulip – French

logo – Greek

bandicoot – Telugu

barbecue – Spanish

veranda – Hindi

robot – Czech

zero – Italian

ski – Norwegian

trek – Dutch


Page No 10:

Question 2:

Notice the underlined words in these sentences and tick the option that best explains their meanings.

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

      The words were ___________________

(i)   loud and clear.

(ii) startling and unexpected.

(iii) pleasant and welcome.

(b) “When a people are enslaved, as long as they hold fast to their language it is as if they had the key to their prison.”

      It is as if they have the key to the prison as long as they _______________

(i)   do not lose their language.

(ii) are attached to their language.

(iii) quickly learn the conqueror’s language.

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

      You will get to your school _______________

(i)   very late.

(ii)  too early.

(iii) early enough.

(d) I never saw him look so tall.

  1. Hamel _____________________

(a) had grown physically taller.

(b) seemed very confident.

(c) stood on the chair.


(a)   (ii)   startling and unexpected.

(b)   (ii)   are attached to their language.

(c)   (iii)  early enough.

(d)   (b) seemed very confident.

Page No 10:

Question 1:

Read this sentence.

  1. Hamel had said that he would question us on participles. 

In the sentence above, the verb form “had said” in the first part is used to indicate an “earlier past.” The whole story is narrated in the past. M. Hamel’s “saying” happened earlier than the events in this story. This form of the verb is called the past perfect.

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


In the following sentences, two activities of past, occurring at two different points of time in the past, are indicated. The one that happens earlier takes the “had” + past form of verb (V3), while the one that follows it takes the simple past form of verb (V2).

Sentences in past perfect form Reason/ Explanation
I had counted on the commotion to get to my desk without being seen; but, of course, that day everything had to be as quiet as Sunday morning. The protagonist decided to depend on the commotion to sneak into the classroom before he encountered the quietness at the school.
Not till then, when I had got a little over my fright, did I see that our teacher had on his beautiful green coat … prize days. Getting over the fright happened before he noticed his teacher’s green coat.
…Hauser had brought an old primer, thumbed at the edge, and he held it open on his knees with his great spectacles lying across the pages. Of the two actions, Hauser’s bringing of the old primer happened before he held it open on his knees.
It was because they were sorry, too, that they had not gone to school more. The feeling of regret comes after they realise they did not go to school more than what they did.
My books, that had seemed such a nuisance … were old friends now that I couldn’t give up. The books were a nuisance earlier. It is only later that the protagonist talked about them in a different light.


Page No 11:

Question 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.





July 25, 2012


The school has decided to celebrate its Annual Sports Day on 25 July 2012. All those interested to participate in the various sports activities are requested to give their names to their respective class teachers latest by 6 July 2012 in the following format.

Class & Section:
Activity 1:
Activity 2:
Activity 3:

A copy of the list of sports activities has been sent to your class teacher. Please note that no student is allowed to participate in more than three sports activities.

Head Boy

Question 2:

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



Additional language knowledge gives an edge – makes a person more competitive in today’s fast paced world – Better employment opportunities with fluency in a foreign language – Multi-national companies for on-site projects for other professionals Sends – representatives coming from other countries interact with the people of our country – can work as translators, interpreters or tourist guides, etc. – Preservation of culture and tradition through native language.


Students are already burdened with two languages ​​- no need for a third language – no natural inclination for a foreign language – foreign language is not of much use in daily life and is slowly forgotten – forced upon them Should not be done that does not require it – may be taught only to those who demand it – time and effort wasted without any apparent use Should not be freed.


Question 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.


Think of something you used to hate before but don’t hate anymore. It can be anything – eating a particular plant, studying a subject, visiting a particular place. Or, you can think of someone you didn’t like before but your opinion about that person has changed now. This may be due to a misunderstanding. After making your choice, remember the reason for your dislike. Remember what happened so that you can change your opinion about that thing or person. Think about how it helped you see things or events or people in different perspectives. Write about it in a paragraph form. You can talk about this learning experience or it can enrich your perspective or broaden the scope of your thinking.


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