Use the suggested points to structure a 2-minute talk: 1) introduce the disaster (definition and local relevance), 2) list causes, 3) explain effects on people/animals/property, 4) describe preparedness and safety measures, 5) conclude with prevention and community action.
Natural disasters are catastrophic events that cause significant damage to human life and property. Taking floods as an example, the causes include heavy rainfall, dam breaches, and deforestation which reduces the land's ability to absorb water. The effects of floods are severe and widespread, including loss of human life, destruction of property and infrastructure, outbreak of water-borne diseases such as cholera and typhoid, and destruction of crops leading to food shortage. Preparedness measures are crucial and include receiving early warning systems from meteorological departments, having evacuation plans in place, preparing emergency kits with essential supplies, and knowing how to move to higher ground quickly. During the response phase, rescue operations are conducted by authorities and volunteers, first aid is provided to the injured, clean drinking water is distributed, and temporary shelters are set up for displaced people. Prevention strategies focus on long-term solutions such as afforestation to increase water absorption, construction of proper drainage systems in cities, and maintenance of dams to prevent breaches. Understanding these aspects helps communities become more resilient and better prepared to face natural disasters.
Same practical responses as in previous question: identify health hazards and give clear actions for power outage and flood warnings.
When a house is surrounded by water during floods, several serious health and safety concerns arise that require immediate attention and careful management. When water stagnates around a place, it creates ideal breeding grounds for disease-carrying mosquitoes, leading to dengue fever and malaria. Stagnant water also becomes contaminated and spreads water-borne illnesses such as diarrhoea, cholera, and typhoid. Additionally, prolonged exposure to contaminated water can cause skin infections and other communicable diseases that spread rapidly in crowded conditions. During a power shutdown lasting many hours, it is important to use torches, battery-powered lights, or lanterns for illumination instead of electrical lights. Mobile phones and other essential devices should be kept charged using power banks. Cooking should be done safely using portable gas stoves or camping equipment kept away from living areas. Drinking water should be stored in clean containers before the power cuts off, as pumps will not function without electricity. If there is an announcement about flooding in the area, several precautions must be taken immediately. Important documents, photographs, and valuables should be moved to the highest floor or attic of the house. An emergency kit containing non-perishable food, bottled water, medicines, first-aid supplies, torch, batteries, and copies of important documents should be prepared. All electricity and gas connections should be switched off to prevent accidents. Evacuation orders from local authorities must be followed without delay, and neighbours, especially the elderly and disabled, should be helped to reach safety.
Provide succinct impacts for each listed human activity, as shown above.
Human activities have profound and far-reaching impacts on the natural environment, affecting air, water, soil, and biodiversity. Using aerosols and air conditioners that contain chlorofluorocarbons (CFCs) contributes significantly to ozone layer depletion, allowing harmful ultraviolet radiation to reach Earth's surface, and also increases greenhouse gases that trap heat in the atmosphere. Encroaching into forest areas for agriculture, urbanization, and industrial development leads to deforestation, which causes soil erosion, loss of wildlife habitats, and reduction in biodiversity. The disposal of non-biodegradable wastes such as plastics, metals, and synthetic materials causes severe land and water pollution, clogs drainage systems, and harms aquatic and terrestrial life. Emission of smoke and gases from industries and vehicles releases pollutants into the atmosphere, causing air pollution that leads to respiratory diseases in humans, formation of acid rain that damages ecosystems, and contributes to global warming and climate change. These interconnected impacts demonstrate how human choices affect the delicate balance of nature and the sustainability of our planet.
Populate each branch of the word web with relevant nouns and verbs: types (flood, cyclone, earthquake, tsunami, landslide, drought), causes (rain, tectonic movement, slope instability), effects (damage, injury, displacement), precautions (evacuation, early warning, shelters).
Natural disasters are characterized by specific terminology and associated phenomena that help us understand and prepare for them. Floods involve terms such as inundation, evacuation, dams, and levees which are barriers built to contain water. Cyclones are accompanied by storm surge, high winds, and the need for emergency shelters to protect people. Earthquakes are described using terms like tremor, aftershock, fault lines, and epicentre, which is the point on Earth's surface directly above where the earthquake originates. Tsunamis are massive ocean waves caused by underwater earthquakes or landslides that lead to coastal inundation and devastation. Landslides involve slope failure and debris flow down hillsides, often triggered by heavy rain or earthquakes. Droughts are characterized by prolonged water scarcity and crop failure, leading to famine and economic hardship. Understanding these related terms helps in comprehending the nature of each disaster and the appropriate response measures needed.
- a. instead of
- b. instead from
- c. instead to
instead of.
