Taste of Cherry (1997) | Movie Review

Greetings,

In this post, I am going to share my review and thoughts on one of the most popular Iranian films, Taste of Cherry. It was released almost 30 years ago, in 1997. You might consider me late to watch this movie, but finally, the film has found me well.

The Taste of Cherry is written, directed, and produced by Abbas Kiarostami, the celebrated Iranian filmmaker whose name I first came across in Kaun Banega Crorepati. My curiosity then led me to this film. Despite its relatively short length, it is a slow-burning movie that slowly immerses the viewer.

The entire film revolves around the idea of suicide. As Camus famously asserted in The Myth of Sisyphus, "There is but one truly serious philosophical problem, and that is suicide." Kiarostami’s movie does not offer solutions but instead provides reflections and meditations on the nature of existence. Should we die because of unhappiness, or because of the monotony of life? Or should we find happiness in small things—like eating and sharing a handful of cherries?

The movie is ultimately a metaphor for the human condition, and the realization that the world can be meaningless and indifferent. Mr. Badii, the protagonist, is caught in this existential dilemma. He wants to end his life and chooses a unique way to do so, he drives around in his car, searching for someone who would agree to bury him after he takes an overdose of sleeping pills. He encounters several people, but nobody is willing to "help" him in this task, even when he offers a large sum of money. Finally, an old man agrees, but before committing to the act, he shares his own perspective on life. His reflections partly changes Mr. Badii’s view, though not entirely.

The cinematography is striking and impressive. We rarely see the outside world in detail; instead, the camera focuses on Mr. Badii’s face. His emptiness and ennui are etched so deeply that it feels as though we are staring into hollowness itself. The barren mining site, with its dusty mounds, serves as an objective correlative for Mr. Badii’s empty inner world.

At times, it feels as though Mr. Badii desperately wants to kill himself but is also afraid of making that choice. Perhaps this is why he seeks another person's help—to both witness and affirm his decision, or maybe to stop him by reminding him of the beauty of life. The old man succeeds in doing just that at last. In his desire for death, Mr. Badii also reveals a hidden desire to live—and this paradox is, to me, the central lesson of the film.

The ending is ambiguous. Kiarostami even breaks the fourth wall, and though unconventional, it feels necessary. I will leave it undisclosed for you to discover yourself.

"The only emperor is the emperor of ice-cream."

Life Skills | Self Awareness, Empathy, Conflict Management, and Interpersonal Relationship

# Introduction - Life Skills

Life skills are the essential abilities that enable individuals to effectively deal with the challenges, demands, and opportunities of everyday life. They are not limited to academic knowledge but encompass the emotional, social, and cognitive competencies that help us live meaningfully and responsibly in society.

“the abilities for Adaptive and Positive Behavior that enable the individuals to deal effectively with the demands and challenges of everyday life."

These skills include creativity, critical thinking, problem-solving, decision-making, communication, collaboration, and social responsibility—qualities that shape confident, empathetic, and active citizens. In today’s complex and fast-changing world, life skills are crucial for success, well-being, and responsible participation in both personal and public life.

Teaching life skills equips young people with the tools to manage emotions, build healthy relationships, and make informed decisions. It also fosters awareness of rights and responsibilities, encouraging active involvement in communities and democratic processes. As identified by the World Health Organization (WHO), life skills go beyond academics—they define how we think, feel, and interact with others, ultimately helping us lead balanced, compassionate, and purposeful lives.

  

• Conflict management allows us to handle disagreements without damaging bonds.

• Interpersonal relationships show us how to build trust, respect, and cooperation.

• Decision-Making and Problem-Solving – The ability to make thoughtful choices and find solutions to challenges, whether big or small.

• Creative and Critical Thinking – Creative thinking allows us to come up with new ideas, while critical thinking helps us question, analyze, and evaluate those ideas logically.

• Communication and Interpersonal Skills – The foundation for building relationships, expressing ourselves clearly, and understanding others effectively.

• Self-Awareness and Empathy – Knowing ourselves (our strengths, weaknesses, and emotions) and being able to connect with the feelings of others.

• Assertiveness and Equanimity – Standing up for ourselves respectfully, while remaining calm and balanced even in difficult situations.

