The bulletin board carried official notices and proclamations — news and orders of the commune and authorities that villagers read for information.
Official notices and proclamations (village news and government orders).
Normally the beginning of school was a commotion: children came in late, talked and laughed while finding their places. The usual lively bustle marked the start of the school day.
Noisy, busy arrival of children — laughing, running, talking and settling down.
On that day the classroom held not only the pupils but also the village elders and other townsfolk who had come to hear M. Hamel's lesson and be present for the last French lesson.
Many villagers and old men of the village.
M. Hamel explained that a government decree required German to be the official language of instruction in the province, so that day would be the final French lesson in the school.
M. Hamel said it was the last French lesson because an official order had come from the authorities stating that henceforth only the German language would be taught in the schools of the region. This decree meant that French instruction would be completely discontinued, making this lesson the final opportunity for students to learn their native language in school.
M. Hamel called on Franz to recite/answer about the lesson, but Franz, who had been careless and had not learned properly, failed to answer — showing his unpreparedness.
He was asked to give his lesson (to answer a question about the lesson); he could not answer because he had not learned it.
M. Hamel reproached himself because, after forty years of teaching, he felt he had not done enough to instil pride in the French language; he regretted that people had neglected their language and allowed foreign rule to suppress it.
He blamed himself for not having made the villagers and children love and guard their language enough.
M. Hamel spoke passionately about French — its beauty and importance — urging his pupils to cherish and protect their language because it was part of their identity and dignity.
M. Hamel spoke of the French language with great admiration and reverence, describing it as a noble and beautiful language that deserved to be loved and carefully guarded by its people. He emphasized that the language represented an important part of their cultural and national heritage, something precious that should be preserved and passed down to future generations with pride and dedication.
M. Hamel had taught in the village for forty years, a fact he mentions to show his long service and devotion.
M. Hamel had taught in the village for forty years, a fact he mentions to show his long service and devotion.
Franz felt anxious about facing M. Hamel and the day's lesson since he had been careless about his studies; moreover, the fine day and outdoor attractions made him reluctant to attend.
Franz dreaded going to school that day for two main reasons. First, he had not learned his lesson and feared being scolded or punished by M. Hamel for his negligence and lack of preparation. Second, he was strongly tempted to spend the day outdoors enjoying the pleasant weather and engaging in recreational activities rather than sitting in the classroom.
On that summer morning Franz was tempted by the pleasant outdoors — sunshine, field games, the river and the prospect of leisure — all of which made school seem unappealing.
Several things tempted Franz to spend his day outdoors instead of attending school. The fine weather and pleasant country air made the outdoors particularly inviting. He was drawn to opportunities for playing and engaging in various games with his friends. The river nearby offered the attraction of swimming, which was an appealing activity on such a nice day. Additionally, the general appeal of loafing and wandering about freely with friends seemed far more enjoyable than being confined to the classroom.
That morning the schoolroom was very quiet and crowded with elders and townsfolk; the silence and the eyes upon him made it impossible for the narrator to slip to his desk unnoticed.
The narrator could not reach his desk without being seen because the classroom was unusually silent and completely filled with villagers who had gathered to attend the last French lesson. The presence of so many people watching intently meant that any movement, especially the late arrival of a student, would be immediately noticed and draw attention. The solemn atmosphere and the crowded nature of the room made it impossible for him to slip in unobserved.
Franz (Frank) regretted that he had neglected his lessons and failed to appreciate the French language until it was too late; this remorse comes on seeing M. Hamel and the last lesson.
Frank was sorry for his carelessness and negligence in his studies. He regretted not studying French properly and not valuing his language and education earlier when he had the opportunity. His sorrow stemmed from the realization that he had wasted time and taken his education for granted, and now that the last lesson was being taught, he understood the true worth of what he was about to lose.
The elders filled the rear of the classroom because the news of the last French lesson had spread; they wished to be present for the farewell and to hear their language spoken once more.