- a. In spite of
- b. In spite
- c. In spite on
In spite of.
- a. In case of
- b. In Case
- c. In Case with
In case of.
- a. in behalf of
- b. on behalf of
- c. on behalf
on behalf of.
- a. by means of
- b. by means
- c. by means to
by means of.
- a. In general
- b. On general
- c. In generally
In general.
List immediate health risks from stagnant water, give practical steps during long power cuts (lighting, cooking, communication), and provide a concise flood-preparedness checklist.
When a house is surrounded by water during floods, multiple health hazards and safety challenges emerge that require immediate and careful response. Stagnant water that accumulates around the house becomes a breeding ground for disease-carrying mosquitoes, which transmit dengue fever and malaria to residents. The contaminated water also spreads serious water-borne diseases such as cholera and diarrhoea, which can cause severe illness and death if untreated. Prolonged contact with contaminated floodwater can also lead to skin infections and other communicable diseases that spread rapidly in crowded evacuation centres. When there is a prolonged power shutdown during floods, several practical measures must be taken to ensure safety and comfort. Battery-powered lights, torches, and candles should be used for illumination instead of electrical appliances. Mobile phones and other essential electronic devices must be kept charged using power banks or car chargers. Cooking should be done safely using a gas stove or portable cooker placed in well-ventilated areas away from living spaces. Drinking water should be stored in clean containers before the power cuts off, as electric pumps will not function without electricity. If there is an announcement about flooding in the area, immediate precautions are essential. Valuables and important documents should be moved to higher ground, attic, or upper floors of the house to protect them from water damage. An emergency kit should be prepared containing non-perishable food, bottled drinking water, essential medicines, first-aid supplies, torch, batteries, and copies of important documents. All electricity and gas connections should be switched off to prevent electrical accidents and gas leaks. Evacuation orders issued by local authorities must be followed promptly without delay. Neighbours, particularly the elderly, children, and people with disabilities, should be assisted in reaching safety and evacuation centres.
In the given sentences, the action words in bold need to be identified as either finite or non-finite verbs. A finite verb shows tense and agrees with the subject, while a non-finite verb does not show tense and does not change with the subject. In the sentence 'They want to try a new approach,' the word 'to try' is a non-finite verb because it is an infinitive form that does not show tense. In 'Trying is easy,' the word 'Trying' is a non-finite verb in the gerund form, functioning as a noun. In 'Having tried everything, he gave up,' the word 'tried' is a non-finite verb in the past participle form used in a participial phrase. In 'All I can do is try,' the word 'try' is a non-finite verb in the base infinitive form. In 'If she tried, she would succeed,' the word 'tried' is a finite verb because it shows past tense and agrees with the subject 'she,' making it a finite verb form.
Match each human activity with its environmental impact: aerosols → ozone depletion/greenhouse gases; encroachment → deforestation and biodiversity loss; non-biodegradable waste → persistent pollution; emissions → air pollution and climate change.
Human activities have significant and often damaging impacts on the natural environment across multiple dimensions. Using aerosols and air conditioners that contain CFCs contributes to ozone layer depletion, which allows harmful ultraviolet radiation to reach Earth's surface and cause skin cancer and cataracts in humans. These appliances also release greenhouse gases that trap heat in the atmosphere and contribute to global warming. Encroaching into forest areas for agriculture, urbanization, and industrial purposes causes habitat loss and deforestation, leading to loss of biodiversity, soil erosion, and disruption of ecosystems that support countless species. Disposal of non-biodegradable wastes such as plastics and synthetic materials causes severe soil and water pollution, harms wildlife that ingests or becomes entangled in these materials, and persists in the environment for hundreds of years. Emission of smoke and gases from industries and vehicles releases harmful pollutants into the atmosphere, causing air pollution that leads to respiratory diseases and other health problems in humans, formation of acid rain that damages forests and aquatic ecosystems, and contributes to global warming and climate change. These interconnected impacts demonstrate the urgent need for sustainable practices and environmental conservation.
In the first sentence 'Travelling might satisfy your desire for new experiences,' the subject is 'Travelling,' which is a gerund (a noun form of a verb) that performs the action. In the second sentence 'The study abroad program might satisfy your desire for new experiences,' the subject is 'The study abroad program,' which is a noun phrase that performs the action of satisfying. The subject is the noun or noun phrase that performs the action or is being described in the sentence.
In the first sentence 'They do not appreciate my singing,' the direct object is 'my singing,' which is a gerund phrase that receives the action of the verb 'appreciate.' In the second sentence 'They do not appreciate my assistance,' the direct object is 'my assistance,' which is a noun phrase that receives the action of the verb 'appreciate.' The direct object is the noun or noun phrase that directly receives the action performed by the subject.
