CLASS X : ENGLISH

   A LETTER TO GOD 

A LETTER TO GOD - EXTRA QUESTIONS-ANSWERS

  A LETTER TO GOD  - LESSON SUMMARY

A LETTER TO GOD  - LESSON SUMMARY

LONG WALK TO FREEDOM

LONG WALK TO FREEDOM

 LONG WALK TO FREEDOM- EXTRAA QUESN

 

CLASS 12 : ENGLISH - THE LAST LESSON

 CLASS 12 : ENGLISH - THE LAST LESSON

- BY ALPHONSE DAUDET

The Last Lesson Summary

Given below is the Summary of the lesson - "The Last Lesson". This summary is followed by a detailed explanation and Question and Answers

The story is narrated by a French boy, Franz. He is lazy but sensitive and likes to play. He dislikes studying French and hates his teacher M. Hamel.

 

After overpowering their districts of Alsace and Lorraine in France, Berlin has ordered that German language instead of French be taught in the schools there.

 

It is the last day of their French teacher M. Hamel, who has been there for forty years. He is full of grief, nostalgia and patriotism. As a mark of respect to his hard work, the village men also attend his ‘last lesson’. They are sad as they did not learn their mother tongue, French in their childhood. 

Franz is shocked to know that it’s his last lesson, as he does not know French. Now, suddenly, he gets interested in learning it and understands everything taught on that day!

 He develops an instant liking for the teacher, M. Hamel and respects him for his sincerity and hard work.

He feels sad at departing from him and is ashamed for not being able to recite the lesson of participles.

 M. Hamel tells them that they all are at fault for not being eager enough to learn, putting it off to the next day. He blames himself for not teaching them sincerely. 

His patriotism is reflected in his praise for the French language as being the most beautiful and most logical language in the world. He tells the class to guard their language as being close to one’s language is the key to escape from the prison of slavery. It will help them in getting free from the Germans.

 

They realize the importance of learning their mother tongue and that they have been defeated by the Germans because of their illiteracy.

 

Franz feels that it is not possible to take away one’s language from a person as it is natural to each being, may it be the “coo” to the pigeons or “French” to the Frenchmen.

The Last Lesson Explanation

 

WORD MEANING:                             

in great dread of: fear of        

    I started for school very late that morning and was in great dread of a scolding, especially because M. Hamel had said that he would question us on participles, and I did not know the first word about them.

 

The narrator of the story is a young school going boy named Franz. That morning, he was scared as he was late for school. Also, as their teacher M. Hamel had announced the previous day that he would test them on the topic of ‘Participles’ and Franz did not know anything at all, he was more scared of being scolded.

 

For a moment I thought of running away and spending the day out of doors. It was so warm, so bright! The birds were chirping at the edge of the woods; and in the open field back of the sawmill the Prussian soldiers were drilling.

WORD MEANING:  

Sawmill: a factory for cutting wood

 Drilling: exercising

Franz had another option in his mind – to miss school and enjoy the day out in the warm and bright weather. He describes the scene – there were birds chirping on the trees and the noise of the Prussian soldiers doing the drill behind the sawmill could also be heard.

It was all much more tempting than the rule for participles, but I had the strength to resist, and hurried off to school.

WORD MEANING:  

Tempting: attracting

Resist: to stay away

 

The scene outside was more attractive than the school but Franz controlled the temptation and chose to attend school.

 

When I passed the town hall there was a crowd in front of the bulletin-board. For the last two years all our bad news had come from there — the lost battles, the draft, the orders of the commanding officer — and I thought to myself, without stopping, “What can be the matter now?”

 WORD MEANING:  

bulletin-board: a notice board for putting up the latest news and communication 

As Franz walked past the town hall, he noticed a huge crowd at the notice board. The war with Prussia had begun two and a half years ago and since then all the bad news like losing the war, occupation of Alsace and Lorraine by the enemy i.e. Prussia, etc had been communicated to the people through this bulletin board. Franz kept on walking towards the school and thought in his mind that what news could have been put up at the board now.

 WORD MEANING:                  

Apprentice: trainee

Then, as I hurried by as fast as I could go, the blacksmith, Wachter, who was there, with his apprentice, reading the bulletin, called after me, “Don’t go so fast, bub; you’ll get to your school in plenty of time!”

 

I thought he was making fun of me, and reached M. Hamel’s little garden all out of breath.

 

As he walked hurriedly towards the school, the blacksmith who was also reading the news and had come along with his trainee called out to Franz from behind and said that he needn’t go in such a hurry as there was plenty of time for him to reach school.Franz thought that the blacksmith was making fun of him as he was already late for school. When Franz reached the garden outside the school, he was out of breath as he had walked very fast.

 

Usually, when school began, there was a great bustle, which could be heard out in the street, the opening and closing of desks, lessons repeated in unison, very loud, with our hands over our ears to understand better, and the teacher’s great ruler rapping on the table.

WORD MEANING:  

a great bustle: a lot of noise created by many people

 in unison: at the same time

 rapping: striking

 

Franz describes the usual scene at the school in the mornings – a lot of noise created by the moving of desks, children repeating their lessons and teachers striking the tables with the rulers could be heard. 

But now it was all so still! 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.

WORD MEANING: 

counted on: depended upon

commotion: noise and confusion

 

That day was unusual as there was no such sound coming out of the school and it seemed that the school was closed as it used to be on a Sunday morning. Franz had planned that he would take cover under the commotion and reach the class without being noticed but that did not seem possible.

 

Through the window I saw my classmates, already in their places, and M. Hamel walking up and down with his terrible iron ruler under his arm.

Franz peeped inside his class and saw his classmates seated and M. Hamel, their teacher walking in the class with the ruler made of iron placed under his arm. Franz feared a beating.

I had to open the door and go in before everybody. You can imagine how I blushed and how frightened I was.

 WORD MEANING: 

Blushed: face turned red in colour due to shame

 Franz was ashamed of being late and feared a scolding as he had to enter the classroom in front of everyone.

 But nothing happened. M. Hamel saw me and said very kindly, “Go to your place quickly, little Franz. We were beginning without you.”

Franz found it strange as M. Hamel did not say anything and on the contrary, politely asked him to get to his seat,as the class was about to begin without him.

