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.
Example (Floods): Causes — heavy rain, dam breach, deforestation; Effects — loss of life, property damage, water-borne diseases, crop loss; Preparedness — early warning, evacuation plan, emergency kit, move to higher ground; Response — rescue, first aid, clean water, temporary shelter; Prevention — afforestation, proper drainage, safe dams.
Same practical responses as in previous question: identify health hazards and give clear actions for power outage and flood warnings.
i. Mosquito-borne diseases (dengue, malaria), water-borne illnesses (diarrhoea, cholera), infections and contamination. ii. Use torches/battery lights, power banks for phones, cook using safe portable fuel, avoid using wet electrical appliances. iii. Secure important documents, move to higher floor, prepare emergency kit, switch off utilities, heed authorities' evacuation advice.
Provide succinct impacts for each listed human activity, as shown above.
1. Using aerosols/air conditioners — ozone layer depletion and increased greenhouse gases. 2. Encroaching forest areas — deforestation, soil erosion, loss of wildlife. 3. Disposal of non-biodegradable wastes — land and water pollution, clogging drains. 4. Emission of smoke from industries/vehicles — air pollution, acid rain, climate change.
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).
Examples: Flood — inundation, evacuation, dam, levee; Cyclone — storm surge, high winds, shelter; Earthquake — tremor, aftershock, fault, epicentre; Tsunami — wave, coastal inundation; Landslide — slope failure, debris flow; Drought — water scarcity, crop failure.
- a. instead of
- b. instead from
- c. instead to
instead of.
instead of.
- a. In spite of
- b. In spite
- c. In spite on
In spite of.
In spite of.
- a. In case of
- b. In Case
- c. In Case with
In case of.
In case of.
- a. in behalf of
- b. on behalf of
- c. on behalf
on behalf of.
on behalf of.
- a. by means of
- b. by means
- c. by means to
by means of.
by means of.
- a. In general
- b. On general
- c. In generally
In general.
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.
i. Stagnant water breeds mosquitoes (dengue, malaria), causes water-borne diseases (cholera, diarrhoea), and promotes skin infections. ii. Use battery-powered lights, keep mobile phones charged in power banks, use a gas stove or portable cooker safely, store drinking water. iii. Move valuables to higher ground/attic, prepare emergency kit (food, water, medicines, torch, documents), follow evacuation orders, switch off electricity/gas, help neighbours.
1. to try (non – finite)
2. Trying (Non – finite)
3. tired – (Non – finite)
4. try (non – finite)
5. tried (Finite)
1. to try (non – finite)
2. Trying (Non – finite)
3. tired – (Non – finite)
4. try (non – finite)
5. tried (Finite)
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.
2. Using aerosols and CFC-containing air conditioners — contributes to ozone depletion and greenhouse effect. 3. Encroaching into forest areas — habitat loss, deforestation, loss of biodiversity. 4. Disposal of non-biodegradable wastes — soil and water pollution, harm to wildlife. 5. Emission of smoke from industries and vehicles — air pollution, respiratory diseases, global warming.
1) Travelling 2) The study abroad program
1) Travelling 2) The study abroad program
1) my singing 2) my assistance
1) my singing 2) my assistance
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).
She couldn't get home because the bridges between the town and their house were under water due to the flooding.
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).
He told them to gather lights (flashlight, candles, lanterns), fill tubs and pails with fresh water, and collect food, blankets, coats and the first‑aid kit so they could be ready and safe.
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.
1) Don’t let the others see how scared they are. 2) Get together essential supplies — water and food (fill tubs, pails and pitchers), blankets, coats and lights.
Jim suggests the attic/roof as a safe high place and to use a flashlight to signal rescuers (pages 59–61).
He wanted them to climb into the attic and up onto the roof. This would keep them above the rising floodwater and make it easier to be seen or signalled for rescue.
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.
They moved water, food, blankets, coats and lights to the attic because these essentials would help them survive safely during the flood emergency.
They moved water, food, blankets, coats and lights to the attic because these essentials would help them survive safely during the flood emergency.
Mr Tom Peters and Miss Marsh came in a boat to rescue the children.
Mr Tom Peters and Miss Marsh came in a boat to rescue the children.
Sara fell and broke her leg below the knee.
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.
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.
Sara, Rose and Betty were taken in the boat. Amy and Jim stayed behind.
The Red Cross team gives Sara first aid, carries her to the boat and takes Sara, Rose and Betty to the emergency hospital.
The Red Cross team gives Sara first aid, carries her to the boat and takes Sara, Rose and Betty to the emergency hospital.