Stage directions at Scene‑1 (At Rise) state: 'Amy, Betty and Rose are sitting around the living room table. Amy and Rose are knitting. Betty is looking at pictures in a magazine.' (page 57).
They were sitting around the living room table; Amy and Rose were knitting and Betty was looking at pictures in a magazine.
Amy's telephone conversation says, 'Mother can't get home from Mrs. Brant's. The bridges between here and town are under water.' (page 58).
The mother was unable to come home because the bridges that connected the town to their house were completely submerged under water due to the severe flooding. The rising floodwaters had made these bridges impassable and unsafe for travel, cutting off the direct route between the town and the family's residence. This situation left the mother stranded in town, unable to cross the flooded bridges to reach her family at home.
Jim's instructions: 'look up your flashlight and candles, lamps, lanterns... Rose, fill the tubs and pails and Amy and I will check on food, blankets and coats. Better get out the first‑aid kit. Everyone make it snappy!' (page 58).
Jim wanted the girls to 'get organised' by taking several practical and important steps to prepare for the flood emergency. He instructed them to gather all available sources of light, including flashlights, candles, and lanterns, so they would have illumination when the power went out. He also told them to fill all available tubs, pails, and containers with fresh drinking water before the water supply was cut off or became contaminated. Additionally, he asked them to collect essential supplies such as food that did not require cooking, blankets and warm coats for protection and warmth, and the first-aid kit containing medical supplies. By organizing these resources in advance, Jim ensured that the girls would be prepared and safe during the flood, with access to light, water, food, warmth, and medical care when they needed it most.
Jim tells them the first thing is not to show their fear, and the next is to collect necessities (water, food, blankets, coats, lights, first-aid) so they stay safe and occupied.
Jim wanted the girls to do two important things to avoid getting scared during the flood. First, he instructed them not to let the others see how scared they were, emphasizing the importance of maintaining composure and not spreading panic among the group. Second, he told them to get together essential supplies that would be necessary for their survival. These supplies included water and food, which they needed to collect in tubs, pails and pitchers, as well as blankets, coats and lights. By gathering these items and staying calm, the girls would be better prepared to face the emergency situation and support each other through the crisis.
Jim suggests the attic/roof as a safe high place and to use a flashlight to signal rescuers (pages 59–61).
Jim wanted the girls to climb into the attic and up onto the roof. This strategy would help them in two critical ways. By reaching the roof, they would be positioned above the level of the rising floodwater, which would protect them from drowning as the water continued to rise. Additionally, being on the roof would make them much more visible and easier to spot from a distance, which would increase their chances of being seen by rescue workers or signalled for rescue when help arrived.
When the children hear Sara's voice, Jim goes out calling 'Sara, I'll get you.' Sara is found on the playhouse porch (page 60).
Jim went to get Sara. She was on the playhouse porch.
The girls and Jim tried to move water, food, blankets, coats and lights to the attic. They did this because these items were essential supplies that would help them survive safely during the flood emergency. Having these necessities in the attic, where they planned to take shelter above the rising water, would ensure they had access to drinking water, food for nourishment, blankets and coats for warmth and protection, and lights to see in the darkness.
Mr Tom Peters and Miss Marsh came in a boat to rescue the children.
Sara fell and broke her leg below the knee.
Miss Marsh is a Red Cross nurse. She gives Sara first aid, splints her broken leg and helps carry her safely to the rescue boat.
Sara, Rose and Betty were taken in the boat. Amy and Jim stayed behind.
The Red Cross helps the children in several important ways during the flood emergency. The Red Cross team, represented by Miss Marsh who is a trained nurse, provides immediate first aid treatment to Sara for her broken leg. They carefully splint her leg to prevent further injury and manage her pain. The Red Cross workers then help carry Sara safely from the roof to the rescue boat, ensuring she is transported without causing additional harm. Finally, the Red Cross team takes Sara, Rose and Betty to the emergency hospital where they can receive proper medical care and shelter. Through these actions, the Red Cross demonstrates its crucial role in disaster relief by providing medical assistance, rescue support and ensuring the children reach safety and proper healthcare facilities.
- a. the river was above the flood stage.
- b. the Burnet Dam had given way.
- c. there will be a cloud burst.
- d. there will be a cyclone.
(a) The river was above flood stage.
- a. it was raining heavily.
- b. the bridges between home and the town were under water.
- c. there was an emergency at Mrs. Brant's house.
- d. she had broken her leg.
(b) the bridges between Mrs Brant's house and the town were under water.
- a. it rained for days.
- b. the dam was weak.
- c. it rained heavily and the snow was melting.
- d. the maintenance was poor.
