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Tag: NCERT Class 12 English

  • Summary of Chapter 3. Deep Water, Flamingo, Class 12th English

    Deep Water

    William O. Douglas’s autobiographical piece Deep Water narrates how he developed a deep-seated fear of water due to childhood incidents, and how he finally overcame it through determination, courage, and systematic training. The story highlights that fear itself is more dangerous than the object feared and conveys the message that perseverance and willpower can help conquer even the strongest phobias.

    The author recalls that his aversion to water began at the age of three or four when he was knocked down by waves at a beach in California. The powerful waves swept over him and filled him with fear. Though the incident faded, the terror of water stayed in his mind.

    Some years later, when he was about ten or eleven, he decided to learn swimming at the YMCA pool in Yakima. The pool was considered safe and shallow at the shallow end. One day, while he was waiting for others, a big boy suddenly picked him up and threw him into the deep end of the pool as a prank. Douglas sank to the bottom and, though terrified, planned to spring up like a cork. But when he tried, his attempts failed. His lungs were about to burst, he could not call for help, and terror seized him. He struggled desperately, but all his efforts were in vain. Ultimately, he lost consciousness.

    When he regained his senses, he found himself lying on the side of the pool. The near-drowning incident left a permanent scar on his mind. Whenever he came near water, memories of suffocation and panic returned. He could not swim, fish, or enjoy water sports. This fear destroyed many joys of his life.

    However, Douglas was determined not to let fear dominate him. He hired a swimming instructor who began to train him with the help of a rope-and-pulley system. With continuous practice, he gradually mastered breathing techniques, leg-kicking, and different strokes. The instructor combined these skills and built a complete swimmer out of him.

    Even after learning, Douglas still felt occasional traces of fear. To test himself, he swam alone in Lake Wentworth for two miles. When fear tried to return, he challenged it bravely. Finally, he swam across Warm Lake, proving to himself that he had conquered his terror completely.

    Reflecting on his victory, Douglas understood that fear is an inner demon which must be faced with courage. He realised the truth of Franklin D. Roosevelt’s famous words: “All we have to fear is fear itself.” By overcoming fear, he regained his freedom and the ability to enjoy life fully.

    The story symbolises a universal struggle — that fear can cripple human potential but determination can defeat it. Douglas’s journey from panic to courage inspires readers to confront their own fears and not allow them to limit life’s experiences.

    Thus, Deep Water is not merely a tale of learning to swim but a lesson on resilience, perseverance, and the triumph of the human will over fear.

    Word Count: ~503

  • Class 12th English – Flamingo, Chapter – 3

    Chapter 3: Deep Water – William O. Douglas

    NCERT SOLUTION

    Page 27 – Comprehension Check

    Q1. What is the “misadventure” that William Douglas speaks about?
    Answer:
    The “misadventure” refers to the incident at the YMCA pool in Yakima when Douglas, about 10–11 years old, was suddenly thrown into the deep end by a bigger boy. He nearly drowned and developed a lifelong fear of water.

    Q2. What were the series of emotions and fears that Douglas experienced when he was thrown into the pool? What plans did he make to come to the surface?
    Answer:
    At first, Douglas was frightened but tried to stay calm. He planned to spring from the bottom and come up like a cork. But as he sank, terror seized him. His attempts to kick and strike failed, he struggled for breath, felt paralysed, and was gripped by stark terror. Finally, he lost consciousness.

    Q3. How did this experience affect him?
    Answer:
    The experience left him with a haunting fear of water. He avoided swimming, boating, and fishing. Even the sight of water would bring back memories of suffocation and panic, ruining many joys of outdoor life.

    Page 29 – Understanding the Text

    Q1. How does Douglas make clear to the reader the sense of panic that gripped him as he almost drowned? Describe the details that have made the description vivid.
    Answer:
    Douglas describes every detail: his slow sinking, suffocation, the yellow water, his lungs ready to burst, his futile efforts, and the feeling of paralysis. His comparison of terror to a “charge of electricity” and his description of his frozen screams make the panic realistic and vivid.