- 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) 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.
(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.
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.
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.
It was a cloud burst. So ]im ran from school to get home.
Amy’s mother was at Mrs. Brant’s house.
Amy’s mother was at Mrs. Brant’s house.
‘Old man river’ portrays. Children at home in a critical situation. They remain at home mindlessly even at the time of severe crisis. They had no experience with how to face the risk, Until a rescue team arrived, they just remained in doors without aiming to call anyone to their rescue. The children had no experience in the outer world at all.
‘Old man river’ portrays. Children at home in a critical situation. They remain at home mindlessly even at the time of severe crisis. They had no experience with how to face the risk, Until a rescue team arrived, they just remained in doors without aiming to call anyone to their rescue. The children had no experience in the outer world at all.
Mr. Peter and Miss Marsh, the Red Cross nurse reached the house in time. The two-member team started its operation to rescue the children. They gave first aid to Sara who had her leg injury.
They were active to shift Sara to Red Cross emergency hospital along with Rose and Betty. Their timely help gave Sara comfort and confidence. The children’s tear of flood disappeared because of Mr. Peter’s service on behalf of Red Cross.
Mr. Peter and Miss Marsh, the Red Cross nurse reached the house in time. The two-member team started its operation to rescue the children. They gave first aid to Sara who had her leg injury.
They were active to shift Sara to Red Cross emergency hospital along with Rose and Betty. Their timely help gave Sara comfort and confidence. The children’s tear of flood disappeared because of Mr. Peter’s service on behalf of Red Cross.
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 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.
Jim is climbing on the roof to signal for help from there.
Amy, Betty, and Rose were in the living room. Amy and Rose were knitting. Betty was looking at pictures in a magazine.
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.
Mr. Tom Peters and Miss Marsh came in the boat.
Henry Dunant(born Jean-Henri Dunant; 8 May 1828 – 30 Oct 1910) a Swiss businessman and cross. He was the first recipient of the Nobel peace prize.
Henry Dunant(born Jean-Henri Dunant; 8 May 1828 – 30 Oct 1910) a Swiss businessman and cross. He was the first recipient of the Nobel peace prize.
Amy joined íands with Jim to carry out all precautions to protect the children. She was rnorc responsible to Lollect fresh water to drink for some more days. She looked into the basic needs of tood and shelter. She engaged Betty and Rose to complete the task. She was ‘ery helpful to Sara also. She had concern for her mother who could not return home. Thus she managed the situation very well.
Amy joined íands with Jim to carry out all precautions to protect the children. She was rnorc responsible to Lollect fresh water to drink for some more days. She looked into the basic needs of tood and shelter. She engaged Betty and Rose to complete the task. She was ‘ery helpful to Sara also. She had concern for her mother who could not return home. Thus she managed the situation very well.
Miss Marsh helped save the children by giving Sara first aid, splinting her broken leg and helping Mr Peters carry her into the boat. Sara, Rose and Betty were then taken to safety while Amy and Jim remained behind.
Miss Marsh helped save the children by giving Sara first aid, splinting her broken leg and helping Mr Peters carry her into the boat. Sara, Rose and Betty were then taken to safety while Amy and Jim remained behind.
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.
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.
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”.
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.
22/Street Name
Town
Date
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.
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 (a present participle phrase) modifying "the man."
The underlined dependent phrase is: "Texting on his phone." This is a non-finite participial phrase (a present participle phrase) modifying "the man."
The dependent (subordinate) clause is: "if you have studied a little each day." It is an adverbial (conditional) clause modifying "It isn't necessary to cram all night."
The dependent (subordinate) clause is: "if you have studied a little each day." It is an adverbial (conditional) clause modifying "It isn't necessary to cram all night."
to enjoy the view — (infinitive phrase; a dependent/adverbial phrase)
to enjoy the view — (infinitive phrase; a dependent/adverbial phrase)
painting — (gerund / gerund phrase, object of 'enjoy'); during my holidays — (prepositional phrase / adverbial)
painting — (gerund / gerund phrase, object of 'enjoy'); during my holidays — (prepositional phrase / adverbial)
Whether he attends the party or not — (dependent/subordinate clause; concessive/conditional clause)
Whether he attends the party or not — (dependent/subordinate clause; concessive/conditional clause)
playing the drums — (gerund phrase, object of 'stop'); when you go to sleep — (adverb clause of time, dependent clause)
playing the drums — (gerund phrase, object of 'stop'); when you go to sleep — (adverb clause of time, dependent clause)
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'.
to Venus