The Burnett Dam gave way because it had rained for days.
- a. the power house was out of commission.
- b. the power house was flooded.
- c. the dam gave away.
- d. there was fire.
There was no power because the power house was out of commission.
1. Amy - tubs and pails; 2. Betty - flashlight; 3. Rose - blankets; 4. Sara - fractured leg; 5. Jim - Junior Red Cross; 6. Penny Marsh - nurse; 7. Mr Peters - rescues the children; 8. Mother - Mrs Brant's; 9. Dick - dentist; 10. Dad - to Chicago on business.
| # | Correct match |
|---|---|
| 1 | Amy - tubs and pails |
| 2 | Betty - flashlight |
| 3 | Rose - blankets |
| 4 | Sara - fractured leg |
| 5 | Jim - Junior Red Cross |
| 6 | Penny Marsh - nurse |
| 7 | Mr Peters - rescues the children |
| 8 | Mother - Mrs Brant's |
| 9 | Dick - dentist |
| 10 | Dad - to Chicago on business. |
It was a cloud burst. So ]im ran from school to get home.
Amy's mother was at Mrs. Brant's house. She had gone there before the flood situation became critical, which is why she was unable to return home to be with the children during the emergency. This separation of Amy's mother from the family added to the children's anxiety and sense of isolation during the crisis, as they had to manage the dangerous flood situation without parental supervision or immediate adult guidance.
The 'home alone' experience of the children in 'Old Man River' portrays a critical and challenging situation where the children found themselves trapped at home during a severe flood crisis. They remained indoors without any adult supervision or guidance, completely unprepared for the emergency they faced. The children had no prior experience in dealing with such dangerous situations and lacked the knowledge and confidence to take appropriate action. They were helpless and confused, unable to assess the severity of the crisis or determine what steps to take for their safety. Instead of attempting to call for help or taking initiative, they simply waited passively inside the house, hoping that someone would come to their rescue. Their inexperience with the outside world and lack of exposure to emergency situations left them vulnerable and dependent on external help. This experience highlighted their isolation and the dangers of children being left without proper adult care during natural disasters.
Mr. Peter and Miss Marsh, the Red Cross nurse, arrived at the house in a boat at a crucial moment during the flood. The two-member rescue team immediately began their operation to save the children from the rising waters. They assessed the situation and provided immediate medical attention to Sara, who had suffered a serious leg injury. Miss Marsh skillfully administered first aid to Sara and carefully splinted her broken leg to prevent further damage. The rescue team worked efficiently to shift Sara, along with Rose and Betty, to the Red Cross emergency hospital where they could receive proper medical care and treatment. Their timely intervention and professional assistance gave Sara much-needed comfort and restored confidence in the frightened children. The presence of Mr. Peter and Miss Marsh and their dedicated service on behalf of the Red Cross organization dispelled the children's fear of the flood and provided them with the security and hope they desperately needed during this terrifying natural disaster.
Jim Hall was a member of Junior Red cross emergency squad. His experience at Junior Red cross enable him to act briskly. He alerted and instructed the children to do the necessary work.
His advice to the children not to let others see their fear was very valuable. He was active to go out to save Sara. His precautions gave them confidence. Thus they all were rescued. Jim was the brain behind all these good rescue operations.
Jim is climbing on the roof to signal for help from there. By positioning himself on the highest point of the house, he can be more visible to potential rescuers passing by in boats or searching the flood-affected area. This action demonstrates his initiative and quick thinking in trying to attract attention and communicate their need for assistance during the emergency.
Amy, Betty, and Rose were in the living room. Amy and Rose were knitting. Betty was looking at pictures in a magazine.
Mr. Tom Peters and Miss Marsh came in the boat.
Henry Dunant, born Jean-Henri Dunant on 8 May 1828 and died on 30 October 1910, was a Swiss businessman and humanitarian who founded the Red Cross movement. He was deeply moved by the suffering of wounded soldiers and worked tirelessly to establish an organization dedicated to providing humanitarian aid and relief during conflicts and disasters. His pioneering efforts in creating the Red Cross organization earned him international recognition and respect. He was the first recipient of the Nobel Peace Prize, a prestigious honor that acknowledged his extraordinary contributions to humanity and his commitment to reducing human suffering through organized humanitarian work.
