Download The Cuddalore Experience

SRI VENKATESWARA COLLEGE OF ENGINEERING &TECHNOLOGY
R.V.S. NAGAR, CHITTOOR – 517127
DEPARTMENT OF HUMANITIES AND SCIENCES
Topic / Unit:
The Cuddalore Experience from Enjoying Everyday English
Learning Outcomes: the students acquire knowledge regarding the outstanding efforts of an
administrative officer who handled disaster management appreciably and effectively during the
Tsunami which devastated Cuddalore on 26th December 2004.
Word Study
1. Prone to = have a tendency to, inclined to
2. Indicators = markers or signs
3. Frequent = regular
4. Tsunami = a great sea wave produced by submarine earth movement or volcanic eruption
5. Fury = anger, rage
6. Magnitude = size, extent, degree
7. Intense = powerful, forceful
8. Havoc = disaster, destruction
9. Wreaked = caused, inflicted
10. Livestock = farm and domestic animals
11. Saline = salty, full of salt deposits
12. Scarred = wounded, permanently leave a blemish or mark
13. Rendered = left, made
14. Relief = assistance and help
15. Rehabilitation = cure, remedy, treatment
16. Mammoth = huge, massive, enormous
17. Consolation = comfort and support
18. Bereaved = suffering are burdened with the death of a close relative, friend or a family
member.
19. Streamlining = restructuring, reorganizing
20. Earnestness = sincerity, seriousness
21. Mobilize = assemble, gather
22. Gargantuan = gigantic, large
23. Sheer = absolute, total
24. Voluntary = charitable
25. Philanthropic = generous, benevolent, bighearted
26. Onerous = burden-some, tiring, time-consuming, difficult
27. Disposing = Keeping in order (contextually – burying / cremating)
28. Persuasion = influence and urging
29. Ensuring = making sure and certain
30. Fled = run away, escape
31. Refugees = migrants
32. Devised = planned, worked out
33. Far-flung = distant, faraway, far-off, remote
34. Restoration = re-establishment, renovation
35. Civic = public, community
36. Amenities = facilities, services
37. Intensive = rigorous, serious
38. Untoward = problematic, troublesome
39. Desalination = Desalination, desalinization, or desalinisation refers to any of several
processes that remove excess salt and other minerals from water. More generally, desalination
may also refer to the removal of salts and minerals, as in soil desalination.
40. Reverse Osmosis (RO system) = Reverse osmosis is similar to the membrane filtration
treatment process. However there are key differences between reverse osmosis and filtration. The
predominant removal mechanism in membrane filtration is straining, or size exclusion, so the
process can theoretically achieve perfect exclusion of particles regardless of operational
parameters such as influent pressure and concentration. RO (Reverse Osmosis), however involves
a diffusive mechanism so that separation efficiency is dependent on influent solute concentration,
pressure and water flux rate [1]. It works by using pressure to force a solution through a
membrane, retaining the solute on one side and allowing the pure solvent to pass to the other side.
This is the reverse of the normal osmosis process, which is the natural movement of solvent from
an area of low solute concentration, through a membrane, to an area of high solute concentration
when no external pressure is applied.
41. HAM radio = Amateur radio, often called ham radio, is both a hobby and a service in which
participants, called "hams," use various types of radio communications equipment to
communicate with other radio amateurs for public services, recreation and self-training. Amateur
radio operators enjoy personal (and often worldwide) wireless communications with each other
and are able to support their communities with emergency and disaster communications if
necessary, while increasing their personal knowledge of electronics and radio theory. An
estimated six million people throughout the world are regularly involved with amateur radio.
42. SOS = SOS is the commonly used description for the international Morse code distress signal
(· · · — — — · · ·). This distress signal was first adopted by the German government in radio
regulations effective April 1, 1905, and became the worldwide standard under the second
International Radiotelegraphic Convention, which was signed on November 3, 1906 and became
effective on July 1, 1908. SOS remained the maritime radio distress signal until 1999, when it
was replaced by the Global Maritime Distress Safety System. SOS is still recognized as a visual
distress signal. From the beginning, the SOS distress signal has actually consisted of a continuous
sequence of three-dits/three-dahs/three-dits, all run together without letter spacing. In
International Morse Code, three dits form the letter S, and three dahs make the letter O, so "SOS"
became an easy way to remember the correct order of the dits and dahs. In modern terminology,