 I jumped over the bench and sat down at my desk. Not till then, when I had got a little over my fright, did I see that our teacher had on his beautiful green coat, his frilled shirt, and the little black silk cap, all embroidered, that he never wore except on inspection and prize days.

 

Franz hurried to his seat. After some time when he overcame the scare and became comfortable, he noticed that their teacher had worn his best embroidered that day. The teacher normally wore it on occasions like inspection and prize distribution days. Franz wondered if that day was a normal day, then what could be the reason for M. Hamel to wear his special dress.

 

 

WORD MEANING: 

 

Besides, the whole school seemed so strange and solemn. But the thing that surprised me most was to see, on the back benches that were always empty, the village people sitting quietly like ourselves; old Hauser, with his three-cornered hat, the former mayor, the former postmaster, and several others besides.

 WORD MEANING: 

Solemn: serious.

 

Franz felt that the atmosphere in the school was unusual and serious. To add to it, the last benches of the class room were occupied by the senior village men – Hauser, who was wearing his three-cornered hat, the retired mayor, postmaster, etc.

 

Everybody looked sad; and Hauser had brought an old primer, thumbed at the edges, and he held it open on his knees with his great spectacles lying across the pages.

 WORD MEANING: 

Primer: basic reader of any language

 Thumbed: torn and damaged

 

They all looked sad. Hauser had brought his reader which was old and torn. He had opened it, kept it on his knees and had placed his spectacles on it.

 

While I was wondering about it all, M. Hamel mounted his chair, and, in the same grave and gentle tone which he had used to me, said, “My children, this is the last lesson I shall give you. The order has come from Berlin to teach only German in the schools of Alsace and Lorraine. The new master comes tomorrow. This is your last French lesson. I want you to be very attentive.”

 WORD MEANING:     Grave: serious

 

Franz was confused and could not figure out what was happening that day. Just then M. Hamel told them that it was their last lesson in French as the Prussians in Berlin had ordered that French language would no longer be taught in the schools of Alsace and Lorraine and that German language be taught instead. The German teacher would arrive the next day and as this was the last lesson in French, he wanted them to pay attention.

 What a thunderclap these words were to me! Oh, the wretches; that was what they had put up at the town-hall!

 WORD MEANING: 

Thunderclap: used in comparison to refer to something startling or unexpected

Wretches: here, it refers to an unfortunate happening

 

Franz was shocked to know that he could not learn French any longer and now he knew the latest news that had been put up at the bulletin board of the town hall.

 

My last French lesson! Why, I hardly knew how to write! I should never learn any more! I must stop there, then! Oh, how sorry I was for not learning my lessons, for seeking birds’ eggs, or going sliding on the Saar!

 WORD MEANING: 

Saar: a river which passes through France

Franz regretted for not being serious towards studies and for wasting his time in hunting bird’s eggs and playing in the Saar river.

 

My books, that had seemed such a nuisance a while ago, so heavy to carry, my grammar, and my history of the saints, were old friends now that I couldn’t give up.

WORD MEANING: 

Nuisance: problem, burden

couldn’t give up: cannot leave

 

Till now Franz considered his books to be an unwanted burden but suddenly, he starts considering them to be his best friends whom he could never leave. The writer wants to show the change in Franz’s attitude towards study after hearing the news that he could not learn French any longer.

 

And M. Hamel, too; the idea that he was going away, that I should never see him again, made me forget all about his ruler and how cranky he was.

WORD MEANING: 

Cranky: strange, short – tempered

 

The news that their teacher M Hamel was leaving also had a similar impact on him. Franz did not want him to go away. He no longer thought the teacher to be short – tempered and strict.

 

Poor man! It was in honour of this last lesson that he had put on his fine Sunday clothes, and now I understood why the old men of the village were sitting there in the back of the room.

 WORD MEANING: 

Sunday clothes: the best dress that a person has.

 

Now Franz knew that M Hamel was wearing his best dress in honour of this last lesson. He also realized that the village men had come to pay respect and thank M Hamel for his service of forty years in that school.

 

It was because they were sorry, too, that they had not gone to school more. It was their way of thanking our master for his forty years of faithful service and of showing their respect for the country that was theirs no more.

 

The village men had come to the class as they were also repenting for not have studied well in their childhood. They had come to thank their teacher for his forty years of service as a teacher of French. Also, they wanted to show respect to their country and were sad as their mother tongue – French would no longer be taught to them.

 

While I was thinking of all this, I heard my name called.

 

The teacher calls out to Franz as it his turn to recite the topic of participles.

 

It was my turn to recite. What would I not have given to be able to say that dreadful rule for the participle all through, very loud and clear, and without one mistake?

 WORD MEANING: 

Dreadful: frightening

 

As the news had impacted Franz, he was eager to study and so, he was desperate to show his eagerness. He wanted to be able to recite the topic in one go and without any mistake and please his teacher. His desperation is reflected in his willingness to give away all that he had in return for reciting the lesson well.

 

But I got mixed upon the first words and stood there, holding on to my desk, my heart beating, and not daring to look up.

 WORD MEANING: 

mixed up: confused

 

As Franz did not know the lesson, he got confused and stood quietly. His heart was beating fast as he was ashamed of himself and did not have the courage to face his teacher.

 

I heard M. Hamel say to me, “I won’t scold you, little Franz; you must feel bad enough. See how it is! Every day we have said to ourselves, ‘Bah! I’ve plenty of time. I’ll learn it tomorrow.’ And now you see where we’ve come out.

 

WORD MEANING: 

where we’ve come out: result

 

M. Hamel said to Franz that he would not scold him as now he had realized his mistake. Everyday Franz told himself that he would study the next day and now the opportunity to study had ended and he knew nothing.

 

Ah, that’s the great trouble with Alsace; she puts off learning till tomorrow. 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?’ But you are not the worst, poor little Franz. We’ve all a great deal to reproach ourselves with.”

WORD MEANING: 

Pretend: show

 to reproach: blame

 

M Hamel says that all the people of Alsace were to be blamed as no one was serious towards learning. He tells the class that the enemies (Prussians) would laugh at them and say that they only show to be Frenchmen as they

can neither speak nor write their own language. He says that Franz should not feel guilty as everyone is at fault.