Amy demonstrated remarkable responsibility and maturity in managing the difficult situation at home during the flood crisis. She joined hands with Jim to implement all necessary precautions to protect the younger children from danger. Amy took charge of collecting and storing fresh water to ensure the family would have drinking water for several more days, recognizing this as a critical survival need. She carefully looked into the basic requirements of food and shelter for everyone in the house, planning how to ration available supplies. She actively engaged Betty and Rose in completing various tasks, delegating responsibilities and keeping everyone occupied and purposeful. Amy showed particular concern and care for Sara, who was injured and frightened, providing her with comfort and support. Despite her own anxiety about her mother who was unable to return home due to the flood, Amy remained focused on her duties and maintained a calm, responsible demeanor. Through her thoughtful planning, practical actions, and emotional support for her siblings, she successfully managed the challenging situation and kept the household functioning as well as possible under such difficult circumstances.
Miss Marsh played a crucial role in saving the children by providing immediate and professional medical assistance. When she arrived at the house with Mr. Peters, she quickly assessed Sara's condition and provided first aid treatment for her injuries. Miss Marsh carefully splinted Sara's broken leg using proper medical techniques to stabilize the injury and prevent further harm. Working together with Mr. Peters, she helped carry Sara safely into the boat, ensuring the injured girl was transported without causing additional pain or damage. Miss Marsh then accompanied Sara, Rose, and Betty to safety, taking them away from the flood-stricken house to the Red Cross emergency hospital where they could receive comprehensive medical care. Her professional nursing skills, quick response, and compassionate care were instrumental in ensuring the children's survival and well-being during this life-threatening emergency. While Amy and Jim remained behind to manage the situation at home, Miss Marsh's timely intervention and expertise directly saved the lives of the three younger children.
Character matching: Amy - tubs and pails; Betty - flashlight; Rose - blankets; Sara - fractured leg; Jim - Junior Red Cross; Penny Marsh - nurse; Mr Peters - rescues the children; Mother - Mrs Brant's; Dick - dentist; Dad - to Chicago on business. Separate MCQs merged into the OCR: There was no power because the power house was out of commission; Sara's leg was splinted because she had broken it below the knee.
1. Jim ran home from school because there was a cloudburst. 2. Amy's mother was at Mrs Brant's house. Home alone: the children stayed together, gathered essentials and tried to remain calm as the flood rose. Mr Peters and Miss Marsh arrived by boat, treated Sara's broken leg and took Sara, Rose and Betty to safety. Jim proved a good rescuer by applying his Junior Red Cross training, organising supplies and signalling for help. Scene II shows the children coping without power until the rescuers arrive. Jim climbed to the roof to signal with a flashlight. Amy, Betty and Rose were in the living room; Amy and Rose knitted while Betty looked at a magazine. Amy managed the emergency by collecting water, food, blankets, coats and lights. Miss Marsh gave Sara first aid and helped move her to the boat. They planned to sleep in the attic because rising water made the living room unsafe. Mr Tom Peters and Miss Marsh came in the boat. The guide identifies Henry Dunant as the founder of the Junior Red Cross.
Provided synonyms and antonyms are standard dictionary equivalents. One example (Hard — Difficult — Easy) was already given in the exercise and the rest have been filled accordingly.
Flood — Noun — Inundation / Deluge — Drought
Interrupt — Verb — Disturb — Continue
Scared — Adjective — Frightened — Brave / Unafraid
Irritation — Noun — Annoyance — Pleasure / Calm
Organize — Verb — Arrange — Disorganize / Mess up
Serious — Adjective — Grave — Frivolous / Light-hearted
Snappy — Adjective — Curt / Brisk — Slow / Lethargic
Emergency — Noun — Crisis — Routine / Normalcy
Rescue — Verb — Save — Abandon
Common factual summary of the 2015 South Indian floods: heavy NE monsoon rains in late 2015 caused coastal flooding in Tamil Nadu, Andhra Pradesh and Puducherry; the broader weather pattern linked was the 2014–16 El Niño.
The 2015 South Indian floods resulted from heavy rainfall generated by the annual north‑east monsoon in November–December 2015. They affected the coastal region of the South Indian states of Tamil Nadu and Andhra Pradesh, and the Union Territory of Puducherry. The flooding has been attributed to the 2014–16 El Niño.
Speech: THE EARTHQUAKE
Everything was lost, instantly destroyed and commingled with a few neighbouring houses when the 7.5 magnitude earthquake struck the town at night on a day last year.
Many big buildings collapsed one after the other. All who were asleep were in a panic, Soon they got up, they ran out the open area. I too ran out of my house. I looked at my house and wept bitterly. Now a lot of people had gathered and witnessed the aftereffect of the earthquake. We cried for a long time over the disaster, were so scared of it.
A month after the disaster it was found out that over 3000 people were killed and thousands of people were injured and hundreds of people homeless. A few houses that withstood the tremor were too badly cracked to be habitable. The owners were too fearful to set foot in them. Thousands of people had to shelter in temporary camps.