SOS is a Morse "procedural signal" or "prosign", and the formal way to write it is with a bar
above the letters, i.e. SOS. In popular usage, SOS became associated with phrases such as "save
our ship" or "save our souls". These were a later development, most likely used to help remember
the correct letters (a backronym). As the SOS signal is a prosign, its respective letters have no
inherent meaning per se, it was simply chosen due to it being easy to remember.
43. Rubble = debris, ruins, wreckage
44. Brunt = impact, force
45. Ravaging = destroying
46. Semblance = appearance, impression
47. Epidemic = contagious / easily spreading disease
48. Carcass = dead body
49. NSS = National Service Scheme
The Motto of NSS "Not Me But You", reflects the essence of democratic living and upholds the
need for self-less service. NSS helps the students develop appreciation to other person's point of
view and also show consideration to '/other living beings. The philosophy of the NSS is well
doctrined in this motto, which underlines/on the belief that the welfare .of an individual is
ultimately dependent on the welfare of the society on the whole and therefore, the NSS volunteers
shall strive for the well-being of the society.
The main objectives of National Service Scheme (NSS) are :
i.
understand the community in which they work
ii.
understand themselves in relation to their community
iii.
identify the needs and problems of the community and involve them in
problem-solving
iv.
develop among themselves a sense of social and civic responsibility
v.
utilise their knowledge in finding practical solutions to individual and
community problems
vi.
develop competence required for group-living and sharing of responsibilities
vii.
gain skills in mobilising community participation
viii.
acquire leadership qualities and democratic attitudes
ix.
develop capacity to meet emergencies and natural disasters and
x.
practise national integration and social harmony
50. NYK = Nehru Yuva Kendra
The Nehru Yuva Kendra Sangathan (NYKS) an autonomous body of the Ministry of Youth
Affairs and Sports, Government of India was set up in 1972 as Nehru Yuvak Kendra under the
erstwhile Ministry of Education.
Objectives :
 To form Youth Clubs and involve the youth in nation building activities.
 To develop their values & skills so that they may become responsible and productive
citizens of India.
 To act as a catalytic agency in reaching the benefits of Central and State Government
Schemes to the rural community in general and the youth in particular.
 To inculcate in the rural youth the spirit of voluntarism and cooperation
 To utilize NYK'S large Network for development and promotion of programmes in
priority sectors such as employment generation, literacy, family welfare, environment
 conservation, national integration, gender equality and women's empowerment.
51. Volunteer = Unpaid helper / assistant
52. Personnel = staff / employees
53. Alarm bell = call for help
54. Disinfect = clean thoroughly
55. Displaced = shifted, relocated
56. Disrupted = disturbed
57. Fair = impartial, equal
58. Inventory = registered list / account / record
59. Track = follow
60. Channelised = processed, outsourced
61. Routed = sent through
62. Equitable = reasonable, just
63. Accountability = responsibility
64. Facilitate = make possible
65. Yeoman = one that performs great and laborious service
66. Crisis = emergency, calamity
67. Counseling = guidance and therapy
68. Traumatised = shocked and distressed
69. Reclamation = recovery, recuperation
70. Mooted = suggested, proposed
71. Enhanced = better, superior
72. Compensation = repayment, reimbursement, paying cost for the damages
73. Stranded = trapped / cut off / abandoned
74. Disposal = removal, clearance
75. Fodder = feed / animal food
76. Vaccination = immunization injection
77. Bogus = false / fake
78. Therapy = treatment and healing
79. Pilot = guide / experiment
80. Tremendous = remarkable, sensational
81. Endeared = to make dear and respected
82. Ushered = brought
83. Trafficking = illegal transfer
84. Abuse = ill-treatment, exploitation
85. War Footing = with in a short span of time
86. Thrust = focus
87. Quarters = sectors / areas / sections
88. Vulnerable = exposed / open to / defenseless
89. Invariably = always, habitually, commonly
90. Inundated = flooded
91. Recurrent = repeated, periodic
92. Dramatic = powerful, extraordinary
REPORT WRITING
A report represents written, factual accounts that objectively communicate information about
some aspect of the business. In short reports constitute a managerial tool. The goal when
developing a report for such an audience is to make the information as clear and convenient as
possible. To achieve clarity and readability, the elements / components of the report must be
developed in a logical and focused manner.
The following are the elements of the report:
 Letter of transmittal
 Title page
 Abstract





