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 ENGLISH WITH GULSHAN UPADHYAY 

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The Last Lesson Short Answer type question

ENGLISH WITH GULSHAN UPADHYAY

The Last Lesson Extra Questions and Answers Class 12 English Flamingo

Short Answer Type Questions ( 30-40 words)

Question.1. What tempted Franz to stay away from school? 

Answer. Franz feared a scolding at school as he had not prepared hte lesson on participles, on which his French teacher M Hamel was to question the class that day. Besides* the warm and bright weather, the chirping of birds and the watching the drill of Prussian soldiers also tempted Franz to stay away from school.

Question.2. What was unusual about M Hamel’s dress on his last day in the school?

Answer. M Hamel had put on his ceremonial clothes on his last day in the school. He was wearing a beautiful green coat, a frilled shirt, and a little black embroidered silk cap. This was a special ceremonial attire which he usually wore on days of inspection and prize distribution.

Question.3. Why is the order from Berlin called a thunderclap by Franz? 

or

“What a thunderclap these words were to me!” What were the words that shocked

and surprised the narrator? : 

Answer. M Hamel told his students that it was their last French lesson, as an order had come from Berlin that henceforth only German was to be taught in the schools of Alsace and Lorraine. This announcement seemed to be a thunderclap to Franz. He was left in surprise and shock to learn that a new master was going to arrive the next day and they would learn German instead of their mother tongue.

Question.4. Who were sitting on the back benches during M Hamel’s last lesson? Why? 

or

Why had the villagers come to school on the day of the last lesson? 

or

Why were the elders of the village sitting in the classroom?

Answer. Some of the elderly people from the village were sitting on .the back benches during M Hamel’s last lesson. The villagers had come there to attend his last lesson as it was their way of paying respect to the master, who had given forty years of faithful service to the school.

Question.5. Why does M Hamel reproach himself for his students, unsatisfactory progress in Studies? 

Answer. M Hamel had been rather irregular as a teacher. He took leave whenever he wanted to. Besides, he had often sent the students to water his plants, and whenever he wanted to go fishing, he just gave them a holiday. So, he reproaches himself for his students’ unsatisfactory progress in studies.

Question.6. What shows M Hamel’s love for the French language? 

or

What did M Hamel tell them about the French language? What did he ask them to

do and why? 

Answer. In his last lesson, M Hamel told the students that the French language was the most beautiful language in the world—the clearest and the most logical. He asked them to guard it amongst themselves and never forget it, because when a people were enslaved, as long as they held fast to their language, it was as if they had the key to their prison.

Question.7. What words did M Hamel write on the blackboard before dismissing the last class?

What did they mean? 

Answer. Before dismissing the last class, M Hamel turned to the blackboard, and wrote the phrase, ‘Vive La France!’ as large as he could. These words meant ‘Long live France’, and spoke of M Hamel’s great love for his country and his deep sense of patriotism.

Question.8. What made M Hamel cry towards the end of his last lesson? 

Answer. M Hamel had taught French at the school for the last forty years. He was emotionally attached to the school and everything in and about it. He was really heartbroken to leave it all. Besides, his own predicament reminded him that his country would soon lose its independence. All this made him cry towards the end of his last lesson.

Question.9. How did Franz react to the declaration that it was their last French lesson? 

or

What announcement did M Hamel make? What was the impact of this on Franz?

or

‘‘This is your last French lesson.” How did Franz react to this declaration of M Hamel?

or

What changes came over little Franz after he heard M Hamel’s announcement?

or

What did the French teacher tell his students in his last French lesson? What impact did it have on them? 

Answer. The French teacher M Hamel announced that he would be teaching his last French lesson that day because the orders had come from Berlin to teach only German in the schools of Alsace and Lorraine. On hearing this, all the students as well as Franz felt very sorry that they would not be learning their mother tongue in future. Franz regretted not having learnt his lessons. Earlier his books seemed a nuisance to him, but at that moment they became very dear to him.

Question.10.What was the order from Berlin and what changes did it cause in the school?

or

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

or

What was the mood in the classroom when M Hamel gave his last French lesson?

Answer. The order from Berlin stated that only German will be taught in the schools of Alsace and Lorraine. The order effected many changes, as an unusual silence prevailed in the school, compared to the hustle and bustle earlier. M Hamel became soft in speaking to the students, while the people realised the importance of their language. The villagers even attended the school to show respect to M Hamel.

Question.11. How did M Hamel say farewell to his students and the people of the town?

Answer. At the end of his ‘Last Lesson’,. M Hamel stood up to say farewell to his students and the people of the town. He tried to speak, but overwhelming emotion choked his voice. He then wrote as large as he could on the blackboard ‘Vive La France’; then he dismissed the class with a gesture with his hand.