    Q2. How did Douglas overcome his fear of water?
    Answer:
    Douglas hired a swimming instructor who trained him systematically with the help of a rope-and-pulley system. He practiced breathing, leg movements, and strokes until he mastered swimming. Later, he tested himself in pools and lakes until he was completely free of fear.

    Q3. Why does Douglas as an adult recount a childhood experience of terror and his conquering of it? What larger meaning does he draw from this experience?
    Answer:
    He recounts it to show that fear is more dangerous than death itself. Once fear is conquered, life becomes free and enjoyable. He echoes Roosevelt’s words: “All we have to fear is fear itself.” The story conveys the universal message of courage, perseverance, and the will to live.

    Page 29 – Talking about the Text

    Q1. “All we have to fear is fear itself.” Have you ever had a fear that you have now overcome? Share your experience with your partner.
    Answer (Model):
    Yes, I once feared speaking on stage. My hands trembled, and my voice choked. With practice, encouragement from teachers, and by participating in debates, I overcame it. Now I can speak confidently before an audience.

    Q2. Find and narrate other stories about conquest of fear and what people have said about courage.
    Answer (Model):
    Nelson Mandela overcame fear of oppression through courage and perseverance, leading South Africa to freedom. In We’re Not Afraid to Die (Class XI), a family faced storms at sea with courage and optimism, surviving the worst danger. These stories show courage is not absence of fear but victory over it.

    Q3. Why was Douglas determined to get over his fear of water?
    Answer:
    Because it ruined many pleasures of life — swimming, boating, and fishing. He wanted to live freely and enjoy nature without being handicapped by fear.

    Q4. How did the instructor “build a swimmer” out of Douglas?
    Answer:
    The instructor trained him step by step: first making him cross the pool with a rope and pulley, then practicing breathing, leg-kicking, and strokes separately. Finally, he combined them all, making Douglas a complete swimmer.

    Q5. How did Douglas make sure that he conquered the old terror?
    Answer:
    Douglas tested himself in different water bodies like Lake Wentworth and Warm Lake. He swam long distances, even when a trace of fear returned, he challenged it with confidence until the terror vanished completely.

    Page 30 – Thinking about Language

    Q1. If someone else had narrated Douglas’s experience, how would it have differed from this account?
    Answer:
    If narrated by someone else, the account would have lacked the intensity of feelings. The first-person narration brings out the raw terror and emotions vividly. A third-person version would be more detached and less powerful.

    Page 30 – Writing

    Q1. Write an essay recounting an experience of overcoming fear in any activity.
    Answer (Sample beginning):
    “At last I felt released — free to walk the trails and climb the peaks and to brush aside fear.” Similarly, I once feared riding a bicycle. After many falls, bruises, and encouragement from friends, I mastered it. The joy of riding freely made me realise that fear disappears only through persistence and courage.

    Q2. Write a short letter to someone you know about your having learnt to do something new.
    Answer (Sample Letter):

    Dear Friend,
    I am happy to tell you that I have finally learnt swimming. Initially, I was nervous and even afraid of water. But with the help of a coach and regular practice, I can now swim confidently. This achievement has boosted my self-confidence greatly.
    Yours lovingly,
    XYZ

    Page 30 – Things to Do

    Q: Are there any water sports in India? Find out about the areas or places which are known for water sports.
    Answer:
    Yes, India offers several water sports:

    • River Rafting: Rishikesh (Uttarakhand)

    • Water Skiing & Parasailing: Goa, Kerala

    • Scuba Diving & Snorkelling: Andaman & Nicobar Islands, Lakshadweep

    • Kayaking & Canoeing: Kerala backwaters, Teesta River (Sikkim)

  • Summary of Chapter 2. Lost Spring: Stories of Stolen

    Lost Spring

    Anees Jung’s Lost Spring is a moving account of the grinding poverty that forces countless children in India into lives of labour and deprivation, robbing them of their childhood. The chapter consists of two related sketches, both highlighting the contrast between the beauty created by poor children and the ugliness of their living conditions.