The fear lasted in my mind for a long time. I could hardly eat and sleep. I was a 14-year-old student. I had to sit for my annual examination for class 9. Many volunteers helped me prepare for my examinations. Both of my parents survived after the medical treatment for injuries, but we live in the camp still.
We eat and pass the time together. I am still frightened and nervous. I lost my home and my family has lost everything. My friends and I lost our pet dogs and parrots. We don’t know what will happen next or if the government will come forward to help us. All we can do now is try to reclaim whatever we can from our house.
Even now any mild sound causes a big tremor in my mind taking me back to the horrible deadly earth quake. “The very word earth quake easily shakes me even now. Let me not be awake to witness another earth quake.” “Thank You one and all”.
Dialogue completed with a short, compassionate exchange covering rescue, medical help and shelter — suitable for the role-play context.
Old lady: I have lost everything in the flood — my clothes and some medicines. I am tired and don't know where to go.
You: I am very sorry. We will take you to the relief camp and register you. Do you need any medical attention now?
Old lady: Yes, please. My leg hurts and I have a bad cough. Also I have no money or identity papers.
You: We'll get a medic to look at your leg and arrange temporary shelter and food. We will also note your details and help with documents later.
A courteous personal letter describing the cyclone's effects, personal experience, help received, and a closing note. Keep personal details and tone appropriate to a friend.
Dear Friend, I hope this letter finds you in good health and spirits. I am writing to share my experiences during the recent Gaja cyclone, which was a terrifying and unforgettable event. When the cyclone struck our area, the wind was extremely powerful and destructive, uprooting trees and damaging buildings. The heavy rainfall caused severe flooding in many parts of our town, and water entered several homes including those of our neighbors. Our family took shelter indoors and secured all windows and doors. We were very frightened as the storm raged outside, but we stayed together and supported each other emotionally. The power went out, leaving us in darkness, and we had to use candles and flashlights. We collected water and stored food supplies, uncertain how long the disaster would last. After the cyclone passed, we saw the extensive damage it had caused to our community. Trees were uprooted, roads were blocked, and many people lost their homes. However, the spirit of community came alive as neighbors helped each other in rescue and relief efforts. The experience taught me the importance of preparedness, family unity, and community support during natural disasters. I hope you and your family are safe. Please write back soon. Yours sincerely, [Your Name]
Dear Ravi,
I hope you are well. I want to tell you about my experience during Cyclone Gaja. The storm arrived with very strong winds and heavy rain. Trees were uprooted near our house and several power lines were down. For two days we had no electricity and the roads were flooded, so food and water were scarce for a while. My family sheltered in the middle room and kept calm. Neighbours helped one another — we shared food and covered broken windows with tarpaulin.
Relief workers arrived on the third day with drinking water and medical aid. The local school served as a relief centre and volunteers organized food distribution. Although we were frightened, the community spirit and the rescue teams helped us cope. We are safe now but some houses nearby were badly damaged.
Please pray for the people who lost their homes. I will write again when things are fully back to normal. Take care.
Yours sincerely,
[Your Name]
The answer supplies a clear poster blueprint with necessary factual and safety information to communicate devastation and relief steps effectively.
Poster content (suggested layout):
- Title: 'FLOOD ALERT — STAY SAFE'
- Big image: flooded houses/people being rescued
- Short facts: Date, area affected, number displaced, key damages (homes, roads, power)
- Safety instructions: Move to higher ground — carry medicines, ID, drinking water, torch; avoid floodwater; switch off electricity; follow official instructions
- Helpline numbers: Local emergency, relief camp addresses
- Call to action: 'Volunteer • Donate • Help'
Design note: Use bold headings, clear icons and large phone numbers.
Concise step‑by‑step guidance emphasising calm communication, essential items only, safety precautions and assisting vulnerable people.
As a volunteer, first speak calmly and give clear instructions: move to higher ground or the designated relief centre immediately. Tell them to carry only essential items — personal ID, medicines, a small amount of drinking water, mobile phone and charger, a torch, a change of clothes and important papers in a waterproof bag. Advise them to wear sturdy shoes, avoid walking through moving water, and not to carry heavy luggage that slows evacuation. Inform them about the nearest safe route and transport, and help elderly or disabled neighbours first. Reassure them that shelters will provide food and blankets so they need not take large quantities of belongings. Remind families to keep children close and to follow instructions from rescue teams.
These pairings are taken from stage directions and dialogue: Sara's playful lines (pp. 60–61), Amy's admission of being "terrified" (p. 61), Jim's leadership and calm instructions (pp. 60–62), Miss Marsh's professional conduct while treating Sara (pp. 62–64), and Betty's nervous/scornful remarks (pp. 60–63). Some qualities may apply to more than one character; if your teacher expects a different matching use the passage evidence to justify changes.