Question.12. What was Franz expected to be prepared with for the school that day? 

Answer. Franz was expected to be prepared with participles that day. His teacher M Hamel, was to question him on the topic. Franz had not learnt his lessons and feared to be scolded by him.

Question.13. What had been put up on the bulletin-board? 

Answer. Since the last two years the bulletin-board had news of lost battles, the draft and the orders of the commanding officer. On that day a notice had been put up stating that orders from Berlin were to teach only German in the schools of Alsace and Lorraine.

Question.14. Who did M Hamel blame for the neqlect of leaminq on the part of boys like Franz?

Answer. M Hamel blamed himself for the neglect of learning on the part of boys like Franz. He himself was not quite regular and took leave whenever he needed it, which reflected on the behaviour and studies of the students. He also blamed their parents for not taking mterest in their education.

Question.15. Franz thinks, “Will they make them sing in German, even the pigeons?” What does

this tell us about the attitude of the Frenchmen? 

Answer. This shows that the Frenchmen were full of hatred and desperation against the Germans. Besides, they feared German atrocities. They thought that they would be forced to read German and no one will be spared.

Question.16. Mention two thingsLabout M Hamel that surprised Franz on his last day at school.

Answer. M Hamel didn’t scold Franz for being late; instead he told him very kindly to go to his place. Also, that day he was dressed in his best clothes; he was in his beautiful green coat, frilled shirt and little black silk cap with embroidery, which he wore only on inspection or prize days.

Question.17. How was the scene in the school in the morning of the last lesson different from that

on other days?

Answer. Usually, there used to be great hustle and bustle when the school began. The din of opening and closing of the desks, lessons being repeated in unison and the rapping of the teacher’s ruler on the table, could be heard out in the street. But that day, it was all very quiet and still as on a Sunday morning.

ENGLISH WITH GULSHAN UPADHYAY

ANIMAL WORLD

 

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ONE WORD SUBSTITUTION 1.0

 FORM OF GOVERNMENTS

Government by none – Anarchy (अराजकता)

Government by the nobility – Aristocracy (श्रेष्ठ जनों के द्वारा राज्य शासन)

Government by one man with absolute power -Autocracy (तानाशाही सशक)

Government by officials responsible only to their chiefs – Bureaucracy (नौकरशाही)

Government of the people by the people and for the people – Democracy (लोकतंत्र)

Rule by old men – Gerontocracy (वृद्ध व्यक्तियों का शासन)

Rule bye one woman or women – Gynocracy (महिलाओं का शासन)

Government by a controlling group of people – Hierarchy (सामूहिक शासन)

Rule by those in power due to their ability – Meritocracy (योग्यता के अनुसार शासन)

Government by a crowd of people – Mobocracy (भीड़तंत्र)

Government by a king – Monarchy ( राजा का शासन)

Rule by one person – Monocracy (एक व्यक्ति का शासन)

Government by a few people in power – Oligarchy (अल्प तंत्र)

Government by rich men -Plutocracy (धनि व्यक्तिओं का शासन याधनिक तन्त्र)

Government by many men – Polyarchy (बहुतंत्र)

Rule by the military – Stratocracy (शैन्य शासन)

Government which regards God as its head and is governed by priests/clergymen – Theocracy (पुरोहितों का शासन)

IMP. FIXED PREPOSITIONS

 🔰 Verbs + Prepositions 🔰

#Sb : Somebody

#Sth : Something

A

● accuse sb of

● advise sb on/about sth

● agree with sb about/on sth

● aim at

● apologise to sb for sth

● apply to sb/sth for sth

● approve of

● argue with sb about/for sth

● arrest sb for sth

● arrive at a building

● arrive in a city / town / country

● ask for

● associate with

_______________

B

● beg for

● believe in

● belong to

● benefit from

● beware of

● blame sb for sth

● blame sth on sb

● boast about/of

● borrow from

_______________

C

● care about sb/sth

● care for sb/sth

● choose from/between

● collaborate with

● combine with

● comment on

● communicate with

● compare with/to

● compete with sb for sth

● complain to sb about/of sth

● concentrate on sth

● confess sth to sb

● congratulate sb on sth

● connect to/with

● consist of

● contrast with

● contribute to

● cooperate with sb

● cope with

● cover sb in/with sth

● criticise for

_______________

D

● deal with

● decide on

● dedicate sth to sb

● depart from

● depend on

● describe sth to sb

● differ from

● disagree with sb about/on sth

● disapprove of

● discourage from

● distinguish between

● divide sth between/among

● divide sth into

● divide by (Maths)