Table of contents
List of illustrations
Executive summary
Glossary and list of symbols
Appendix
The text of the report starts with an introduction, which covers:
 Authorization
 Problem / purpose
 Scope
 Background
 Limitations
 Report organization
The body of the report follows the introduction. It consists of the major sections that present,
analyze and interpret the findings gathered apart of your investigation. These sections contain the
detailed information necessary to support your conclusions and recommendations. Summary,
conclusions and recommendations finally, wrap-up the report. Summary is the key findings of the
report, paraphrased from the body and stated in the order in which they appear in the body.
Conclusions are the writer’s analysis of what the findings mean. In other words, answers to the
questions that led to the report. Recommendations are opinions based on reason, logic, about the
course of action that should be taken. Notes and bibliography is a list of sources consulted while
preparing the report. Reports convey information objectively from one organizational area to
another or from one institution to another. They assist in decision-making or problem solving.
VERB
A verb is a word, which tells or asserts something about a person or thing. It tells about a person
or thing in a state of
 Doing
 Being
 Being acted upon
Verbs are broadly divided into two kinds.
1. Transitive verbs
2. Intransitive verbs
A transitive verb expresses an action that passes over from the subject to the object.
 I read a book
 She sang a sweet song.
An intransitive verb expresses the state of being or a static action or a self-contained action.
 The child sleeps.
 The boy was laughing.
VERB: TENSE
The word ‘tense’ is derived from the Latin word ‘tempus’ which means time. Hence the tense is
the form taken by the verb to indicate the time of the action. An action or event may have taken
place in the past or it may take place in the present or future time. There fore, a verb may refer to:
 The present time
 The past time
 The future time
There are three main tenses – present tense, past tense and future tense. Each tense has four
forms. They are:




Indefinite
Continuous
Perfect
Perfect continuous
Present Tense
Simple Present or Indefinite tense
This tense tells us about an action which is done at the present time, but the information supplied
to us is indefinite i.e., uncertain or incomplete. A simple formula for this tense is:
Subject + first form of verb + object
We
work
hard.
Present Continuous Tense
This tense indicates the continuity of an action which is going on at the present moment. The
formula is:
Subject + is, am, are + v + ing + object
I
am
doing
sums.
Present Perfect Tense
This tense indicates the completion of an action. Subject is followed by ‘has’ or ‘have’, the third
form of verbs and then object. The formula is:
Subject + has, have + verb + object
We
have
paid our dues.
Present Perfect Continuous Tense
This tense shows the part completion of some work and continuity of the remaining part of the
work. The formula is:
Subject + has, have + been + verb + ing + object + for, since +point or period of time.
I
have
been suffering from fever for
two days.
‘For’ is used when ‘period’ of time is indicated. ‘Since’ is used when there is indication of ‘point’
of time.
Past Tense
Simple Past or Indefinite Tense
This tense shows ‘indefinitely’ some past action. Formula for this is:
Subject + past form of the verb + object
I
went to see
the Taj.
Past Continuous Tense
This tense shows the continuity of an action in the past tense. The formula is:
Subject + was, were + verb + ing + object
The child was
playing in the ground.
Past Perfect Tense
This tense shows the completion of an action in the past tense. Formula is:
Subject + had + verb + Object.
I
had never seen a snake.
Past Perfect Continuous Tense
It shows partial completion along with continuity of an action in the past tense. The formula is:
Subject + had + been + verb + ing + object + for, since + time
We
had been waiting
for you
since morning.
Future Tense
Simple Future or Future Indefinite Tense
It shows ‘indefinite’ action in the future. The formula is:
Subject + shall, will + verb + object
I
shall
help you in this matter.
Future Continuous Tense
This tense denotes the continuity of an action in the future tense. The formula is:
Subject + shall, will + be + verb + ing + object
I
shall
be having
my breakfast in the morning.
Future Perfect Tense
This tense indicates the perfection of an action in the future tense. The formula is:
Subject + shall, will + have + verb + object
She
will
have sung a song
Future Perfect Continuous Tense
This tense tells us about the partial completion of an action in the future along with continuity of
the remaining part of the action. The formula is:
Subject + shall, will + have + been + verb + ing +object + for, since + time
The mechanic will have been working at the machine for
one hour.
AUXILIARY VERBS
Modals are the auxiliary verbs, which help other verbs in formation of sentences. There are two
kinds of auxiliaries. They are:
1. Primary auxiliaries
2. Modal auxiliaries
Primary Auxiliaries
These auxiliaries are three in number. They are:
1. Be = be, is am, are, being, was, were
 It is used in the continuous tense.