 

“Your parents were not anxious enough to have you learn. They preferred to put you to work on a farm or at the mills, so as to have a little more money. And I? I’ve been to blame also. 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?”

 

 

M. Hamel says that Franz’s parents were not interested in getting him educated. They wanted him to work at a farm or a mill and earn some money. He says that as a teacher, he was also not interested in teaching them. He would send them to his home to water the plants. Sometimes, he would declare a holiday and go for fishing.

 

Then, from one thing to another, M. Hamel went on to talk of the French language, saying that it was the most beautiful language in the world — the clearest, the most logical; that we must guard it among us and never forget it, because 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.

 

M. Hamel praises their mother tongue – French language as being the most beautiful, clearest and most logical language in the world. He tells the class to guard their language as it is the only way to free oneself from the prison of slavery. If a person knows his mother tongue well, no one can enslave him. Knowing the mother tongue well as a language is a tool to fight domination.

 

Then he opened a grammar and read us our lesson. I was amazed to see how well I understood it. All he said seemed so easy, so easy! I think, too, that I had never listened so carefully, and that 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.

WORD MEANING:  

at one stroke: at once, in one go.

 

The teacher took a lesson in grammar. That day Franz was surprised that he understood the lesson with ease. He felt that he had been attentive, and that M. Hamel also explained the lesson with a lot of patience. Franz felt that the teacher wanted to give them all the knowledge he had before leaving.  

 

After the grammar, we had a lesson in writing. That day M. Hamel had new copies for us, written in a beautiful round hand — France, Alsace, France, Alsace.

 

After Grammar, they had a lesson in writing. M. Hamel gave the class new notebooks with “France, Alsace, France, Alsace” beautifully written on them.

They looked like little flags floating everywhere in the school-room, hung from the rod at the top of our desks. You ought to have seen how everyone set to work, and how quiet it was! The only sound was the scratching of the pens over the paper.

 

Franz felt that here was an air of patriotism in the class. The notebooks were like flags of France that were floating all around. The entire class was busy writing and the only sound that could be heard was that of the pen writing on the paper.

Once some beetles flew in; but nobody paid any attention to them, not even the littlest ones, who worked right on tracing their fish-hooks, as if that was French, too.

 WORD MEANING: 

beetles:  a large sized insect

not even the littlest ones: refers to the pigeons

 who worked right on tracing their fish-hooks: scratching with their claws.

 

Once some mosquitoes flew into the class, but no one panicked as everyone was busy writing. The writer considers the pigeons sitting on the roof of the class to be students as well and says that even the pigeons were busy scratching the roof with their claws and it seemed that they were also busy writing the task of French language.

 

On the roof the pigeons cooed very low, and I thought to myself, “Will they make them sing in German , even the pigeons?”

 WORD MEANING: 

Cooed: the sound made by the pigeons

 

The ‘coo’ sound of the pigeons could be heard in the class and Franz wondered that would the Prussians force the pigeons also to change their language and coo in German. The writer wants to say that language comes naturally to a being and it cannot be forced upon anyone – be it the pigeons or the French men.

 

Whenever I looked up from my writing I saw M. Hamel sitting motionless in his chair and gazing first at one thing, then at another, as if he wanted to fix in his mind just how everything looked in that little school-room.

 WORD MEANING: 

Gazing: looking intently

 fix in his mind: store or keep forever

 

In between writing, Franz looked at M. Hamel who sat still and stared at the different things in the classroom in succession as if he wanted to memorize the appearance of everything before leaving.

 

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.

Only the desks and benches had been worn smooth; the walnut-trees in the garden were taller, and the hopvine that he had planted himself twined about the windows to the roof.

 WORD MEANING: 

worn smooth: had worn out and became smooth due to overuse

twined: twisted

 

M. Hamel had been teaching at that same place for the last forty years. The only changes were that the desks in the classroom had worn out due to use over the years, the walnut trees in the garden outside had grown taller, the hopvine on the outer wall of the school building had climbed up to the roof.

How it must have broken his heart to leave it all, poor man; to hear his sister moving about in the room above, packing their trunks! For they must leave the country next day.

 

Franz feels that the teacher must be heartbroken to be sent away from a place where he had spent forty years of his life. The noises of his sister packing and moving their luggage could be heard from the room upstairs as they had to leave the next day.

But he had the courage to hear every lesson to the very last. After the writing, we had a lesson in history, and then the babies chanted their ba, be bi, bo, bu.

 

M. Hamel remained composed and heard the lesson from the entire class. After the writing task, there was a lesson of history followed by phonetics where they recited the sounds of alphabets. Franz referred to the class as "babies" because although they were grown up, they were reciting the lesson of phonetics which is usually done by younger children. So, he calls himself and his class to be ‘babies’.

 

Down there at the back of the room old Hauser had put on his spectacles and, holding his primer in both hands, spelled the letters with them.

You could see that he, too, was crying; his voice trembled with emotion, and it was so funny to hear him that we all wanted to laugh and cry. Ah, how well I remember it, that last lesson!

 

Hauser had put on his spectacles and holding the primer in both his hands, recited the letters with the class. He was crying, his voice trembled as he spoke. Franz had mixed feelings – he found it funny to see how an old man like Hauser was crying and trembling and on the other hand, he also felt emotional like Hauser did. Franz could never forget this last lesson.

 

 

All at once the church-clock struck twelve. Then the Angelus.

 WORD MEANING: 

Angelus: prayer song in the church, the start is marked by the ringing of the bell.

 

Just then the clock at the church struck twelve and the prayer song begun.

At the same moment the trumpets of the Prussians, returning from drill,

sounded under our windows. M. Hamel stood up, very pale, in his chair. I never saw him look so tall.

 WORD MEANING: 

Trumpets: a musical instrument.

 Pale: used to describe a person's face or skin if it has less colour than usual

 

At the same moment the sound of the trumpets played by the Prussian soldiers who were returning from the drill was heard. M. Hamel’s face became dull and colourless as the time had come for the class to get over. He stood straight and motionless and Franz says that he had never appeared to be so tall.

 

 

“My friends,” said he, “I—I—” But something choked him. He could not go on. Then he turned to the blackboard, took a piece of chalk, and, bearing on with all his might, he wrote as large as he could — “Vive La France!”