    The first part tells the story of Saheb-e-Alam, a ragpicker boy who migrates with his family from Dhaka to Seemapuri, a settlement on the outskirts of Delhi. Floods had destroyed their fields and homes in Bangladesh, leaving them with no option but to search for a livelihood elsewhere. For Saheb and hundreds like him, garbage dumps are a means of survival. To the adults, garbage means bread; to the children, it is wrapped in wonder, sometimes yielding coins or valuables. Ironically, though Saheb’s name means “lord of the universe,” his life is one of poverty and uncertainty. The author once casually promises to open a school for him, but never fulfils it, showing how the poor are used to empty assurances. Later, Saheb finds a job at a tea-stall, earning Rs. 800 and all his meals. Yet, though financially more secure, he loses his carefree independence. The plastic bag that once symbolised freedom is replaced by a heavy steel canister. His face loses its brightness, symbolising how child labour robs children of joy and innocence.

    The second part shifts to Firozabad, the centre of India’s glass-bangle industry. Here, almost every family is engaged in bangle-making, a traditional occupation passed down through generations. The story focuses on Mukesh, a young boy who dreams of becoming a motor mechanic. The families live in abject poverty, working in dark, dingy furnaces and poorly ventilated rooms where children often lose their eyesight at an early age. They are trapped in a vicious circle of caste traditions, poverty, middlemen, moneylenders, and the indifference of the authorities. Despite long hours of work, their earnings are meagre, and they remain perpetually poor.

    The irony is stark: bangles, which symbolise a woman’s marital happiness, are produced by people who know nothing but sorrow and suffering. Women in these families consider bangle-making their destiny, and men have resigned themselves to hopelessness. Children inherit the same fate, condemned to lifelong labour. Yet Mukesh dares to be different. He wants to break free from this cycle and work in a garage. Though his dream is small, his determination sets him apart from the resignation of his elders.

    Through these two narratives, Anees Jung exposes the cruel realities of child labour. Poverty and social injustice rob children of the joys of spring – a season that symbolises childhood. The story portrays how children like Saheb and Mukesh lose their innocence and dreams while struggling for survival. It also highlights the indifference of society and government towards these children, whose lives remain trapped in despair.

    The title Lost Spring is symbolic. Spring represents youth, beauty, and new beginnings, but for these children, it is lost to exploitation and poverty. The essay makes a powerful appeal for empathy, education, and social change so that children can enjoy the carefree days of childhood and realise their true potential.

    Word Count: ~502

  • Class 12th English – Flamingo, Chapter – 2

    Chapter 2: Lost Spring – Stories of Stolen Childhood

    By Anees Jung

    Page 16 – Comprehension Check

    Q1. What is Saheb looking for in the garbage dumps? Where is he and where has he come from?
    Answer: Saheb looks for coins, scraps, and other valuables in the garbage dumps. For him, garbage is like “gold.” He lives in Seemapuri on the outskirts of Delhi, but originally he came from Dhaka (Bangladesh), where floods had destroyed his fields and home.

    Q2. What explanations does the author offer for the children not wearing footwear?
    Answer: The author offers two explanations:

    1. Lack of money – poverty prevents them from buying shoes.

    2. Tradition – some people say it is customary to stay barefoot.
      But the real reason is the perpetual state of poverty in which they live.

    Q3. Is Saheb happy working at the tea-stall? Explain.
    Answer: No, Saheb is not happy. Earlier, while ragpicking, he was his own master, carrying his bag freely. But at the tea-stall, he earns Rs. 800 and meals, yet he loses his independence. The steel canister he carries now belongs to the tea-shop owner, not to him. His face has lost the carefree look.

    Page 19 – Understanding the Text

    Q1. What could be some of the reasons for the migration of people from villages to cities?
    Answer: Reasons include:

    • Natural calamities like floods or droughts destroying crops and homes.

    • Lack of employment in villages.

    • Hope of better livelihood in cities.

    • Availability of food and basic survival facilities.