● dream about/of

_______________

E

● escape from

● exchange sth for sth else

● excuse sb for/from

● experiment on sb/sth with sth

● explain sth to sb

_______________

F

● fight with

● fill sth with sth else

● forget about

_______________

G

● glance at

_______________

H

● head for/towards

● hear about/of sb/sth

● hear from sb

● hope for

_______________

I

● include in

● insist on

● introduce sb to sb/sth

● invest in

● invite to

● involve in

_______________

J

● join in

_______________

K

● know about sth

_______________

L

● lean on/against

● lie to sb about sth

● listen to

_______________

M

● (be) made of/from

● mean by

● mention to

● mistake sb/sth for sb/sth else

_______________

O

● object to sb/sth

● occur to

_______________

P

● pay for

● point at/to

● praise sb for sth

● pray for sb/sth

● prefer to

● prepare for

● prevent from

● protect sb from/against sth

● protest about/against/at

● provide sb with sth

● provide sth for sb

● punish sb for

● put the blame for sth on sb

_______________

Q

● quarrel with sb about sth

_______________

R

● receive sth from sb

● recover from

● reduce sth to

● refer to

● regard sb/sth as

● relate to

● rely on

● remind sb about sth

● remind sb of sb/sth

● replace sth with sth else

● rescue sb from

● result from

● result in

● retire from

_______________

S

● save sb from

● sentence sb to

● shout at

● smile at/to

● speak to/with sb

● specialise in

● spend money on sth

● stare at

● steal sth from sb

● succeed in

● suffer from

● supply sb with sth

● suspect sb of

_______________

T

● take care of sb/sth

● talk to/with sb about sth

● thank for

● think of/about

● translate from

_______________

V

● vote for/against

_______________

W

● wait for

● warn sb about/against/of

● waste money on sth

● wonder about

● worry about

#Sb : Somebody

#Sth : Something

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Class 10th Maths

WORDS DENOTING AGE

 DENARIAN a person between 10 and 19 years old

 VICENARIAN a person between 20 and 29 years old

 TRICENARIAN a person between 30 and 39 years old

 QUADRAGENARIAN a person between 40 and 49 years old

 QUINQUAGENARIAN a person between 50 and 59 years old

 SEXAGENARIAN a person between 60 and 69 years old

 SEPTUAGENARIAN a person between 70 and 79 years old

 OCTOGENARIAN a person between 80 and 89 years old

 NONAGENARIAN a person between 90 and 99 years old

 CENTENARIAN a person between 100 and 109 years old

 SUPERCENTENARIAN a person 110 years old or older

 METHUSELAH a person who is very old

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MOB- 9068312384

COLLECTIVE NOUN

CENTRAL IDEA -- MY MOTHER AT SIXTY SIX

In this poem, the poet relates a personal experience. She brings out a common paradox of human relationships and portrays a sensational separation of a mother and a daughter. She has been able to capture almost all the emotions which a daughter is filled with, on bidding farewell to her beloved mother. Sometimes we do feel deep sympathy for someone but we fail to express it in a proper manner.

CENTRAL IDEA -- KEEPING QUIET

In this poem, Pablo Neruda has emphasised the importance of introspection. Man has become very selfish and his own action cause him many miseries. The world today stands divided by the man made boundries of caste, creed, race, religion, language, culture, nationality and geographical division.We need to rise above these small issues and lock at the larger picture. The poet talks about the necessity of cresting a feeling of mutual understanding among human beings and discusses the need of maintaining peace.

CENTRAL IDEA -- A THING OF BEAUTY

The central idea of the poem ‘A Thing of Beauty’ composed by John Keats is that –
The poem ‘A Thing of Beauty’ gives us a message that a thing of beauty is a joy for ever. It never ends. A thing of beauty gives us encouragement to go forward and work hard. Our earth is full of innumerable beautiful things. A thing of beauty moves away the pall of misery, sorrow and disappointments of our life. The mighty deads are also a thing of beauty because they had done their best for the society. All the beautiful things are like an endless fountain, sent by God. 

Figure of speech

A figure of speech is a deviation from the ordinary use of words in order to increase their effectiveness. It is also known as a rhetorical figure too because it produces a rhetorical effect. It deviates a statement from its real meaning or common usage to create a new required effect.

Types of Figure Of Speech

1. Simile -

 In a simile, two things which are completely unlocked are compared with each other. A simile is introduced by words such as like, so, as etc.

Examples - 

The flower is as pretty as a picture.

He is as sober as a judge.

The floor was as slippery as an eel.

They looked like peas in a pod.

He eats like a pig.

2. Metaphor - 

When you compare two unlike or different things or ideas, it is known as a metaphor. It is an informal or implied simile in which the words ‘like’ ‘as’ are avoided. 

For example, He is like a Giant - Simile and He is a Giant - Metaphor. 

Examples -

You are the apple of my eye.