 WORD MEANING: 

Choked: became unable to speak due to strong emotions

 

M. Hamel began to speak but could not continue as he was overpowered by his emotions. He took a piece of chalk and wrote the words “Vive La France” meaning ‘Long Live France’ on the blackboard as large as he could.

 

Then he stopped and leaned his head against the wall, and, without a word, he made a gesture to us with his hand — “School is dismissed — you may go.”

 WORD MEANING: 

Gesture: a signal

 

Then he stopped writing, bent towards the wall and without speaking anything signalled the class to leave as the class was over. 

Q1: Answer in 30 – 40 words:                                                                           (2)

 

[CBSE paper, 2012]

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

A: The order from Berlin directed schools in the districts of Alsace and Lorraine in France to teach German instead of French.

 

Q2: Answer in 30 – 40 words:                                                                           (2)

[CBSE paper, 2013]

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

A: Franz was shocked and sad when he heard this news. Suddenly he developed a liking for ‘his’ language and was keen to learn French. He was remorseful for not learning well in the past and was sad that his teacher, Mr. Hamel would go away.

 

Q3: Answer in 30 – 40 words:                                                                           (2)

[CBSE paper, 2014]

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

A: The elders of the village came to the classroom to attend the last lesson of French in the school as a mark of respect to the French teacher Mr. Hamel who had been teaching there for the last forty years. These ‘elders’ had not studied well and could not read and write their mother tongue, French and so as it was the last opportunity for them, they came to attend the class.

 

Q4. Answer the following question in 120 – 150 words:                           (6)

[CBSE paper, 2015]

The order from Berlin aroused a particular zeal in the school. Comment.

OR

 

Q5: Answer the following question in 120 – 150 words:               (6)

[CBSE paper, 2016]

Our language is 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, French.

A: When Berlin ordered that French language would no longer be taught in schools in the French districts of Alsace and Lorraine, it stirred the otherwise lazy Frenchmen. Suddenly, they all had a strong desire to learn how to read and write their mother tongue. It was not only the children who went to school but also the elders of the village who had not studied seriously in their childhood, putting off ‘unimportant’ works to the next day. The day finally arrived as the last day of French language in the schools. They become serious and keen to learn as they feel the German would laugh at them for not knowing their own language. They are ashamed of themselves when the teacher says that this lack of knowledge is the reason for their defeat to the Germans and asks them to guard their mother tongue as being close to one’s language is the key to escape from the prison of slavery. 

THE LAST LESSON NOTES 

I. Very Short Answer: 

a. What did M. Hamel do when he wanted to go for fishing? [H.S. 2013 AHSEC English Question Paper]
Answer: M. Hamel just used to declare a holiday when he wanted to go for fishing.

b. What did M Hamel write at the end of the class? [H.S. 2015 AHSEC English Question Paper]
Answer: M. Hamel wrote “Vive  La France” at the end of the class.

c. What did M. Hamel say that he would ask his student that morning?
Answer: M. Hamel said that he would ask the students a lesson about participle. 

d. What did Franz think for a moment? [H.S.2016 English AHSEC Question Paper]
Answer: Franz thought he would run away from his class that day and would spend the out of doors. 

e. What is the name of the blacksmith in “The Last Lesson”?

Answer: The name of the blacksmith in “The Last Lesson” is Wachter. 

f. What did Franz find so unusual at school that morning?
Answer: That day the school was very silent like a Sunday morning, the villagers occupied the last benches of the school. Moreover M. Hamel was wearing his unusual clothes. 

g. What is the river mentioned in “The Last Lesson”?
Answer: The River mentioned in “The Last Lesson” is Saar. 

h. How long did M. Hamel teach in his school? 
Answer: M Hamel taught for forty years in his school. 

i. What did M. Hamel tell the students, mounting his chairs? 

Answer:  M. Hamel told his students, mounting his chairs that he was offering his last lesson that day as there was order from Berlin to teach German in the schools of Alsace and Lorraine. 

j. What is the ‘great trouble with Alsace’?
Answer: The ‘great trouble with Alsace’ is that she puts her learning till the next day.

k. What did M. Hamel want to give his students before going away?
Answer: M. Hamel wanted to give every lesson he knew to his students before going away.

l. Why the lesson was called “The Last Lesson”? [H.S.2014 English AHSEC Question Paper]

Answer:  The lesson was called “The Last Lesson” because the Berlin had ordered to teach German in the schools of Alsace and there would be no class on French. 

The Last Lesson Notes Class 12 | English | Short Answers Questions

II. Short Answer Questions (2 Marks/3 Marks)

a. What news has been displayed on the bulletin board for the last two years in “The Last Lesson”? 
Answer: In “The Last Lesson”, the bulletin board has been displaying all the bad news for Alsace. The news about lost battles, the draft, the order of the commanding officer etc. are displayed in the bulletin board. 

b. Why did Wachter, the blacksmith, tell Franz not to hurry? 
Answer: Wachter, blacksmith, tell Franz not to hurry because there had been news on discontinuation of French in the schools of Alsace and that day was the last lesson. So, Franz would reach school in plenty of time. 

c. What was the commotion that Franz anticipated in the class room? [H.S.2013 English AHSEC Questions Paper]
Answer: Franz anticipated that the school would be full of noise just like any other school day, which could be heard from the street. There would be sound of the opening and closing of desks, lessons repeated in unison, and the teacher’s great ruler rapping on the table.

d. Why was Franz surprised to see M. Hamel on that particular morning when he went in late? 
Answer: In spite Franz was late on that day he was not scolded by M. Hamel. More surprisingly he was wearing his unusual clothes and his voice was very soft and tender. 

e. What would Franz love to do on that sunny morning instead of going to school?