The old villagers were sitting in the last desk because they had come to pay their respects to M. Hamel and to attend the last French lesson being taught in the school. They wanted to honor their former teacher and witness this significant moment in the history of their village, as the teaching of French was being stopped due to the occupation. Their presence demonstrated the deep respect and affection the community held for M. Hamel and the importance of the French language to them.
The narrator's parents reacted quietly: his father read the official notice and looked worried and pale, while his mother continued her household tasks with subdued feeling — both affected by the change in their province.
The thoughts and mood of the narrator's parents reflected the gravity of the situation. The father appeared anxious and serious, deeply troubled by the implications of the order to stop teaching French and the loss of their language and culture. The mother, on the other hand, seemed more resigned and melancholy, appearing calm on the surface but occupied with household work, perhaps as a way to cope with the emotional weight of the moment. Both parents embodied the silent sorrow and helplessness felt by the entire community.
M. Hamel urges protection of the French language since it embodies the nation's history, thought and liberty; to guard one's language is to preserve one's country and freedom.
Because language is the soul and heritage of a people; losing it means losing national identity and dignity.
At the close of the last lesson M. Hamel looks slowly round the schoolroom, taking in the familiar objects (the map, the benches, the blackboard) and his pupils. His prolonged gaze shows his sorrow and attachment to his school and to teaching.
M. Hamel was gazing at many things with deep emotion and nostalgia as he conducted his last lesson. He gazed at the schoolroom itself, the map hanging on the wall, the blackboard where he had written so many lessons, and most importantly, at his pupils—the children he had taught. He was looking at everything that had been connected with his life as a teacher, every object and every face that held memories of his years of dedication to education. His gaze reflected his love for teaching and the profound sadness of having to leave behind the work that had defined his life.
After finishing the final French lesson he stands before the class, speaks to them about the importance of learning and of French, and then takes his leave in tears. His farewell is quiet and heartfelt rather than theatrical, showing his deep feeling at losing his role as their teacher.
M. Hamel bid farewell to the class at the end of the last lesson in a deeply emotional manner. With tears streaming down his face and his voice trembling with emotion, he removed his cap as a gesture of respect and farewell. He addressed his pupils with kindness and affection, speaking to them about the significance of the moment and the importance of their language and culture. After this touching address, he left the classroom quietly, leaving behind a simple yet profoundly sorrowful farewell that revealed how deeply he loved teaching and how much his students and his work meant to him. His departure was a silent testimony to the pain of losing something precious.
Explain briefly how neglect turned into appreciation at the prospect of loss: M. Hamel’s last lesson makes both teacher and pupils aware of the importance of their language and culture. Link this to the general idea that imminent loss often sharpens appreciation.
The story shows that people often take things for granted until they face loss. The villagers and pupils neglected French when it was freely taught; they did not study it seriously. Only when the government forbids the teaching of French and M. Hamel announces the last lesson do they realise its value. M. Hamel’s sorrow and the pupils’ shame underline how suddenly loss makes them appreciate the language as part of their identity and heritage. The schoolroom scene—silent, emotional, and respectful—demonstrates that the prospect of losing the French language awakens regret, patriotism and resolve to value what was earlier neglected.
Summarise the sequence: late arrival, unusual silence, the announcement of the last lesson, M. Hamel’s emotion, the serious lesson, and his tearful farewell — emphasise mood and key actions.
On M. Hamel’s last day of teaching the whole village seemed to feel the loss. The narrator arrives late and finds silence and order in the school. M. Hamel, wearing his green coat and with tears in his eyes, gives the final French lesson patiently and solemnly. He scolds the pupils gently for neglecting French, explains the importance of their language, and praises France. The class is attentive and moved. At the end of the lesson he writes on the blackboard, takes off his cap, and bids farewell. The scene is full of sadness and respect, showing the deep love M. Hamel had for teaching and for his language.
go far - succeed; blow up - explode; show up - reveal; call on - require; break off - finish; knuckle under - submit.
go far - succeed; blow up - explode; show up - reveal; call on - require; break off - finish; knuckle under - submit.