    Q2. Would you agree that promises made to poor children are rarely kept? Why do you think this happens in the incidents narrated in the text?
    Answer: Yes, such promises are rarely kept. For example, the author’s promise of starting a school for Saheb was never fulfilled. This happens because the privileged often make casual promises without understanding the hardships of the poor. Poverty and lack of accountability ensure such promises remain unfulfilled.

    Q3. What forces conspire to keep the workers in the bangle industry of Firozabad in poverty?
    Answer: The workers are trapped in a vicious circle created by:

    • Caste-based occupation and traditions.

    • Exploitation by middlemen and moneylenders.

    • Indifference of politicians and officials.

    • Harsh working conditions that destroy their health.

    • Lack of education and awareness.
      Together, these forces ensure that generations remain poor.

    Page 19 – Talking about the Text

    Q1. How, in your opinion, can Mukesh realise his dream?
    Answer: Mukesh can realise his dream of becoming a motor mechanic by joining a garage, learning the required skills, and working hard with determination. His willingness to walk long distances shows his resolve.

    Q2. Mention the hazards of working in the glass bangle industry.
    Answer: Hazards include:

    • Working in dingy, poorly ventilated rooms with furnaces.

    • Risk of losing eyesight due to glass dust and poor lighting.

    • Long hours of work leading to physical and mental exhaustion.

    • Health issues like respiratory problems, malnutrition, and stunted growth.

    Q3. Why should child labour be eliminated and how?
    Answer: Child labour robs children of their childhood, education, and health. It perpetuates poverty across generations. It should be eliminated through:

    • Strict enforcement of laws against child labour.

    • Free and compulsory education.

    • Awareness among parents.

    • Providing alternative livelihoods to poor families.

    Page 19 (end) – Additional Questions

    Q1. What makes the city of Firozabad famous?
    Answer: Firozabad is famous for its glass-blowing industry and for making bangles. Almost every family there is engaged in this work.

    Q2. Mention the hazards of working in the glass bangles industry.
    Answer: Hazards are loss of eyesight, poor health due to unhygienic conditions, long hours of exhausting work, and exposure to high temperatures and glass dust.

    Q3. How is Mukesh’s attitude to his situation different from that of his family?
    Answer: Unlike his family, who have accepted bangle-making as their destiny, Mukesh dares to dream of becoming a motor mechanic. He shows determination to break free from the cycle of poverty.

    Page 20 – Thinking about Language

    Q1. Identify the literary devices in the given examples:

    1. Saheb-e-Alam… → Irony.

    2. Drowned in an air of desolation. → Metaphor.

    3. Seemapuri… miles away from Delhi, metaphorically. → Metaphor.

    4. For children it is wrapped in wonder… → Contrast/Metaphor.

    5. Hands move mechanically like tongs… → Simile.

    6. Bangles on wrist, not light in eyes. → Irony/Metaphor.

    7. Few airplanes fly over Firozabad. → Irony/Hyperbole.

    8. Web of poverty. → Metaphor.

    9. Scrounging for gold. → Hyperbole/Metaphor.

    10. Rag-picking… proportions of fine art. → Hyperbole.

    11. Steel canister seems heavier… → Metaphor.

    Page 21 – Things to Do

    Task: The beauty of bangles contrasts with the misery of their makers.
    Answer (Sample paragraph, 200–250 words):
    The glass bangles of Firozabad sparkle with every colour of the rainbow and symbolise a woman’s marital happiness. Yet the lives of the bangle makers are full of misery. Generations slog in dark, unhygienic furnaces where children lose their eyesight and adults live in poverty. The irony is that those who create beauty are themselves condemned to ugliness and suffering. This paradox is also visible in the lives of diamond miners, carpet weavers and construction workers, whose labour produces wealth and beauty, but their own lives remain impoverished. Society must address this contradiction with empathy and reform.

  • Summary of Chapter 1. The Last Lesson Alphonse Daudet, Class 12th

    📘 The Last Lesson

    Alphonse Daudet’s short story The Last Lesson is a moving account of how people value their mother tongue and cultural identity only when they are about to lose it. The story is set against the backdrop of the Franco–Prussian war of 1870–71, when France was defeated and the districts of Alsace and Lorraine were annexed by Prussia. The new rulers ordered that only German would be taught in the schools of these regions, bringing an abrupt end to French lessons.