• Resilience and Coping with Stress/Emotions – Managing pressure, bouncing back from setbacks, and handling emotions in a healthy way.

Together, these skills are not just tools for personal success but also the foundation for a kinder, more humane society. 

What is Life Skill ? And Its Importance. 

 # Meaning of Life Skills

Life skills are the basic abilities that help us deal with everyday challenges in personal, social, and professional life. These are not just academic lessons, but real skills we learn through experience and practice.

They include creativity, critical thinking, problem-solving, decision-making, communication, teamwork, and a sense of personal and social responsibility.

In today’s world, life skills are as important as knowledge because they prepare us to live successfully, contribute to society, and become responsible citizens. These skills enable positive behavior and help individuals manage their lives successfully.

# Real and Practical Nature of Life Skills

Life skills are important because they deal with issues that are real, relevant, and practical. They touch upon sensitive matters like relationships, values, family, and society.

Sometimes they may be controversial, since people often have different opinions on what is right or wrong.

Ultimately, life skills connect to morality, helping us decide what is good, important, and just in life.

# Need for Teaching Life Skills

Teaching life skills is essential for building a healthy democracy and society.

Citizens must be:

• Aware of their rights and responsibilities

• Informed about social and political issues

• Concerned about the welfare (well being) of others

• Able to express opinions clearly and participate in decision-making
• These qualities do not develop automatically; they need to be taught and nurtured systematically.

 # Benefits/Importance of Life Skills for Young People

Training in life skills helps young people in many ways

#Helps You Make Good Choices 

Life skills help you think clearly before acting.

They guide you to look at different options, solve problems wisely, and make good decisions instead of reacting emotionally.

# Improves Communication and Relationships 

Life skills make you better at talking, listening, and understanding others.

They help you build strong, healthy relationships with friends, family, teachers, and classmates.

You also learn to cooperate, share ideas, and solve conflicts peacefully.

# Boosts Self-Confidence and Self-Esteem 

Life skills help you believe in yourself and feel positive about who you are.

When you’re confident, you can face challenges like peer pressure, bullying, or failure bravely and make good decisions for your future.

# Improves Mental Health 

By learning to manage stress and emotions, life skills reduce anxiety, anger, and depression.

They help you stay calm, think positively, and handle problems without losing control.

# Encourages Awareness and Social Responsibility 

Life skills make you more aware of what’s happening in your community and society.

You start caring about issues like equality, health, education, and the environment—and learn how to take positive action.

# Leads to Academic Success 

Students with good life skills have better focus, attendance, and grades.

They know how to manage time, plan their work, and stay motivated to achieve their goals.

# Promotes Social Development 

Life skills teach values like respect, kindness, and tolerance.

They help you become a responsible citizen who understands others and contributes to a peaceful society.

# Teaches Problem Solving and Prevents Risky Behavior 

With life skills, you learn to think critically and act safely.

They help prevent problems like substance abuse, violence, or bullying by promoting self-control and smart decision-making.

#Builds Empowerment and Participation 

Life skills give you the courage to speak up, share your ideas, and take part in decisions—whether at school, at home, or in your community.

You learn to be an active and responsible participant in society.

#Prepares You for Adult and Working Life 

Life skills prepare you for the future by teaching teamwork, leadership, and responsibility.

They help you adjust to new situations and succeed in your personal and professional life.

# Encourages Positive Contribution to Society 

Life skills inspire you to make the world a better place.

They help you become a kind, aware, and compassionate citizen who works for peace, equality, and progress.

.

In short, life skills are not just about surviving but about thriving.

They help us grow as individuals, improve our relationships, and create a society that is informed, responsible, and compassionate.

#Understanding Self Awareness 

In philosophy, self-awareness is understood as the ability to reflect on one’s own personality, individuality, traits, feelings, and behaviors. It is different from simple consciousness. Consciousness means being aware of one’s body and environment — for example, noticing that you are sitting in a classroom and listening to a lecture. Self-awareness, on the other hand, is the recognition of that consciousness; it is turning your awareness inward and asking, “What kind of person am I? How do I feel, and why do I behave this way?” For instance, while sitting in class you may not only listen to the lecture but also realize, “I feel nervous about speaking in public, but I feel motivated when discussing literature.”