Each sentence uses one idiomatic phrase in a natural context: 'go far' = succeed; 'blew up' = exploded; 'show up' = appear/visit; 'break off' = finish/stop; 'put on' = wear.
Here are sentences using idiomatic phrases: If you work hard and remain dedicated to your goals, you can go far in life and achieve great success. The old abandoned building suddenly blew up when the gas pipeline leaked, causing a massive explosion in the neighborhood. He didn't show up for the important meeting, so we called on him later to find out the reason for his absence. After months of unsuccessful negotiations, both parties decided to break off the talks and pursue different strategies. She put on her coat and grabbed her umbrella before stepping out into the rainy weather.
put on - start wearing something; walk away - leave a place, situation or person; come in - enter or arrive; time out - a period of rest away from one's usual work; try again - make another attempt; go on - continue.
Follow the structure: greet, ask background questions, ask about experiences and challenges, conclude with thanks. Two short sample question–answer exchanges are provided to help students practise.
Roleplay guidelines and sample opening lines: Interviewer: 'Good morning, Mr. Jayaraman. Could you tell us about your early life and work?' Nel Jayaraman: 'Good morning. I began my work as...'; Interviewer: 'What do you consider your greatest achievement?' Nel: 'My greatest achievement was...'. Use the given sample conversations as models, keep turns short, ask open questions, and use polite formal language.
The directions follow the given sequence: walk forward, cross Smith Street at first zebra crossing (hospital left), continue (park left), cross at second zebra crossing, mall opposite park; meeting point is entrance.
Raja, when you get down at Main Street bus stop walk straight along Main Street. Cross Smith Street at the zebra crossing — you’ll see a hospital on your left. Keep walking; you will pass a park on your left. Cross the road at the second zebra crossing; the shopping mall is opposite the park. I’ll be waiting at the mall entrance.
Simple, clear directions: go straight, turn left at a landmark, identify final landmark and side of the street.
Excuse me, could you tell me how to get to the pharmacy? — Go straight down this lane for two blocks, turn left at the blue shop, and the pharmacy is next to the bakery on your right.
Provide polite request and clear step-by-step directions using landmarks.
Could you please tell me the way to the Art Gallery from here? — Turn right out of the bookshop, walk straight past the post office, then take the second left; the Art Gallery is on the corner opposite the café.
Concise directions with distance indicator and clear final landmark to help the traveller locate the hotel.
From the Bank, walk straight along Elm Street for about 300 metres, take the second right into Park Avenue, and the hotel is the third building on the left beside the fountain.
Step-by-step route using nearby landmarks and a crossing point to make directions clear.
Exit the post office and turn left. Walk two blocks and cross at the zebra crossing. Continue straight for one block; the market is on your right, next to the municipal library.
Directions include a clear sequence (gate → roundabout → exit → landmark) so the partner can follow the route easily.
From the school gate, walk straight along School Road until you reach the roundabout. Take the first exit onto Maple Street and continue walking down this street. The library is located two blocks down on the left side, directly opposite the community centre. You will recognize it by its distinctive architecture and the library sign displayed at the entrance. The journey should take approximately ten to fifteen minutes on foot. If you need any further assistance or are unsure about the directions, you can ask any local resident or a school staff member who will be happy to guide you to the library.
The Festival of Light.
The joy of giving.
The joy of giving is unfurled during the festival of sacrifice. This festival celebrates the spirit of selflessness and generosity, where people share their blessings with others and contribute to the welfare of their communities. The act of sacrifice symbolizes the willingness to give up something valuable for the greater good and for helping those in need. Through this festival, people experience the profound happiness that comes from sharing and caring for others, which is a deeper and more meaningful form of joy than material pleasure.
We can make our life worth living by celebrating festivals with genuine enthusiasm and meaningful participation. Festivals bring people together and create moments of joy, unity and shared happiness. By observing festivals sincerely and engaging in their traditions, we connect with our cultural heritage and values. Festivals provide opportunities to express gratitude, strengthen relationships with family and community, and experience the deeper purpose of life beyond material concerns. Through such celebrations, we find meaning, purpose and fulfillment that enriches our existence and makes life truly worthwhile.