It is used along with the passive voice form of indefinite tense.
2. Have = have, has, had, having
 It is used in the formation of a sentence in the perfect tense.
3. Do = do, does, doing, done
 It is used in the formation of negative sentences, interrogative sentences and
emphatic sentences.
Modal Auxiliaries
These are also known as ‘helping verbs’, as they help other verbs in formation of sentences. The
following is a list of modal auxiliaries:
Shall
 Used to express simple future tense or a prediction.
 Used to express a suggestion
 Used to act according to the will of the listener.
With the second and third person it is
 Used to express a command, a promise, a determination, declaration, willingness,
intention or insistence of the speaker.
 Used to express a threat, a legal injunction, obligation or prohibition.
Will

Used in the second and third persons to express simple future tense in the sense of
prediction.
 Used to express general truth, characteristic habit, request, invitation, order,
determination, probability, willingness, wish, intention, command, warning or threat.
With the first person it is
 Used to express a promise, willingness, determination, threat and a refusal.
Would
Primarily it is used a past tense form of ‘will’ in the indirect speech. It is used to express
 Preference
 Wish
 Habit
 Polite request
 Polite invitation
 Willingness
 Determination
 Probability
 Imaginary or unreal condition
May
It is used in / to express
 Declarative sentence
 Purpose
 Wish or prayer
 Curse
 Strong possibility
 Give permission seek permission
 To offer help, service, etc.
Can
It is used
 To express ability, capacity or capability
 To express permission
 To express an impossibility
 To convey a derogatory sense
 To make request
 Empty use
Might
It is used
 To express the past tense of may
 To express remote possibility
 To give or seek permission
Could
It is used
 As the past tense of can in indirect speech
 To make a polite request
 To express past ability
 To express a characteristic
 To express empty use
Must
It is used
 To express necessity, duty, obligation, compulsion, advice and determination
 To express some possibility
 To express some expectation
 To express a logical conclusion
The past tense of ‘must’ is ‘had to’ and the future tense is ‘will or shall have to’. ‘Must’ is not
used in sentences that convey interrogative or negative sense. The expression ‘must have’
conveys the sense of a past or completed action. Mustn’t is used to convey the sense of
compulsion, obligation etc. as in the case of ‘must’ but in the negative sense.
Dare
It is used
 To express courageousness
 Daren’t is used to express lack of courage
Ought to
It is used
 To express obligation
 To express duty
 To express necessity or advice
Have to
It is used
 To express some compulsion, obligation or necessity in the present or future tense.
Used to
Is used
 To depict existence of something in the past
 To express some habit in the past.
Need
It is used
 To express some necessity or obligation, generally in an interrogative sentence in the
present tense.
 ‘Needn’t’ and ‘need not’ are used to express necessity or obligation in the negative sense.
Had to
Is used
 To express compulsion, necessity or obligation in the past.
 The expression ‘had to’ is the past tense form of ‘have to’ and as such carries the same
sense in the past.
IRREGULAR VERBS
The verbs listed below are irregular in either the Past Tense or the Past Participle, or both
Present
Past
Past Participle
Arise
Be
Bear
Beat
Become
Begin
Bend
Bid
Bind
Bite
Bleed
Blow
Break
Breed
Bring
Build
Burn
Burst
Buy
Cast
Catch
Choose
Cling
Come
Cost
Creep
Cut
Deal
Dig
Do
Draw
Dream
arose
was/were
bore
beat
became
began
bent
bid
bound
bit
bled
blew
broke
bred
brought
built
burnt
burst
bought
cast
caught
chose
clung
came
cost
crept
cut
dealt
dug
did
drew
dreamt
arisen
been
borne
beaten
become
begun
bent
bid
bound
bitten
bled