From a psychological and life-skills perspective, self-awareness is the practice of noticing and reflecting on our emotions, habits, and responses in daily life. It is like being both the “actor” living life and the “observer” reflecting on how you act within it. If awareness is about noticing the outside world — such as observing your surroundings — then self-awareness is about noticing yourself in that world. For example, you may be conscious that you are eating lunch, but self-awareness means noticing that you eat quickly when stressed and more slowly when relaxed.

This reflective ability allows us to understand our strengths, weaknesses, and motivations more honestly, rather than just clinging to the image we want to project to others. It is also what enables us to connect with others through empathy, because only by being aware of our own feelings can we truly appreciate those of another person.

Self-awareness therefore matters both philosophically and practically. Philosophically, it is tied to the age-old question of “Who am I?” and helps us recognize our individuality. Practically, it helps us manage emotions, reduce anxiety, build healthier relationships, and design lifestyles that align with our real values. In short: consciousness tells us “I exist,” while self-awareness tells us “I exist as this kind of person, with these traits, emotions, and motives.”

 Why is Self-Awareness Important?

Many times, we do not pause to identify our strengths and weaknesses. This can cause:

• Underuse of strengths (you don’t realize what you’re good at).

• Unrecognized weaknesses (your habits block your growth without you noticing).

Self-awareness helps you

• Be comfortable with yourself.

• Use your strengths fully.

• Recognize and manage stress.

• Improve your decision-making.

• Build healthy relationships.

Example: If a person realizes he procrastinates (keeps delaying work), he can practice better time management and improve efficiency.

Types of Self-Awareness

Scholars often describe self-awareness in two ways:

1. Internal Self-Awareness : Understanding your emotions, motivations, values, strengths, beliefs, thoughts, inner world and weaknesses.
   Example: You realize you feel anxious before group presentations because you fear judgment.

2. External Self-Awareness : Understanding how others see you, perceives you and your actions and your personality. 
   Example: You may think you are “funny,” but others may see you as “sarcastic.” Knowing this helps you adjust your behavior.

Ignoring vs. Exploring Feelings

Many people ignore their feelings of dissatisfaction, stress, or unhappiness. They might say, “Everything looks fine — why do I feel empty?” Without self-awareness, such feelings stay unexplored and grow into bigger problems like anxiety or burnout.

• Ignoring feelings : More stress, distraction, unhappiness.

• Exploring feelings : Clarity, self-growth, healthier decisions.

Examples:

• Hamlet (Shakespeare) ignored his conflicting emotions for too long, leading to tragedy.

• In Tamasha movie, Ved realizes he is unhappy because he is living society’s version of success, not his own truth. His breakthrough comes only when he becomes self-aware.

 Benefits of Self-Awareness

Self-awareness builds many important life skills:

• Recognizing strengths & challenges – You know what you’re good at and what needs work.

• Managing needs & emotions – You can talk about your feelings and handle stress better.

• Understanding others – Empathy grows when you understand yourself first.

• Building self-esteem – You learn to value yourself realistically, not by comparing with others.

• Learning from mistakes – You develop a growth mindset, turning failures into lessons.

Example: A boss who is self-aware realizes that shouting at employees lowers morale. Instead, he practices calm communication, creating a healthier workplace.

# Empathy 

Empathy is the ability to understand and share the feelings of others. It is often described as “putting yourself in someone else’s shoes.” Empathetic people are able to visualize emotionally what someone else is experiencing, whether it is joy, sadness, pain, or confusion. They create a safe, non-judgmental space for others to express themselves, making them feel understood, accepted, and valued.

'Empathy is seeing with the eyes of another, listening with the ears of another, and feeling with the heart of another'

 - Alfred Adler

Types of Empathy

There are three main types of empathy:

Cognitive Empathy: The ability to understand another person’s thoughts or perspective. It allows a person to predict how someone might feel or think in a situation without them expressing it explicitly.

Emotive (Affective) Empathy: The ability to feel what another person is feeling. For example, feeling sadness when a friend is grieving or anxiety when someone is embarrassed.

Compassionate Empathy: Going beyond understanding and feeling, this type motivates a person to take action to help others. It combines emotional understanding with a desire to alleviate suffering.