Answer: On that sunny morning Franz would love to spend his day out of doors instead of going to school. He would like to seek for birds’ egg, sliding in the Saar and would love to run at the edge of the open field. 

f. Why did M. Hamel not blame Franz alone for his inability to learn?
Answer: M. Hamel did not blame Franz alone for his inability to learn because it was a composite fault of everyone. The parents were more interested in sending their kids to a mill for earning money. M. Hamel would also declare a holiday whenever he wanted to go fishing. In fact, the Alsace was in a habit of putting things for tomorrow. 

g. What was Franz expected to be prepared with for school that day? [H.S.2015 English AHSEC Questions Paper]
Answer: Franz was expected to be prepared with a lesson of grammar on participle for school that day. M. Hamel was to ask questions to Franz on that given topic.

h. What did M. Hamel say about the French language? (Or What are the views of M. Hamel on the French Language?) [H.S.2013, 2015 English AHSEC Questions Paper]
Answer: M. Hamel was very particular about the French language as it was his mother tongue. He commented that French language is the most beautiful language in the world. The clarity, logical structure of the French language is addition on to its beauty. He urged the French upon safeguarding the uniqueness of the language. 

i. ‘Will they make them sing in German, even the pigeons?’ What does this sentence suggest?
Answer: When the French were forced to learn German, little Franz then thought if the pigeons would also be taught to sing in German. This shows a sense of contempt to the new provision in the mind of little Franz. This also shows his love to his own language and how he was discontent to discontinue his own language. 

j. How did Franz’s feeling about M. Hamel and the school change?
Answer: In his last class, M. Hamel delivered his last lesson showing love to the school, to the students and to every villager and most importantly to the French language. In respect of M. Hamel’s devoted work and his own love to his mother tongue French, Franz grew respect to the teacher and the school. 

THE LAST LESSON | AHSEC | ENGLISH | QUESTIONS ANSWERS

III. Long Answers: (5 Marks each… Word limit 80 – 100)

a. Describe the unusual things that Franz noticed on the day of the last lesson. [H.S.2013 English AHSEC Questions paper]
Answer: The day of the last lesson was unexpectedly unusual for Franz. The school was silent as it was on a Sunday morning. When he entered his classroom late, he did not get a scolding from M. Hamel, rather he was asked to sit in a mild voice. M. Hamel was wearing his beautiful green coat, his frilled shirt, and the little black silk cap, that he wore only on inspection and prize days.
The back benches were occupied by the villagers including old Hauser, the former mayor, the former postmaster, all with a sad face. Hauser even brought an old primer which he held open on his knees. Actually, it was all because that was the last lesson in French.

b. What was the order from Berlin? How did the order affect the people of Alsace, particularly M. Hamel and his students? [H.S.2012 English AHSEC Question Paper]
Answer: Berlin had ordered that in the schools of Alsace and Lorraine German would be taught in lieu of French. The new master would be joining the schools from the next day onwards. 
The order was an attempt to suppress the French people and so the people started growing sorrow and anger in their minds. The order brought a sad moment for the school as well as for the villagers as they had to depart M. Hamel. M. Hamel was overwhelmed with a sense of sadness on the last day and he grew patriotism, and so were the students. The students understood their love for their mother tongue and repented of not learning it whole heartedly. But the time was over and the school was too, with no scope for them to learn their own language any further. 

c. How did the people of Alsace pay their regards to M. Hamel on his last day at school? 

Answer: M. Hamel served for forty years in a school in Alsace with great wisdom and devotion to work. So, the people of Alsace paid back his due respect on the last day of school. The villagers including old Hauser, the former mayor, the former postmaster, all with a sad face, occupied the back benches of the school which usually remained empty. 

THE LAST LESSON LONG ANSWER QUESTIONS | AHSEC | CLASS 11 | HS 2ND YEAR

IV. Very Long Answer Questions: (7 Marks Each)

a. Describe M. Hamel’s last day at school.
Answer: In the districts of Alsace and Lorraine, German was to be taught in lieu of French. Because of which M. Hamel had to depart from the school in which he had served for forty years. In his long service period he grew emotional attachment with everything that belonged to the school. So, the last day was a nightmare for him. To live the last moment to the fullest, he wore his exceptional dress. He treated his students with mildness and wanted to pour out everything he knew. 
He appraised the beauty the French language and urged the students to hold the grip of the mother tongue and he taught everything he knew about the language. When the church clock struck twelve, he was seized by extreme sorrow and he could not speak out anything. He wrote “Vive La France” and then leaned his head against wall and waved his hand to dismiss the class.

b. Give a detailed account of the scene in the classroom on the day of the last lesson.
Answer: On the day of the last lesson the school was silent as it was on a Sunday morning as an order from Berlin had swept away the happy days from the people of Alsace and Lorraine. Berlin had ordered that in the schools of Alsace and Lorraine German would be taught in lieu of French. M. Hamel was silent and sad on that day as he had to depart from his own school which he built with utmost emotional attachment.
 To pay their tribute the villagers occupied the last benches of the classroom. M. Hamel was wearing his fine dress and a silky hat. Hauser read out a primer to bestow respect upon the M. Hamel. M. Hamel wanted to teach everything he knew. He made introspection and criticized everyone for not learning their mother tongue. When the clock struck twelve, M. Hamel asked everyone to leave by waiving his hand and wrote on the board, “Vive La France”. 

Assam TET : ENGLISH GRAMMAR: CHAPTER => SENTENCE AND ITS TYPES. (English Medium)

 Assam TET : ENGLISH GRAMMAR: CHAPTER =>  SENTENCE AND ITS TYPES. 

 (English Medium)

What are the types of sentences?

There are two classifications of the types of sentences:

[A] Types of sentences based on function (usually referred to as just types of sentences “or” kinds of sentences)

[B] Types of sentences based on structure

Let us understand the four types of sentences under each of the above two classifications of sentence types:

[A] What are the 4 the types of sentences based on function?

1. Declarative sentence (The statement)
2. Interrogative sentence (The question)
3. Exclamatory sentence (The exclamation)
4. Imperative sentence (The command)

[B] What are the 4 types of sentences based on structure?

1. Simple sentence
2. Compound sentence
3. Complex sentence
4. Compound-Complex sentence

What is a sentence?

Communication does not happen on its own

It takes a lot of learning and information to be able to communicate with another human being. One piece of that work is to learn about the different types of sentences the English language uses to make communication clear and informative. Using the right sentence with the right sentence structure is the key to great communication.

Before dealing with the types of sentences, let us examine a sentence. A sentence is a set of grammatically arranged words that conveys complete sense.

A sentence consists of a subject and predicate. A new sentence begins with a capital letter and ends with an appropriate punctuation mark.