The poet calls it the Festival of Flowers because flowers symbolize beauty, freshness, colour and the celebration of nature's finest creations. Flowers brighten and enhance any celebration with their vibrant hues and pleasant fragrance, making the festival more joyful and visually appealing. The flowers represent the blooming of happiness and the flourishing of human spirit during festive occasions. Additionally, flowers are traditionally associated with auspiciousness and are used in religious and cultural celebrations across many traditions, making them a fitting symbol for a festival that celebrates life and joy.
We are in a state of trance during the festival of dance. This trance represents a state of complete absorption and immersion in the rhythmic movements and music of dance. During this festival, dancers and observers alike become so engaged in the performance that they lose themselves in the moment, transcending ordinary consciousness. The trance-like state reflects the spiritual and meditative quality of dance, where the body and mind move in perfect harmony with the music and rhythm, creating an experience of pure joy and connection.
When the festival of music is celebrated, the people sing joyous lyrics and melodies. Music becomes the medium through which people express their happiness, emotions and cultural values. The singing of joyous lyrics creates an atmosphere of celebration and unity, bringing people together in a shared experience of harmony and delight. Through music, people communicate their innermost feelings and connect with one another on a deeper level, making the festival a powerful expression of human emotion and cultural identity.
According to the poet, sharing a word with love makes us happy and free. This means that genuine communication filled with affection, kindness and compassion has the power to liberate us from negativity and bring true happiness. When we speak to others with love and sincerity, we create meaningful connections and foster understanding. Such loving words have the ability to heal, inspire and uplift both the speaker and the listener, creating a sense of freedom from hatred, anger and isolation. This simple act of sharing words with love is a fundamental way to experience genuine joy and emotional freedom.
a b a b.
harvest - best; light - delight; dance - trance; music - lyric; flowers - colours.
Alliteration is repetition of initial consonant sounds. (a) 'Festival' and 'Flowers' both begin with the 'f' sound. (b) among the words given, 'treasures' and 'tree' begin with the same 't' sound, so they alliterate.
(a) Festival, Flowers. (b) treasures, tree.
A concise poster with heading, short promotional lines about reading habits, a brief call to action (borrow, read, return), and a slogan. Total text kept within 50 words.
READ — DISCOVER — GROW
School Library Week
Books open doors to new worlds. Borrow, read and return. Make reading a daily habit. Respect library rules and help keep it neat.
Slogan: "A book a day lights the way."
Poster headline, brief facts about harm caused by plastics, practical alternatives and a short slogan — all concise and suitable for a school awareness poster within 50 words.
SAVE NATURE — SAY NO TO PLASTICS
Plastics choke wildlife and pollute our soil and seas. Use cloth bags, metal bottles and reusable containers. Reduce, reuse, recycle!
Slogan: "Choose Earth, refuse plastic."
Poster includes a clear heading, brief warning about effects of drugs, call to action and a memorable slogan, all within the 50‑word limit.
SAY NO TO DRUGS — SAY YES TO LIFE
Drugs destroy health, dreams and families. Stand strong, seek help, and support friends in need. Join our anti‑drugs awareness club.
Slogan: "Be Brave, Stay Drug‑Free."
Poster provides urgent call to action, simple eco‑friendly steps, a community activity and a strong slogan — concise and suitable for visual presentation with drawings.
SAVE OUR EARTH — ACT NOW! Our planet faces serious threats from pollution, deforestation and climate change. We must take immediate action through simple yet effective measures. Plant trees to increase green cover and improve air quality. Save water by fixing leaks and using it wisely. Switch off lights and electrical appliances when not in use to conserve energy. Reduce waste by avoiding single-use items and practicing recycling. Every individual action, no matter how small, contributes to a larger positive impact. Join the Green Club cleanup drive this Saturday and be part of the solution. Slogan: One Earth — One Chance. Together, we can make a real difference and secure a sustainable future for all.