    The narrator is Franz, a young schoolboy in Alsace. The story begins with his reluctance to go to school. He had not prepared his lesson on participles and dreaded being scolded by his teacher, M. Hamel. On the way, Franz is tempted to spend the day outdoors, watching birds or playing near the sawmill, instead of facing punishment in class. However, he gathers courage and finally hurries towards school.

    On reaching the school, Franz notices an unusual silence. Normally, the school was filled with the sound of children reciting their lessons, the banging of desks, and the teacher’s ruler. But that day it felt like a Sunday morning. Villagers, including old Hauser, the former mayor, and others, were sitting quietly in the classroom. Moreover, M. Hamel, who usually wore his plain attire, was dressed in his best green coat, frilled shirt and black silk cap, which he wore on inspection days. All this surprises Franz until M. Hamel announces the shocking news.

    M. Hamel tells the class that this is their last lesson in French. An order has come from Berlin that German alone will be taught in schools of Alsace and Lorraine. The new master arrives the next day. These words strike Franz and the villagers like a thunderbolt. They suddenly realise how precious their language is, now that they are being deprived of it.

    Franz is overcome with regret. He remembers how he often wasted his time, played truant, and postponed his lessons. He realises he can no longer learn French. His books, which once seemed a burden, suddenly become dear companions. He develops a deep respect for M. Hamel, whom he had earlier considered strict.

    M. Hamel, on his part, speaks with dignity and passion. He explains the importance of holding fast to one’s mother tongue, which he calls the most beautiful, clearest and most logical language in the world. He says that when a people are enslaved, as long as they keep their language alive, they have the key to their prison. His words ignite feelings of pride and patriotism among the villagers and children.

    The villagers, who had come to the school as a mark of respect, sit silently and share the grief of losing their language. For years, they too had neglected learning French, but now they repent. The entire class listens attentively to M. Hamel’s heartfelt teaching.

    As the class ends, M. Hamel grows emotional. He tries to speak but is choked with emotion. Instead, he takes a piece of chalk and writes on the blackboard: “Vive La France!” meaning “Long Live France!”. These words serve as both a farewell and a symbol of defiance against oppression.

    The story is a powerful reminder of the value of one’s mother tongue and cultural heritage. It teaches that language is not merely a means of communication but also a symbol of identity and freedom. Only when deprived of it do people truly realise its importance.

    Word Count: ~503

  • Class 12th English – Flamingo, Chapter – 1

    📘 NCERT Flamingo – English Core (Class 12)

    Chapter 1: The Last Lesson – Alphonse Daudet

    Page 3 – Comprehension Check

    Q1. What was Franz expected to be prepared with for school that day?
    Answer: Franz was expected to be prepared with his lesson on participles.

    Q2. What did Franz notice that was unusual about the school that day?
    Answer: He noticed unusual silence, the presence of villagers in the classroom, and the sad, solemn appearance of the teacher.

    Q3. What had been put up on the bulletin board?
    Answer: The notice that from now onwards only German would be taught in the schools of Alsace and Lorraine.

    Page 4 – Comprehension Check

    Q1. What changes did the order from Berlin cause in school that day?
    Answer: The school atmosphere became solemn and emotional. It was the last French lesson. Villagers gathered to attend, and the teacher M. Hamel wore his best dress.

    Q2. How did Franz’s feelings about M. Hamel and school change?
    Answer: Franz, who once disliked school and avoided lessons, suddenly developed respect for M. Hamel and a love for the French language. He regretted wasting time earlier.

    Page 7 – Understanding the Text

    Q1. The people in this story suddenly realise how precious their language is to them. What shows you this? Why does this happen?
    Answer: Villagers came to attend the last French class and sat quietly with sadness. M. Hamel spoke of the importance of French as the most beautiful language. This happened because they realised they were being deprived of their right to study their own language.