In our daily life while speaking, reading, and writing, we come across thousands of sentences. Based on their structure and the function they perform; all these sentences can be classified to different categories. In this article we are going to look at the different types of English sentences.

[A] 4 Types of Sentences based on Function

Based on function, there are four sentence types in the English language. They are:

1. Declarative sentence (The statement)
2. Interrogative sentence (The question)
3. Exclamatory sentence (The exclamation)
4. Imperative sentence (The command)

Each sentence type has its own purpose and use. They do not cross over or impose their way on the other sentence’s purpose

Importance of punctuation in types of sentences:

Before going into the details of the types of sentences, we should stop for a minute to say about the importance of punctuation.

When you write the different sentence types, you should make sure to use the right punctuation. A question mark goes with the interrogative sentence, a period with the declarative sentence and an exclamation mark with exclamatory sentence. The imperative sentence generally uses a period, but when a strong feeling is to be expressed, it can use an exclamation mark.

Now let us study the four types of sentence functions in detail, one by one.

1. Declarative sentence

What is a declarative sentence?

A Declarative sentence is a type of sentence that expresses an opinion or simply makes a statement. In other words, it makes a declaration.

Examples:

• That car is old.
• I love honey on toast.
• The girl likes pancakes, but she doesn’t know how to make them.

The declarative sentence uses all tenses. They handle past, present, and future very easily.

Examples:

• I went to the store yesterday.
• I am going to the shop now.
• I will go to the ball game tomorrow.

Types of declarative sentences.

Declarative sentences can be two types as indicated below:

• Positive sentence
• Negative sentence

POSITIVE SENTENCE

When the Declarative sentences have a positive meaning, they are called positive sentences or affirmative sentences. A positive sentence has no negative words.

Example:

• The girl is singing. (PS)

NEGATIVE SENTENCE

A positive sentence or affirmative sentence says us that something is so. A sentence that says that something is not so, is called a negative sentence.

Example:

• The girl is not dancing (NS)

More Examples of positive (PS) and negative (NS) sentences:

• I lost my pencil box. (PS)
• I have no pencil now. (NS)
• You look dull. (PS)
• I have not taken bath today. (NS)

CHANGING POSITIVE SENTENCE TO NEGATIVE SENTENCE:

A positive sentence has no negative words. It can be made negative using Auxiliary verbs and negative words such as not, none, nobody, and isn’t.

Changing positive sentence to negative sentence with change in meaning

It is quite easy to change a positive sentence to negative with change in meaning. You have just to add suitable negative words, such as not, none, nobody, or isn’t, taking the help of proper auxiliary verbs.

Examples:

• I am going. (PS)
• I am not going (NS)
• She works in a school. (PS)
• She doesn’t work in a school. (NS)
• Someone came here yesterday. (PS)
• Nobody came here yesterday. (NS)
• They are going. (PS)
• They are not going. (NS)

Changing positive sentence to negative sentence without change in meaning:

Two methods are given below. We can use one of them suitable to the context.

Method 1. Using antonyms

Examples:

• The sugar bottle is empty. (PS)
• There is no sugar in the sugar bottle. (NS)
• This shirt is dirty. (PS)
• This shirt is not clean. (NS)

Method 2. Using degree of comparison

• He is taller than I. (PS)
• I am not as tall as he. (NS)
• Mary is more beautiful than Ann. (PS)
• Ann is not as beautiful as Mary. (NS)

2. Interrogative sentence

What is an interrogative sentence?

An interrogative sentence is a type of sentence that asks question. It usually begins with who, what, where, when, why, how, or do and ends with a question mark.

Examples:

• Where are you going?
• What is happening?
• What do you want me to do?
• Do you want me to write something for you?
• Are you going to school today?

Types of Interrogative sentence

There are four types of interrogative sentences. They are:

• Yes/No Interrogatives
• Alternative Interrogatives
• Wh- Interrogatives
• Tag Questions

YES/NO INTERROGATIVES

Questions which require a “yes” or “no” answer, are called Yes/No Interrogatives.

Examples:

• Are you going home?
• Will you come with me?

The answer to each of the above question will be either a “yes” or “no”

How to form Yes/No Interrogatives:

Yes/No Interrogatives are formed with the help of auxiliary verbs. The typical form of such question is:

Auxiliary verb (be, do or have) + subject + main verb or

modal verb + subject + main verb

The auxiliary verbs are inverted with the subject (subject – verb inversion)

For example:

• Are you going to school?
• Will Jack come tomorrow?
• Have you finished your homework?
• Do you like folkdance?

When there is more than one auxiliary verb or model verb in the sentence, only one auxiliary verb or model should be put before the subject.

For example:

• Have you been working for the whole day? (Only “have” has been put before the subject “you”)

ALTERNATIVE INTERROGATIVES

Alternative Interrogatives are questions that give a choice among two or more answers. Therefore, these questions are also called choice questions.

For example:

• Do you prefer coffee or tea?
• Will you come with me now, or will you go with James afterwards?
• Do you prefer to live in the village or the city?
• Will they buy an apartment or villa?

How to form Alternative Interrogatives:

Alternative Interrogatives are also formed with the help of auxiliary verbs. The form of such a question is:

Auxiliary verb (be, do or have) + subject + main verb or

Modal verb + subject + main verb.

The auxiliary verbs are inverted with the subject (subject-verb inversion)

In the alternative question to be formed, if the main verb is “be”, additional auxiliary verb need not be used.

For example:

• Are those flowers roses or Begonias? (The main verb, “are” itself is used to ask the question)

WH- INTERROGATIVES

Wh- Interrogatives are questions asked using one of the question words, who, what, where, when, why, and how. Auxiliary verbs also must be used in these types of questions.

For example:

• Where are you going?
• How are you doing?
• Why did you do that?

When you use the ‘wh’ and ‘how’ question words, the questions demand full sentence answers.

For example:

Q. Where are you going?

Ans. I am going to the mall.

Q. How are you doing?

Ans. ‘I am doing great.’

Q. Why did you do that?

Ans: ‘Because I wanted to.’

Although in the above examples, the answers are given in single sentences, depending upon the situation, the answer may require long explanation.

TAG QUESTIONS 

Tag questions are questions formed by attaching question tags onto the end of a declarative sentence. The tags are usually made using an auxiliary verb inverted with subject. These question tags change the declarative sentences to interrogative sentences.