Poster text (44 words). Emphasises practical steps: fixing leaks, turning off taps, harvesting rainwater, efficient appliance use and personal responsibility.
SAVE WATER — SECURE TOMORROW! Water is our most precious resource and every drop is invaluable. Fix leaky taps and pipes immediately to prevent wastage. Turn off taps while brushing teeth or soaping hands. Use buckets for bathing instead of showers to conserve water. Collect and store rainwater for household use and gardening. Reuse water from washing vegetables for plants. Run washing machines and dishwashers only with full loads. Take shorter showers and be mindful of water usage in daily activities. These simple practices can save thousands of litres of water annually. Every drop counts — Conserve water today for a better, more secure tomorrow for our children and communities.
Poster text (approx. 29 words). Highlights practice, posture and benefits: confidence, impression and clear communication.
GOOD HANDWRITING — YOUR FIRST IMPRESSION! Handwriting reflects your personality and creates a lasting impression on others. Practice writing daily with proper posture and correct grip on your pen. Sit straight at your desk and maintain proper distance from your paper. Form letters clearly and consistently, paying attention to size and spacing. Neat and legible handwriting builds confidence and enhances communication effectiveness. Good handwriting improves academic performance and creates positive impressions in professional settings. Make every word count — write neatly and take pride in your penmanship!
Campaign poster (approx. 36 words). States qualities, commitments and a collective appeal to classmates.
Vote Ajay for School Pupil Leader!
Honest. Hardworking. Responsible. I will listen to every student, improve facilities, support sports and studies, and ensure fairness for all. Together we’ll make our school proud — Vote for progress!
Formal letter (~110 words). Includes date, salutation, states the problem (harmful TV content), suggests measures (content classification, timing restrictions, age ratings, censorship, and media literacy), closing and signature.
20 June 20XX The Editor, The Times (or newspaper name), City. Sir, I am writing to express my deep concern about the increasingly harmful influence of television channels on young children in our society. Many TV channels broadcast violent, vulgar and age-inappropriate programmes without adequate parental guidance warnings or content classification. These harmful programmes negatively impact children's mental development, behaviour and values. I strongly urge television broadcasters to enforce stricter content classification systems and implement proper timing restrictions for adult material. The Government should mandate clear age ratings and strengthen censorship of violent and inappropriate scenes. Additionally, schools and parents must actively educate children about media literacy and responsible viewing habits. By taking these collective measures, we can significantly improve television standards and protect our children's psychological well-being and healthy development. I hope this matter receives your urgent attention and support. Yours faithfully, Raja Address
Formal letter (~110 words). Describes observations, proposes solutions (regular camps, volunteer training, hygiene kits, media awareness) and requests action by authorities and NGOs.
15 July 20XX
The Editor,
The Daily Herald,
Tirunelveli.
Sir,
I write to draw attention to poor awareness of basic health and hygiene among residents of my village. At a recent school health camp, many lacked knowledge about hand washing, sanitation, nutrition and disease prevention. Regular community health camps, training for local volunteers, and distribution of hygiene kits will greatly improve public health. I request local authorities and NGOs to support periodic camps, and newspapers to run awareness columns. Such measures will reduce illness and improve quality of life in rural areas.
Yours faithfully,
Ajeet
Address
Formal letter (~100 words). States problem, suggests practical measures (habit change, timers/motion sensors, community reminders) and calls for association action.
5 August 20XX
The Editor,
City Times,
City.
Sir,
Our colony benefits from solar lighting in common areas, yet many residents leave lights on unnecessarily, wasting stored energy. Solar power is finite by night and should be used judiciously. I urge the community to adopt simple habits: switch off lights when not needed, install motion sensors/timers, and spread awareness about conserving solar energy. The colony association should remind residents and consider automatic controls to prevent wastage. Conserving solar power saves costs and preserves the environment for future generations.