blown
broken
bred
brought
built
burnt
burst
bought
cast
caught
chosen
clung
come
cost
crept
cut
dealt
dug
done
drawn
dreamt
Drink
Drive
Eat
Fall
Feed
Feel
Fight
Find
Flee
Fling
Fly
Forbid
Forget
Forgive
Forsake
Freeze
Get
Give
Go
Grind
Grow
Hang
Hear
Have
Hide
Hit
Hold
Hurt
Keep
Kneel
Know
Lay
Lead
Lean
Leap
Learn
Leave
Lend
Let
Lie
Light
Lose
Make
Mean
Meet
Pay
Put
Read
Ride
Ride
Ring
Rise
Run
Say
drank
drove
ate
fell
fed
felt
fought
found
fled
flung
flew
forbade
forgot
forgave
forsook
froze
got
gave
went
ground
grew
hung
heard
had
hid
hit
held
hurt
kept
knelt
knew
lay
led
lean
leapt
learnt
left
lent
let
lay
lit
lose
made
mean
met
paid
put
read
read
rode
rang
rose
ran
said
drunk
driven
eaten
fallen
fed
felt
fought
found
fled
flung
flown
forbidden
forgotten
forgiven
forsaken
frozen
gotten
given
gone
ground
grown
hung
heard
had
hidden
hit
held
hurt
kept
knelt
known
laid
led
leant
leapt
learnt
left
lent
let
lain
lit
lost
made
meant
met
paid
put
read
raad
ridden
rung
risen
run
said
See
Seek
Sell
Send
Set
Shake
Shed
Shine
Shoot
Show
Shrink
Shut
Sing
Sing
Sit
Sleep
Slide
Sling
Slit
Smell
Sow
Speak
Speed
Spell
Spend
Spill
Spin
Spit
Split
Spoil
Spread
Spring
Stand
Steal
Stick
Sting
Stink
Stride
Strike
Swear
Sweep
Swim
Swing
Take
Teach
Tear
Tear
Tell
Tell
Think
Thrust
Trust
Tread
Wake
saw
sought
sold
sent
set
shook
shed
shone
shot
showed
shrank
shut
sang
sank
sat
slept
slid
slung
slit
smelt
sowed
spoke
sped
spelt
spend
split
spun
spat
split
spoilt
spread
sprang
stood
stole
stuck
stung
stank
strode
struck
swore
swept
swam
swing
took
taught
tore
tore
told
told
thought
threw
thrust
trod
woke
seen
sought
sold
sent
set
shaken
shed
shone
shot
shown
shrunk
shut
sung
sunk
sat
slept
slid
slung
slit
smelt
sown
spoken
sped
spelt
spent
split
spun
spat
split
spoilt
spread
sprung
stood
stolen
stuck
stung
stunk
stridden
struck
sworn
swept
swum
swung
taken
taught
torn
tore
told
told
thought
thrown
thrust
trodden
waken
Wear
Weep
Win
Wind
Wring
Write
Write
wore
wept
won
wound
wrung
wrung
wrote
woven
wept
won
wound
wrung
wrung
written
Phrasal Verbs
A phrasal verb is a combination of a verb and a preposition, a verb and an adverb, or a verb with
both an adverb and a preposition, any of which are part of the syntax of the sentence, and so are a
complete semantic unit. Sentences, however, may contain direct and indirect objects in addition
to the phrasal verb. Phrasal verbs are particularly frequent in the English language. A phrasal verb
often has a meaning which is different from the original verb.
Alternative terms for phrasal verb are ‘compound verb’, ‘verb-adverb combination’, ‘verbparticle construction (VPC)’, AmE ‘two-part word/verb’ and ‘three-part word/verb’ (depending
on the number of particles), and multi-word verb (MWV).
'Preposition' and 'adverb' as used in a phrasal verb are also called 'particle' in that they do not alter
their form through inflections (are therefore uninflected, they do not accept affixes, etc.).
Phrasal verbs in informal speech
Phrasal verbs are usually used informally in everyday speech as opposed to the more formal
Latinate verbs, such as “to get together” rather than “to congregate”, “to put off” rather than “to
postpone”, or “to get out” rather than “to exit”.
Literal usage
Many verbs in English can be combined with an adverb or a preposition, and readers or listeners
will easily understand a phrasal verb used in a literal sense with a preposition:

"He walked across the square."
Verb and adverb constructions can also easily be understood when used literally:


"She opened the shutters and looked outside."
"When he heard the crash, he looked up."
An adverb in a literal phrasal verb modifies the verb it is attached to, and a preposition links the
subject to the verb.
Idiomatic usage
It is, however, the figurative or idiomatic application in everyday speech which makes phrasal
verbs so important:

"I hope you will get over your operation quickly."