Examples:

• You are from USA, aren’t you?
• She is watching a film in the T.V.at home, isn’t she?
• You will go to your hometown tomorrow, won’t you?
• She was a kind woman, wasn’t she?
• He is not attending the meeting, is he?

Sometimes a declarative sentence can be used as interrogative sentence by putting a question mark at the end of the sentence. When you ask questions like this orally, the last syllable of the sentence should be given proper intonation to make the listener understand that a question is being asked to him.

• The train has already left?
• Your son got the job he desired?

Indirect questions/Embedded questions

Indirect questions are questions embedded in a statement.

For example:

• I asked him where he was staying.

A question, “Where are you staying?”, is embedded in the given statement. But it should be clearly understood that an interrogative sentence always asks direct questions. Indirect questions/ embedded questions do not come under the category of “Interrogative sentences”.

3. Exclamatory sentence

What is an Exclamatory sentence?

An Exclamatory sentence is a type of sentence that expresses strong emotion. In listening, it is not hard to identify an exclamation sentence. The tone of the person’s voice will convey that information. But in writing, to make an exclamatory sentence you need to use the exclamation mark. Here are a few examples of exclamation sentences:

• What a tasty pizza!
• How I wish to go now!
• We are the champions!
• What a cute baby!

There are different methods of expressing or writing exclamatory sentences. We must choose one suitable for the occasion. Some examples of the common categories are given hereunder:

Exclamatory sentences expressing strong emotion

• Many, many sweet returns of the day!
• Happy New Year!
• Happy Christmas!

Exclamatory sentences those begin with “What”:

• What a beautiful scenery!
• What a cute baby!
• What a nice behavior!

Exclamatory sentences those begin with “How”:

• How brightly it shines!
• How beautifully she sings!
• How neatly she has kept her house!

Exclamatory sentences containing “such”:

• She is such a kind lady!
• He is such a bright student!
• She is such a wonderful writer!

Exclamatory sentences containing “so”:

• She is so glamorous!
• He is so handsome!
• That gentleman is so generous!

It is to be remembered that exclamatory sentences express strong emotion and should be used carefully. They are not to be used to write reports or academic purposes.

4. Imperative sentence

What is an Imperative sentence?

An Imperative sentence is one of the types of sentences which is used to issue a command, instruction, make a request, or offer advice. Basically, they tell people what to do. These sentences also provide direction to whoever is being addressed and therefore, they are sometimes called directives too.

Imperative sentences usually end with a period but can occasionally end with an exclamation point.

Given below, are some examples of imperative sentences which illustrate their function.

• Get your hands up! (Command)
• Do your homework. (Instruction)
• Close the window. (Request or demand)
• Go to the bank and make that deposit. (instruction)
• Go to bed. (Demand)
• Please come with me for dinner. (Invitation)

While hearing the command sentence, it is the tone of voice by the user that tells you what is meant, but in writing, it is the sentence structure that helps. If the situation so demands, an imperative sentence can use an exclamation mark instead of a period.

The imperative sentences typically begin with verbs that issue a command. Normally the subject of an imperative sentence is implied. The subject is the person to whom the command is directed towards. To be specific, the subject is “you”. It is understood here. That makes the imperative sentences second person sentences.

[B] 4 Types of Sentences based on Structure

In English language, based on the structure, there are four types of sentences. They are:

1. Simple sentence
2. Compound sentence
3. Complex sentence
4. Compound-Complex sentence

Information about clauses that you should know:

Before delving into the details of sentence structures, let us learn some basic facts about clauses because all sentences consist of clauses. Some sentences consist of only one clause (simple sentence) whereas some sentences may contain several clauses (complex, compound, or complex- compound sentences). A clause should have a subject and predicate of its own and should express a thought. There are two types of clauses, namely,

Independent clause or main clause

An Independent clause is a clause that has a subject and a predicate of its own and makes good sense by itself. In other words, it can be said that an Independent clause can stand by itself as a sentence. Therefore, it is called an Independent clause. It is also called main clause, principal clause, and co- ordinate clause.

Dependent clause or subordinate clause

A Dependent clause, also called a subordinate clause, is a clause that is a part of a sentence. It cannot stand on its own and make complete sense. It must depend on the main clause to have complete sense. For this reason, it is called a dependent clause.

As a basic example, a sentence which shows an Independent clause, and a Dependent clause is given hereunder.

• They went home when the night came.

In the above sentence,” They went home” is the independent clause because it has got a subject (They) and a predicate (went home), and it expresses a complete idea. It can stand as a sentence by itself. On the other hand, the clause, ” when the night came.” cannot stand on its own and make complete sense. It is dependent on the main clause, “They went home”. So “when the night came“ is a dependent clause.

Now let us study the sentence structures one by one.

1. The simple sentence

Simple sentences are one of the 4 types of sentences based on structure. While it is the easiest sentence to create, it does have some rules you must follow. Along with being one independent clause there are aspects that need to be part of the sentence:

It must have a subject and a verb.

It must express a complete thought.

It can only have one clause.

That is simple and straightforward.  Here are a few examples of a simple sentence:

• I ran out of paper for the printer.
• The cake smells good.
• Can I have some milk to drink, please?
• She went to the store.

These are quite simple and quite easy sentences to create and use.

2. The compound sentence

Compound sentences contain at least two independent clauses that have related ideas. These clauses are joined using a coordinating conjunction, a correlative conjunction, semicolon, or a conjugative adverb

Here are a few examples of compound sentences:

• The photographer wiggled his bells, and the baby smiled.
• I arrived late; however, the class had not begun.
• It was hot outside, but the ice cream did not melt.

How to form compound sentences?

We can combine two simple sentences only if they are related. You cannot pick two completely different simple sentences, link them together, and claim you have made a compound sentence. What you made was an English mess. For example, let us take the two simple sentences given below.

• I want to play chess. He will go to Delhi tomorrow.

The above two sentences have no relation to each other. Therefore, they cannot be combined.

Now look at the following sentences

• I want to buy a scooter. I haven’t sufficient money.

Above sentences have relation with each other. They can be combined to form a compound sentence as shown below:

• I want to buy a scooter, but I haven’t sufficient money.