Yours faithfully,
Sanjay
Address
Formal letter (~110 words). Identifies specific problems (structure, drainage, lighting, cleanliness), proposes solutions (committee, clean-ups, funds, artisans) and requests HRC/authorities' intervention.
12 September 20XX The Editor, Vellore Gazette, Vellore. Sir, I am writing to bring to your attention the deplorable condition of our family temple in Vellore, which I recently visited while accompanying my grandmother. The temple, which holds immense cultural and spiritual significance for our community, is suffering from severe neglect and poor maintenance. The walls are crumbling, the drainage system is blocked causing water accumulation, the lighting fixtures are broken, and litter is scattered across the premises. This deterioration is deeply distressing as temples serve as important cultural and spiritual centres that deserve respectful and dignified upkeep. I would like to suggest several measures to address this situation. First, a dedicated temple maintenance committee should be formed comprising devotees and local volunteers who can oversee regular upkeep and repairs. Second, periodic clean-up drives should be organized to maintain cleanliness and hygiene on the temple grounds. Third, funds should be mobilized from devoted worshippers and local authorities to support restoration work. Fourth, skilled artisans and masons should be engaged to carry out necessary structural repairs and restoration of architectural elements. I earnestly request the Heritage and Religious Committee or the appropriate municipal authorities to conduct a thorough inspection of the temple premises and take immediate steps to mobilize resources for comprehensive restoration and establish a system for regular maintenance. Swift action in this matter will help preserve our cultural heritage for future generations. Yours faithfully, Sadasivam Address
Formal letter (~95 words). States the nuisance, its effects, suggests owner responsibility, training, local regulation enforcement, counselling and residents' association mediation.
2 October 20XX
The Editor,
Local Weekly,
City.
Sir,
I wish to report a persistent nuisance in our locality: a neighbour’s dog barks continuously day and night, disturbing sleep and causing stress, especially to elders and young children. Owners must train pets, provide adequate exercise, and avoid leaving them unattended for long periods. I suggest local bodies enforce noise regulations, provide counselling on pet care, and promote humane training programmes. Mediation by the residents’ association may resolve the issue amicably without conflict.
Yours faithfully,
Sudha
Address
Formal letter (~100 words). Describes problem and safety concerns, suggests municipal inspection, LED replacement, repair, reporting mechanism and community participation.
28 November 20XX The Editor, City Chronicle, City. Sir, I am writing to draw your attention to a serious civic problem affecting our neighbourhood: the street lights are not functioning properly, creating multiple hazards for residents. Many lights remain non-functional for extended periods, and frequent outages have become a recurring issue that indicates poor maintenance and inadequate oversight by the municipal authorities. The darkness caused by these faulty lights poses significant safety risks to pedestrians and residents, particularly during evening and night hours. Additionally, poorly lit streets encourage anti-social activities and create an atmosphere of insecurity in our community. I would like to propose several practical solutions to address this problem. The municipal authorities should conduct a comprehensive inspection of the entire lighting system in our area to identify all faulty bulbs, damaged wiring, and malfunctioning fixtures. I strongly recommend replacing traditional bulbs with energy-efficient LED lamps, which are more durable, consume less electricity, and provide better illumination. The authorities should also repair damaged wiring and establish a quick-response mechanism through which residents can report non-functional lights and receive prompt attention. Beyond official efforts, community-led initiatives such as raising funds for repairs, adopting specific streets for maintenance, and organizing volunteer groups can supplement government action and accelerate improvements. I request the municipal corporation to prioritize this matter and take immediate action to restore proper street lighting throughout our neighbourhood. Improved lighting will enhance safety, deter criminal activity, and significantly improve the general ambience and quality of life in our area. Yours faithfully, Raja Address
Subject-verb agreement: 'Mahatma Gandhi is the father of our nation.'
is
Use 'are' with plural noun: 'There are ten dogs in my street.'
are
4. Butter milk is good for health.
'Butter milk' (buttermilk) is singular; use 'is': 'Buttermilk is good for health.'
is
Plural subject 'Fruits' takes plural verb 'are': 'Fruits are good for health.'
are
Although 'dal' appears singular as a mass noun, the correct verb is singular 'is': 'The quality of dal is not good.'
is
Carriage is a singular noun; use the singular verb 'is'.
is
Here 'my friend and teacher' refers to the same single person (compound noun phrase referring to one person) so use the singular auxiliary 'has' (has come).
has
Subject 'your father and mother' is plural (two people), so use 'Are'.