"Work hard, and get your examination over WITH."
The literal meaning of “to get over”, in the sense of “to climb over something to get to the other
side”, no longer applies to explain the subject's enduring an operation or the stress of an
examination which they have to overcome. It is when the combined meaning of verb plus adverb,
or verb plus preposition is totally different from each its component parts, that the semantic
content of the phrasal verb cannot be predicted by its constituent parts and so becomes much
more difficult for a student learning English to recognise.
Other idiomatic usages of phrasal verbs show a verb + direct object + preposition/adverb +
indirect object construction:
In her introduction to "Longman Dictionary of Phrasal Verbs, What this dictionary contains",
Rosemary Courtney includes as a third category
3. Idioms which are formed from phrasal verbs, such as let the cat out of the bag. These idioms
are printed in heavy type. Idioms have a meaning which is different from the meaning of the
single words, and usually have a fixed word order.
Courtney then cites among many other examples in the dictionary such phrases as "to add insult
to injury", "to add fuel to the flames", "to leave someone in the lurch", "to scare someone out of
their wits", etc.
"To get over an examination" is not the correct application of the phrasal verb "to get over." The
author wants to imply, "to finish," the phrasal verb in this case is "to get over with." To get over
the examination means put it in your emotional past.
Phrasal verb patterns
A phrasal verb contains either a preposition or an adverb (or both), and may also combine with
one or more nouns or pronouns.
Particle verbs
Phrasal verbs that contain adverbs are sometimes called "particle verbs", and are related to
separable verbs in other Germanic languages. There are two main patterns: intransitive and
transitive. An intransitive particle verb does not have an object:

“When I entered the room he looked up.”
A transitive particle verb has a nominal object in addition to the adverb. If the object is an
ordinary noun, it can usually appear on either side of the adverb, although very long noun phrases
tend to come after the adverb:



Switch off the light.
Switch the light off.
Switch off the lights in the hallway next to the bedroom the president is sleeping in.
With some transitive particle verbs, however, the noun object must come after the adverb. Such
examples are said to involve "inseparable" phrasal verbs:

The gas gave off fumes. (not *The gas gave fumes off.)
Still other transitive particle verbs require the object to precede the adverb:

They let the man through. (not *They let through the man.)
With all transitive particle verbs, if the object is a pronoun, it must normally precede the adverb:



Switch it off. (not *Switch off it.)
The smell put them off. (not *put off them)
They let him through. (not *they let through him)
Prepositional verbs
Prepositional verbs are phrasal verbs that contain a preposition, which is always followed by its
nominal object. They are different from inseparable transitive particle verbs, because the object
still follows the preposition if it is a pronoun:


On Fridays, we look after our grandchildren.
We look after them. (not *look them after)
The verb can have its own object, which usually precedes the preposition:


She helped the boy to an extra portion of potatoes.
with pronouns: She helped him to some.
Prepositional verbs with two prepositions are possible:

We talked to the minister about the crisis.
Phrasal-prepositional verbs
A phrasal verb can contain an adverb and a preposition at the same time. Again, the verb itself
can have a direct object:


no direct object: The driver got off to a flying start.
direct object: Onlookers put the accident down to the driver’s loss of concentration.
Phrasal verbs and modifying adverbs
When modifying adverbs are used alongside particle adverbs intransitively (as particle adverbs
usually are), the adverbs can appear in any verb/particle/adverb positions:



“He unhappily looked round.”
“He looked unhappily round.”
“He looked round unhappily.”
The particle adverb here is "round" and the modifying adverb is "unhappily". ("Round" is a
particle because it is not inflected — does not take affixes and alter its form. "Unhappily" is a
modifying adverb because it modifies the verb "look").
With a transitive particle verb, the adverb goes either before the verb or after the object or
particle, whichever is last:



“He cheerfully picked the book up.”
“He picked up the book cheerfully.” (not *picked cheerfully up the book)
“He picked the book up cheerfully.”
Prepositional verbs are different from transitive particle verbs, because they allow adverbs to
appear between the verb and the preposition:



“He cheerfully looked after the children.
“He looked after the children cheerfully.
“He looked cheerfully after the children.
Phrasal verbs combined with special verb forms and clauses
Rosemary Courtney also includes special verb forms and clauses in phrasal verb constructions.
Phrasal verbs combined with wh-clauses and that-clauses
Sentences which include verb + particle + object(s) + wh-clauses

“The teacher tried to dictate to his class what is the right thing to do”
= transitive verb + preposition(dictate to) + direct object (his class) + wh-clause (what is the right
thing to do).

