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.
Because an order had come from the authorities that henceforth only German would be taught in the schools.
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.
He praised it as a noble, beautiful language that must be loved and guarded as the people's heritage.
M. Hamel had taught in the village for forty years, a fact he mentions to show his long service and devotion.
Forty years.
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.
He dreaded school because he had not learned his lesson and feared being scolded; he was also tempted to spend the day outdoors.
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.
The fine weather, the country air, opportunities for playing, swimming in the river and loafing with friends.
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.
Because the classroom was unusually silent and full of villagers watching, so any movement was noticed.
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.
He was sorry for his carelessness — for not studying and for not valuing his language earlier.
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.
They had come to hear the last French lesson and to pay respect to M. Hamel.
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.
They were resigned and melancholy; the father was anxious and serious, the mother calm and occupied with household work.
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.
He gazed with emotion at the schoolroom — the map on the wall, the blackboard and his pupils (the children), i.e. everything connected with his life as a teacher.
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.
He bade them farewell at the end of the last lesson: with emotion and tears, he took off his cap, addressed the pupils kindly, and left the classroom — a simple, sorrowful farewell showing how much he loved teaching.
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.
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.
1. If you work hard, you can go far in life. 2. The old building blew up when the gas leaked. 3. He didn't show up for the meeting, so we called on him later. 4. They decided to break off the negotiations. 5. She put on her coat before going out.
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.
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. The library is two blocks down on the left, opposite the community centre.
The Festival of Light.
The Festival of Light.
The joy of giving.
The joy of giving.
The Joy of giving is unfurled during the festival of sacrifice.
The Joy of giving is unfurled during the festival of sacrifice.
We can celebrate the festivals well and nice and make our life worth living.
We can celebrate the festivals well and nice and make our life worth living.
The poet calls it the Festival of Flowers because colourful flowers brighten the celebration.
The poet calls it the Festival of Flowers because colourful flowers brighten the celebration.
We are in a state of trance during the festival of dance.
We are in a state of trance during the festival of dance.
The people sing the joyous lyric, when the festival of music is celebrated.
The people sing the joyous lyric, when the festival of music is celebrated.
According to the poet, to share a word with love makes us happy and free.
According to the poet, to share a word with love makes us happy and free.
a b a b.
a b a b.
harvest - best; light - delight; dance - trance; music - lyric; flowers - colours.
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!
Plant trees, save water, switch off lights, reduce waste. Small steps by all make a big difference. Join the Green Club cleanup drive this Saturday.
Slogan: "One Earth — One Chance."
Poster text (44 words). Emphasises practical steps: fixing leaks, turning off taps, harvesting rainwater, efficient appliance use and personal responsibility.
Save Water — Secure Tomorrow!
Fix leaks, turn off taps, use buckets, collect rainwater and reuse it. Short showers, full loads in washing machines, and mindful use at home save litres. Every drop counts — Conserve water today for a better future.
Poster text (approx. 29 words). Highlights practice, posture and benefits: confidence, impression and clear communication.
Good Handwriting — Your First Impression!
Practice daily, sit straight, and form clear letters. Neat writing builds confidence, creates good impressions and improves communication. Make every word count — write neatly!
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 concerned about the harmful content on many TV channels affecting young children. Violent, vulgar and age-inappropriate programmes are aired without adequate parental guidance. I urge broadcasters to enforce stricter content classification and timing for adult material, and for the Government to mandate clear age ratings and stronger censorship of harmful scenes. Schools and parents must also educate children about media literacy. Together we can raise standards and protect our children’s mental well-being.
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,
During a recent visit to our family temple I was distressed by its neglect: crumbling walls, blocked drainage, broken lighting and litter on the premises. Temples are cultural and spiritual centres that deserve respectful upkeep. I suggest forming a temple maintenance committee, organising clean-up drives, seeking funds from devotees and local authorities, and engaging skilled artisans for repairs. I request the HRC (as referenced) or the appropriate authorities to inspect the site and help mobilise resources for restoration and regular maintenance.
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,
Many street lights in our neighbourhood are non-functional, causing safety hazards and encouraging anti-social activity. Frequent outages indicate poor maintenance. I request the municipal authorities to inspect the lighting system, replace faulty bulbs with energy-efficient LED lamps, repair wiring, and set up a quick-report mechanism for residents. Community-led initiatives like raising funds for repairs and adopting streets can supplement official efforts. Prompt action will improve safety and the general ambience of 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.
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
becoming
fulfilling; to make
fulfilling; to make
Taking — gerund (non-finite), functioning as the subject of the sentence.
Taking — gerund (non-finite), functioning as the subject of the sentence.
"Having finished" — perfect participle (non-finite participial clause).
"Having finished" — perfect participle (non-finite participial clause).
"Travelling" — present participle (non-finite), forming a participial phrase modifying 'Tara.'
"Travelling" — present participle (non-finite), forming a participial phrase modifying 'Tara.'
- 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