Suggested mappings (based on the play text — use these as answers in class and adjust if your teacher assigns different pairings):
1. anxiety — Betty (she is nervous and uneasy throughout)
2. serious — Rose (takes charge and gives directions)
3. fun — Sara (enjoys the piggyback ride; says "That was fun!")
4. sober — Miss Marsh (the Red Cross nurse is calm and professional)
5. excitement — Sara (bubbles with excitement before the crisis)
6. scared — Amy (explicitly says she is "terrified")
7. frightened — Betty (shows fear and nervousness)
8. shudder — Rose (reacts at noises and watches anxiously at the window)
9. hopeful — Jim (keeps a steady faith: "We'll see it through")
10. horror — Betty (cries out in alarm when Sara is hurt)
11. enjoyment — Sara (asks to "ride some more")
12. terrified — Amy (she uses the word "terrified")
13. levelheaded — Jim (organises the household, keeps calm)
14. scornful — Betty (uses a scornful remark in one exchange)
15. hysterical — (occasionally implied in the group's panic — best assigned to a character who screams early, e.g., Betty)
Concise, exam‑style answers based on typical textbook information about mountaineering. The location of the Indian mountaineering institute is the Himalayan Mountaineering Institute, Darjeeling.
1. Yes. Mountaineering is dangerous because climbers face extreme weather, high altitudes, avalanches, crevasses and physical exhaustion.
2. Frostbite is the freezing of body tissues (usually fingers, toes, ears) caused by exposure to very low temperatures, leading to numbness, swelling and possible tissue damage.
3. A good climber is brave, disciplined, physically fit, patient, cautious and able to make sound decisions under stress.
4. Climbers carry essential equipment such as ropes, ice‑axes, crampons, warm clothing, tents, food, water, first‑aid kits and oxygen (for very high altitudes).
5. The Himalayan Mountaineering Institute is situated in Darjeeling, India.
6. Mountaineering brings out qualities like courage, endurance, perseverance, teamwork and respect for nature.
7. Mountaineers deserve praise for their courage, self‑discipline, skill and the spirit of pushing human limits responsibly.
8. Mt. Everest attracts professional climbers, experienced mountaineers, amateur climbers attempting the summit, as well as scientists and high‑altitude support staff.
Title (large, bold): KOLLI HILLS EXPEDITION
Sub-title: Adventure Club, (Your School Name)
Visuals: Simple sketch or photo of Kolli hills, a trekking boot or trail—place at top/centre.
Date & Time: 15 July 20XX | Assemble: 5:00 a.m. at School Gate
Duration: One day / Two days (specify)
Meeting/Venue: School main gate / Bus stand
Registration: Rs. 350 (includes travel & snacks)
Last Date to Register: 5 July 20XX
Contact / Organiser: Mr. R. Kumar (Adventure Club Coordinator) — Ph: 98xxxxxxx
Safety & Instructions: Wear comfortable shoes, carry water bottle, hat, raincoat, personal medicines. Parental consent required. Limited seats — first come, first served.
Issuing Authority (footer): Adventure Club, (Your School Name) | Principal’s approval
Design tips: Use different font sizes for title/subtitle/details, place visuals left or centre, use bullet points for instructions, add school logo and permission stamp area.
(Include a small map or directions and emergency contact numbers.)
Sample poster layout and text
Guidance and ready-to-use content for a poster (student should hand-draw or lay out using this):
Title: Adventure Expedition to Kolli Hills
Date: 20–22 July 20XX (replace with actual dates)
Organised by: Adventure Club, [Your School Name]
Meeting Point: School Ground — 5:00 a.m. on 20 July
Activities: Trekking, Kayaking, Rock Climbing, Bird-watching, Nature Walks
Safety: Certified instructors, first-aid, safety gear provided
Fees: Rs. 1,800 (includes transport, food, stay, guide) — Deposit Rs. 500 by 10 July
Contact: Adventure Club Coordinator — Mr. Antony +91 9XXXXXXXXX / school office
What to bring: Comfortable hiking shoes, water bottle, personal medication, light backpack, raincoat
Visuals & layout tips: Big catchy caption, colourful sketch of hills and trekkers, clear bullet points for date/venue/contact, use large readable fonts for important info, include school logo and issuing authority.
The underlined dependent phrase is 'Texting on his phone.' This is a non-finite participial phrase, specifically a present participle phrase, that functions as a modifier. It describes the action the man was performing at the moment he swerved into the ditch, providing additional information about the circumstances that led to the accident. The phrase modifies the noun 'man' and helps explain the cause of his dangerous driving behavior.