“My friends called for me when the time came”
= transitive verb + preposition (called for) + pronoun (me) + wh-clause (when the time came).

“Watch out that you don’t hit your head on the low beam”
= intransitive verb + adverb (watch out) + that-clause (that you don’t hit your head on the low
beam).
Phrasal verbs combined with verb-ing forms

“You can’t prevent me from seeing her”
= transitive verb + pronoun (prevent me) + preposition (from) + verb-ing form (seeing) +
pronoun (her).
Lesson Overview - The Cuddalore Experience
Cuddalore is about 22 kilometers south of Pondicherry. On December 26 2004 the place had to
deal with the experience of a great disaster, the Tsunami. Though the district was always prone to
cyclones, famine and floods this was altogether a new and unexpected experience. As it was
Sunday morning and the day after Christmas it was difficult to track down the available staff and
relief measures possible. The account presented by Miss Anu George is very moving and
inspiring. She was at that time the Assistant Collector of the place, a smart, dynamic and young
IAS Officer.
First she managed to set up a public announcement system and search or the dead and injured was
mobilized. The next step was to seek the aid for food and water. First of all the people who fled
from their homes were accommodated in the marriage halls. Volunteers playing a vital role
collected food from the philanthropic agencies and provided food and water to the victims.
The next measure was the painful and difficult task of disposing the dead bodies to prevent the
outbreak of epidemics. Mass burial was the only way out. All the bodies were photographed
individually before the burial for further identification purpose. This measure had given way to
the smooth relief operations. The medicines were supplied on war footing and medical aid was
provided by medical camps and visiting doctors. Sintex tanks were put up to ensure the steady
supply of water. Those who showed leadership qualities in the relief camps were given phone
numbers of the officials concerned so that if anything went wrong, the officials could be
contacted to the problem without delay.
The restoration of civic amenities was one more important task as that of power and water supply
to the affected areas. Intensive police patrolling was necessary to avoid untoward incidents.
Tsunami had rendered the total land deeply saline and so three desalination plants with RO
system were set up to make water potable for drinking purpose. Shallow bore wells were dug to
regulate water supply and temporary shelters were provided with pipelines of water.
To regulate and coordinate the relief material pouring in from every side the computerized
inventory system was evolved. This helped in asking for the needy material when compared to
the unnecessary dumping of the useless material. As the lists of things available and articles
further needed were circulated to the donors they were able to receive required help. Moreover,
the donors who sent the materials through the administration were given an official
acknowledgement for the materials. This addressed the issue of accountability. Though there
were some differences in some relief measures and some donors were trying to distribute the
material directly in the camps or villages it could not be stopped. Community kitchens were
organized for equitable distribution of food. A tracking system was devised to report to the
control room about the arrangements. Sanitary workers were appointed to clean on a daily basis.
The field staff was given mobile phones to contact the control room. The HAM radio operators
too helped in this process.
The agricultural land which had become saline was treated with eco-friendly technologies to
facilitate faster reclamation. As the live stock loss was heavy, the carcasses were to be cremated
and villages cleaned with lime & phenyl. Framers were given enhanced compensation and
animals were vaccinated. Another important step was to deal with traumatized and orphan
children. They were rehabilitated in children’s parks and play therapy sessions were devised to
bring them back to normalcy. Special homes were opened for tsunami affected children for their
psychological well-being. Temporary shelters with proper amenities were put up to accommodate
refugees when they returned back to their homes.
For their excellent disaster management and commendable service during the incredible tsunami
Cuddalore district authorities and Anu George received widespread applause. With the help if
NGOs, Red Cross Society and volunteers from various sectors they were able to rescue and
provide relief to the tsunami victims. This is recorded in hearts of the people concerned forever.
This effort makes it clear that if human beings are collected and unified in spirit can manage any
disaster small or big to perfection.
Dr. D. Ashalatha
Professor and Head, Department of HAS