    Q2. How does the teacher M. Hamel display his love for the French language?
    Answer: He called French the most beautiful, clearest and logical language. He wore his best dress to honour the last lesson, expressed sorrow for the lost opportunity, and urged everyone to guard their language.

    Q3. What shows M. Hamel’s deep love for school, especially on the last day?
    Answer: He was emotional, dressed in his best green coat and frilled shirt, and taught with utmost dedication. At the end, he could not speak and only wrote “Vive La France” on the blackboard.

    Q4. How did Franz’s feelings change towards M. Hamel and school?
    Answer: Earlier Franz considered school boring and M. Hamel strict. But on the last day he felt deep respect for his teacher, regretted neglecting studies, and realised the value of his mother tongue.

    Page 7 – Talking about the Text

    Q1. “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 that support the view?
    Answer: Yes. During India’s freedom struggle, Hindi, Urdu and regional languages were promoted as symbols of identity. Similarly, in Ireland, the Gaelic language became a mark of resistance against English domination. Language preserves culture and unity.

    Q2. What happens to a linguistic minority in a state? How do you think they can keep their language alive?
    Answer: Linguistic minorities often feel isolated. Their language may decline if ignored. They can keep it alive by teaching it at home, establishing cultural organisations, using media, and preserving literature and traditions.

    Q3. Write a notice for your school bulletin board. Your notice could be about a forthcoming meeting to celebrate Hindi Diwas or about a literary gathering to be held in your school.
    Answer (Sample Notice):

    ABC School, Delhi
    Notice
    Literary Gathering
    All students are invited to attend a Literary Gathering to celebrate Hindi Diwas on 14th September at 11:00 a.m. in the school auditorium. The event will include poetry recitation, essay writing and discussions on the importance of Hindi. Interested students should give their names to the undersigned by 10th September.
    (Signed)
    Secretary, Literary Club

    Page 8 – Talking about the Text (contd.)

    Q4. Write a paragraph of about 100 words arguing for or against the subject: ‘We should all be proud of our language’.
    Answer:
    We should all be proud of our language because it is the expression of our culture, history and identity. It connects generations and preserves traditions. Languages are like windows through which we see the world. Neglecting our mother tongue weakens our roots. At the same time, learning other languages broadens horizons, but pride in one’s own language fosters unity and self-respect.

    Page 8 – Working with Words

    Q1. English words from French.

    • Kindergarten – German origin, meaning ‘children’s garden’.

    • Vive La France – Long live France.

    • Enseignement – Teaching.

    (Students may find many such words in English dictionaries.)

    Q2. Make a list of at least five words with prefix ‘un-’.

    • Unhappy

    • Uncertain

    • Unfair

    • Unwise

    • Unnatural

    Q3. Find out the meanings of the italicised words in the lesson.

    • Cooed – soft murmuring sound.

    • Chirping – the short sharp sound of small birds.

    • Prussians – German soldiers from Prussia.

    Page 9 – Noticing Form

    Q1. Sentences in past perfect tense (from lesson).

    • “For the last two years all our bad news had come from the bulletin board.”

    • “I had counted on the commotion to get to my desk unnoticed.”

    Q2. Rewrite sentences in passive voice (examples):

    • Active: “They found the class already begun.”

    • Passive: “The class was found already begun.”

    Page 10 – Writing

    Q1. Imagine you are Franz. Write a diary entry after the last lesson expressing your feelings.
    Answer (Sample):
    10th March, 1871
    Today was the saddest day of my school life. I went unprepared for participles but instead of scolding me, M. Hamel taught us our last French lesson. I was filled with regret for wasting my time. I realised how beautiful my mother tongue is. Our teacher, dressed in his best clothes, was full of sorrow but proud of our language. I shall never forget his last words “Vive La France.”

    Q2. Write a paragraph on the topic ‘Importance of mother tongue’.
    Answer:
    Mother tongue is the natural medium through which we first learn to think and communicate. It is closely tied to our cultural identity and heritage. Learning in one’s mother tongue strengthens understanding and self-expression. Nations that respect their mother tongue preserve their traditions and unity. Therefore, mother tongue should be valued and preserved.