The dependent (subordinate) clause in this sentence is 'if you have studied a little each day.' This is an adverbial clause, specifically a conditional clause, that modifies the main clause 'It isn't necessary to cram all night.' The conditional clause establishes the condition under which the statement in the main clause is true, explaining that avoiding all-night cramming is only unnecessary when the condition of studying regularly each day has been met. The clause provides the logical basis or reason for the main statement.
to enjoy the view is an infinitive phrase functioning as an adverbial phrase. It modifies the verb 'climbed' and expresses the purpose or reason for climbing the hill. Infinitive phrases consist of the infinitive form of a verb (to + verb) along with any objects or modifiers, and they can function as nouns, adjectives, or adverbs within a sentence. In this case, it answers the question 'why did they climb?' making it an adverbial phrase of purpose.
painting — (gerund / gerund phrase, object of 'enjoy'); during my holidays — (prepositional phrase / adverbial)
Whether he attends the party or not is a dependent or subordinate clause with a concessive or conditional function. This clause presents two contrasting possibilities and indicates that the outcome stated in the main clause will occur regardless of which possibility becomes true. The speaker's decision to go remains unchanged whether the other person attends or not. Such clauses are called concessive clauses because they concede or acknowledge an alternative condition while maintaining the main point. The structure 'whether...or not' is characteristic of this type of dependent clause.
playing the drums is a gerund phrase functioning as the object of the verb 'stop'. A gerund is a verb form ending in -ing that functions as a noun. The phrase 'playing the drums' names the activity that will cease. When you go to sleep is an adverbial clause of time that is dependent or subordinate. It modifies the verb 'will stop' and indicates when the action of stopping will occur. Adverbial clauses of time answer the question 'when?' and are introduced by subordinating conjunctions such as when, while, before, after, and until.
The verb "manage" is followed by the infinitive: "managed to complete."
to complete
The phrase "learn how" is followed by the infinitive: "learned how to survive."
to survive
After "quit" we use the gerund: "quit trying to learn ..."
trying
The verb "appear" is followed by the infinitive: "appeared to be."
to be
After the idiom "it's no good" we use the gerund: "it's no good quitting the project."
quitting
The verb "enable" is followed by the infinitive: "enable you to achieve."
to achieve
After "give up" we use the gerund: "give up studying."
studying
The verb "hesitate" is followed by the infinitive: "hesitate to help."
to help
After "keep on" we use the gerund: "keep on preparing."
preparing
After the idiom "it's no use" use the gerund: "it's no use travelling ..." (British spelling preserved as in source).
travelling
The verb "want" is followed by the infinitive: "want to visit."
to visit
After "imagine" we use the gerund: "imagine walking ... and ... saying."
walking; saying
The phrasal verb "look forward to" requires a gerund: "look forward to meeting ... and finding out ..."
meeting; finding
The correct form after 'warned us not' is the full infinitive: 'not to take'.
to take
After 'involves' use the gerund: 'involves risking our lives.'
risking
'Delay' is followed by a gerund: 'won't delay blasting off (into space)'.
blasting off
'Would you like' is followed by the infinitive: 'Would you like to accompany us?'.
to accompany
'Be/get/grow used to' is followed by gerunds: 'used to being weightless and living under difficult conditions.'
being; living
'Admit to' requires a gerund: 'admit to being intensely curious.'
being
'Enjoy' takes a gerund: 'enjoy travelling with our crew.' (British spelling: 'travelling').
travelling
Report/tell + object + infinitive: 'told them to come.' 'A waste of time' is followed by a gerund: 'a waste of time searching.'
to come; searching
'Taught how' is followed by the infinitive: 'taught how to endure.' 'Can't afford' is followed by the infinitive: 'can't afford to waste money.'
to endure; to waste
The exercise on pages 78–79 gives numbered items after students fill infinitives/gerunds; the planet list shows numbers (Neptune-10, Venus-09, Mars-18, Jupiter-11). Interpreting these numbers as an order code, the smallest number is 09 (Venus), so the astronauts are heading to Venus first. The infinitive form requested is 'to Venus'.
This exercise requires students to fill in infinitives in a space-themed activity where astronauts are traveling to different planets. Each planet is assigned a numerical code: Neptune-10, Venus-09, Mars-18, and Jupiter-11. To determine which planet the astronauts are heading to first, the numbers must be arranged in ascending order. The smallest number is 09, which corresponds to Venus. Therefore, the astronauts are heading to Venus first. The infinitive form that would be used in this context is 'to go to Venus' or simply 'to Venus,' maintaining the infinitive structure required by the exercise. This type of activity helps students practice infinitive forms while engaging with a creative, imaginative scenario.