Ocean’s sound is music to my ear.

Heart of gold.

He is a night owl.

Time is money.

3. Personification - 

In Personification, non-living things,  abstract ideas or qualities are mentioned as humans or living things.

Example -

Angry clouds surrounded the island.

Earth was thirsty for water.

The flowers talked to them in the garden.

The wind howled that night.The snowflakes danced at night.

4. Apostrophe - 

In this figure of speech, the writer mentions the absent or inanimate objects as alive and writes about them.

Example -

“O, Romeo, Romeo, wherefore art thou Romeo?”

“Twinkle, twinkle, little star, how I wonder what you are”

5. Oxymoron - 

An Oxymoron is when two words are used together in a sentence but they seem to be in contrast with each other. An oxymoron is a figure of speech that willingly uses two differing ideas. This contradiction creates a paradoxical image in the reader or listener's mind that creates a new concept or meaning for the whole.

Example -

Life is bittersweet.

They knew they could feel the joyful sadness on his arrival.

Sweet sorrow.Peace force.

Free market.

Jumbo ant.

6. Hyperbole - 

Hyperbole is when you use words to exaggerate what you mean or emphasize a point. It is used to make something seem bigger or more important than it actually is.

Example -

 It has been ages since I have had a proper meal.

Usain Bolt runs faster than the wind.

I could do this forever.

She’s older than this world.

Everybody knows me.

7. Pun - 

A pun is generally used in plays where one word has two different meanings. It is used to create humour. Humorous use of words of different meanings or the words of the same sound but different meanings is known as Pun.

Example -

A bicycle can’t stand on its own because it is two-tired.

Where do you find giant snails?

 On the ends of the giants' fingers.

8. Alliteration - 

It is a series of words, which commence with the same letter. Alliteration consists of the repetition of a sound or of a letter at the beginning of two or more words.

For Example -

Dirty dolphins dove across the ocean.

Purple pandas painted portraits.

 She sells seashells.

Nick needed new notebooks.

Fred fried frogs’ legs on Friday.

9. Onomatopoeia -

 It is the figure of speech where the word is used to describe a sound. When we explain any action by putting the sounds into language, it is known as onomatopoeia. It is generally used in fiction or in nursery rhymes, for eg- Old Macdonald had a farm E-I-E-I-O. Words like whoosh, splat, buzz, oink, click, etc., are used to create this effect. 

Example -

I could hear the leaves rustling and the wind howling.

 Bam! He hit the truck at the speed of 80 kmph.

CLASS 12TH FLAMINGO CHAPTER 1 SHORT ANSWER TYPE QUESTIONS

QUE.1. Why was Franz in great fear when he started for school ?

Ans. Franz was in great fear when he started for school because he was in great fear of scolding for he had not learnt his lesson on participles, he was very late.

Que.2. What tempted franz to run away and spend the day out of doors ?                  

   Ans. Franz tempted to run away and spend the day out of doors for the birds were chirping at the edge of the woods . In the open field prussian soldiers were drilling these things were all much more tempting than the rule of  participles at school .                                                                                                                       

  Que.3. Why did the villagers come to school that day. Why was it a surprise to franz ?        

Ans. The villagers came to school that day because they were sorry too, that they had not gone to school more.

It was their way of thinking their master for his forty year of faithful service.

Que.4. What does M Hamel say about the french language ?

Ans. M Hamel says about the french language that it was the most beautiful language in the world - the clearest and the most logical that we must guard it.

Que.5. Why did the grammar lesson seem so easy to understand for Franz that day ?

Ans. The grammar lesson seemed so easy to understand for Franz that day because Franz had never listened so carefully  otherwise M hamel had never explained before.

Que.6. Why was Franz sorry for not learning his french lesson ?

Ans. Franz was sorry for not learning his french lesson because he hardly know to write ,  he would never learn any more.

LOST SPRING

 QUE. 1. Explain: “For children, garbage has a meaning different from what it means to their parents. ”
Ans. Small children scrounge heaps of garbage. They expect to get some coin, note or valuable thing in it. Sometimes they find a rupee or even a ten rupee note. This gives the hope of finding more. They search it excitedly. For children, garbage is wrapped in wonder.
For the elders it is a means of survival. Thus, garbage has two different meanings.

QUE.2. Give a thumb-nail sketch of the “frail young woman” in the chapter ‘Lost Spring’.
Ans. The young woman is the wife of Mukesh’s elder brother. Her eyes are filled with the smoke of firewood. Though not much older in years, she commands respect as the daughter- in-law of the house. She adheres to customs and traditions. She veils her face before male elders. She gently withdraws behind the broken wall to do so.

NOUN 2

NOUN 1

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Time and Tense Questions

Time and Tense Questions