Compound sentences can be formed using any one of the following four methods as the situation demands.

• Using coordinating conjunction 
• Using correlative conjunction
• Using semicolon
• Using conjugative adverb

FORMING COMPOUND SENTENCES USING A COORDINATING CONJUNCTION 

We know that there are seven coordinating conjunctions in English language, and they are: For, And, Nor, But, Or, Yet, and So (Acronym: FANBOYS).

When we join two independent clauses with a coordinate conjunction to form a compound sentence, we must choose the most suitable one for the context.

Punctuation rule: The coordinate conjunction must be preceded by a comma.

Examples:

• I ran to class, but my friend walked.
• Ann went to her friend’s house, and her sister accompanied her.
• I went quickly, for I had to attend a meeting at 9.00 A.M.

If the independent sentences to be joined are short and closely related either a comma or a coordinating conjunction are sufficient for joining the same.

Example:

• Ann opened the door and Jill took the bag inside. (No comma)
• Ann opened the door, Jill took the bag inside. (Only comma)

FORMING COMPOUND SENTENCES USING A CORRELATIVE CONJUNCTION 

We know that correlative conjunctions are paired conjunctions, that are always used together. Some of the most common correlative conjunctions are:

not only… but also

either…or

neither…nor

No sooner … than

We can join two independent clauses using a pair of correlative conjunctions. But while choosing a correlative conjunction to form a compound sentence, care must be taken to select the most suitable conjunction capable of expressing the relationship between the two independent clauses.

Punctuation rule: A comma must come before the conjunction that introduces the second independent clause.

Examples:

• John is not only very handsome, but also is highly intelligent.
• You can either go with Jim in his car or go by bus afterwards.
• I neither know, nor wish to know about Jill’s whereabouts.
• No sooner had I reached the hall, than the meeting started.

FORMING COMPOUND SENTENCES USING SEMICOLON

If the two independent sentences to be joined are closely related, we can join them only with a semicolon.

Examples:

• I wanted to play caroms; my friend wanted to play chess.
• Jill filled the bucket; Jack carried it.
• I brought the rope; father tied the knot.

FORMING COMPOUND SENTENCES USING CONJUNCTIVE ADVERB

We know that conjunctive adverbs are adverbs used as conjunction to join two independent clauses. Thus, using conjunctive adverbs too, we can form compound sentences. There are a lot of conjunctive adverbs in English language. When we choose a conjunctive adverb to join two independent clauses, care must be given to select one that is most suited to the relationship of the two clauses.

Punctuation rule: A semicolon precedes conjunctive adverb and a comma after it.

Examples:

• I was awake the whole night; therefore, I am feeling sleepy now.
• Jack misbehaved in the class; as a result, he got punishment from his teacher.
• We have not received your reservation; therefore, our assumption is that you will not be attending the meeting.

3. The complex sentence

The complex sentence is a sentence that consists of an independent clause and one or more dependent clauses, introduced, and joined with the linking word, called subordinating conjunctions. There are a lot of subordinate conjunctions in English language. Some of the commonly used subordinate conjunctions are: as, as if, before, after, because, though, even though, while, when, whenever, if, during, as soon as, as long as, since, until, unless, where, and wherever

Some examples of complex sentences are as follows:

• As the bridge wasn’t properly maintained by the government, it fell down.
• Whenever they eat at this restaurant, they order a hamburger and fries.
• He’ll be able to maintain a healthy weight if he keeps exercising.
• As the world is getting warmer, polar bears are in danger of becoming extinct.

In the above complex sentences, the dependent clauses are highlighted. A subordinate conjunction introduces and links each of the dependent clauses to the independent clause. The dependent clause may be an adverb clause, a noun clause, or a relative clause.

Notice that the independent clause does not have to be the first clause in the sentence. When the dependent clause is placed first, we generally put a comma after it. But in case the independent clause comes first no comma is usually needed.

Example:

• If he studies well, he will pass the test.

He will pass the test if he studies well.

4. The compound-complex sentence

To make a compound-complex sentence, you need at least two independent clauses, a conjunction, and one or more dependent clauses (subordinate clauses).

To make it simple, you are combining two sentence types together. That is, a complex and compound sentence are combined to form a compound-complex sentence. Some examples will help you:

• We did not win the game, but we were not unhappy because we, the beginners, had faced the veterans confidently.

We did not win the game – Independent clause

we were not unhappy – Independent clause

but – Coordinating conjunction

(because we, the beginners, had faced the veterans confidently). – Dependent clause

because – Subordinating conjunction

In the above example, there are two Independent clauses combined with the coordinating conjunction” but”, and one dependent clause connected to the independent clause with the subordinating conjunction, “because”

• The flower girl was crying because she could not sell her flowers till evening, but when the gentleman bought the entire flower basket, she became happy.

The flower girl was crying – Independent clause

she became happy – Independent clause

(because she could not sell her flowers till evening) – Dependent clause

(when the gentleman bought the entire flower basket) – Dependent clause

but – Coordinating conjunction

when, because – Subordinating conjunctions

In the above example, there are two complex sentences (each consisting of one independent clause and one dependent clause), combined with the coordinating conjunction” but”. The dependent clause of the first complex sentence is connected to the independent clause with the subordinating conjunction,” because” and the second complex sentence is connected to the independent clause with the subordinating conjunction, “when”.

• She loved me for the dangers that I had faced to marry her, and I loved her because she loved me.

She loved me for the dangers – Independent clause

I loved her – Independent clause

(that I had faced to marry her) – Dependent clause

because she loved me – Dependent clause

and – Coordinating conjunction

that, because – Subordinating conjunctions

Above example also has two complex sentences connected with the coordinating conjunction, “and”.

As a compound-complex sentence is a combination of complex and compound sentences, so all the rules relevant to both complex sentences and compound sentences are to be observed while forming compound-complex sentences too.

Some final thoughts

It just takes a little patience and dedication to learn everything there is to know about the types of sentences.

As you use English more often, you will naturally transition to the different sentence structures. Soon, you will be able to pick and choose which sentence structure fits your communication purpose and can use all of them at different times.

At first, you may feel that learning English grammar basics is overwhelming because there are so many things to learn. But if you break down the different aspects into manageable parts, you should be able to pick up the language quite well.

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