Are
Compound subject joined by 'and' is plural, so use 'are'.
are
The main subject 'The ship' is singular; the phrase 'with its crew' is a parenthetical phrase and does not change the verb. Use 'is'. Also corrected 'good' to 'well' (adverb).
is
Titles of books are treated as singular entities; therefore use 'is'.
is
With 'neither... nor', the verb agrees with the nearer noun ('water' — singular/uncountable), so use 'is'.
is
Names of academic subjects are treated as singular; use 'is'.
is
In instructional contexts like examination notices, time expressions (plural minutes) commonly take a plural verb: 'Fifteen minutes are allowed to read the question paper.'
are
Apply regular/irregular plural rules: leaf → leaves (f → ves), lorry → lorries (y → ies), bat → bats (+s), clock → clocks (+s), table → tables (+s), lamp → lamps (+s), doll → dolls (+s), biscuit → biscuits (+s), knife → knives (f → ves), loaf → loaves (f → ves).
1. leaves 2. lorries 3. bats 4. clocks 5. tables 6. lamps 7. dolls 8. biscuits 9. knives 10. loaves
becoming
fulfilling; to make
'Taking the children to the museum' is a gerund phrase functioning as the subject of the sentence. The gerund 'Taking' is a non-finite verb form that acts as a noun, and the entire phrase expresses the action that is Seema's responsibility. Gerunds allow actions to be treated as nouns and can perform various grammatical functions within a sentence.
'Having finished' is a perfect participle, which is a non-finite participial form that expresses a completed action occurring before the main action of the sentence. It introduces a participial clause that modifies the subject 'manager' and indicates that the manager completed the work before deciding to return home. Perfect participles are useful for showing the sequence of events and adding detail to sentences.
'Travelling' is a present participle, which is a non-finite verb form that functions as a participial adjective modifying the noun 'Tara.' It forms a participial phrase that provides additional information about Tara's circumstances during the action of the main clause. Present participles are used to show actions happening at the same time as the main action and help create more descriptive and detailed sentences.
- A. played
- B. having played
'Having played' (perfect participle) indicates that the action of playing was completed before he returned the flute, so 'Having played' is correct.
B
- A. being
- B. be
Between the given options, 'being' fits: 'she continues being healthy' is acceptable in this exercise's context (though more formally 'continues to be healthy' is common).
A
- A. wander
- B. wandering
After the preposition 'against' use the gerund: 'wandering.'
B
- A. drinking
- B. drink
'Like' takes a gerund as a verb-object here: 'I like drinking rasam.'
A
- A. using
- B. having used
Use the perfect participle 'Having used' to show the action was completed before returning: 'Having used the scissors, I returned it to her.'
B
- A. I had desired to eat a cake.
- B. I had desired to have eaten cake.
Sentence A uses the natural infinitival structure 'to eat' after 'desired'. Sentence B ('to have eaten') is awkward and not the normal collocation here.
A
- A. My son is fond of music.
- B. My son is fond to music.
'fond of' is the correct idiomatic phrase; 'fond to' is incorrect.
A
- A. Sreena avoids eating fruits.
- B. Sreena avoids to eat fruits.
'Avoid' is followed by a gerund: 'avoids eating.'
A
- A. Bravery is not to pick a quarrel.
- B. Bravery is not picking a quarrel.
The gerund phrase 'picking a quarrel' correctly functions as the complement: 'Bravery is not picking a quarrel.'
B
- A. It is easier to say than do.
- B. It is easier said than done.
Option B is the correct idiom: 'It is easier said than done.'
B