Importance of Empathy

Empathy is a critical life skill because it:

Builds meaningful connections

Empathy is the foundation of strong and healthy relationships. When you listen and understand without judgment, people feel valued and cared for. This strengthens bonds with friends, family, colleagues, or even strangers. An empathetic person naturally becomes a better listener and a better human being in every relationship. They don’t just hear words, but also feel the emotions behind them, which creates trust and closeness.

Develops wisdom without experience

Empathy helps us practice perspective-taking—stepping into someone else’s shoes and viewing the world from their eyes. This makes us better listeners and also better learners. When you see life through another person’s struggles, joys, and experiences, you gain wisdom without always needing first-hand experiences. This kind of learning is powerful because it builds humility, understanding, and respect for diversity.

Fosters a humane society

Empathy has the power to transform society at large. When individuals practice cognitive, emotive, and compassionate empathy, it leads to collective actions that reduce harm and build trust.

• Humane policies: Empathetic leaders and policymakers design systems that focus on human welfare, fairness, and equality.

• Empathetic bosses, parents, and teachers: They nurture rather than control, making growth more natural and less fearful.

• Disaster response: Communities that practice empathy come together faster and more effectively during crises.

• Environmental empathy: Beyond humans, empathy extends to nature. Recognizing the pain of environmental degradation leads to sustainable and eco-conscious actions.

Empathy in Literature and Life

Literature is one of the greatest teachers of empathy. Every time we read a novel or poem, we step into the world of characters, experiencing their pain, joy, and dilemmas. This builds our ability to understand perspectives different from our own.

For example, when you read about heartbreak or struggle in a novel, you momentarily carry the emotions of that character, practicing empathy in a safe but powerful way. 

As James Baldwin once said: “You think your pain and heartbreak are unprecedented in the history of the world, but then you read.”

Benefits of Empathy

• Strengthens relationships and trust
• Helps regulate one’s own emotions
• Encourages prosocial behavior like helping, kindness, and altruism
• Reduces conflicts in personal and social settings

Challenges of Empathy

While empathy is a strength, excessive empathy can sometimes cause empathy fatigue, emotional overwhelm, or poor decision-making if one constantly prioritizes others’ feelings over their own. Balancing empathy with self-care and boundaries is essential.

Compassionate Fatigue 

It is a type of emotional and physical exhaustion that happens when someone is constantly exposed to the suffering or stress of others, often in caregiving or helping roles. People experiencing it may feel overwhelmed, drained, or numb, find it harder to empathize, and sometimes withdraw from social interactions. It can also cause irritability, anxiety, or physical fatigue. Compassion fatigue can be prevented by setting healthy boundaries, practicing self-care, seeking support, and balancing time spent helping others with activities that restore your energy.

Manipulation

Sometimes empathy can be misused, where one group or person manipulates emotions to control or dominate another. Thus, empathy needs balance—caring for others while also caring for ourselves.

Signs of an Empathetic Person

• They are good listeners, offering space without judgment.

• People naturally come to them for advice and comfort.

• They are trusted by many because they genuinely care.

• They can understand emotions without lengthy explanations.

• They actively reach out to help others in need.

• They challenge biases and prejudices, promoting fairness and compassion.

Tenses | English Grammar

#Introduction to Tense

In English, tenses show the time of an action. A verb can refer to:

1. Present time – something happening now.

   • I write this letter to please you.

2. Past time – something that has already happened.

   • I wrote the letter in his presence.

3. Future time – something that will happen.

   • I shall write another letter tomorrow.

So, there are three main tenses in English:

• Present Tense (I write, I love)

• Past Tense (I wrote, I loved)

• Future Tense (I shall write, I shall love)

The word tense comes from the Latin tempus, meaning time.

Sometimes, tenses don’t strictly follow time. For example:

• I wish I knew the answer. (Past tense form, but meaning refers to present)

• Let’s wait till he comes. (Present tense form, but action is in future)

In short, tense = time of the verb action

#Simple Present Tense 

The Simple Present Tense is mainly used to talk about actions that are regular, true, or fixed.

1. Habitual Actions – to show daily routines or repeated actions.

   • He drinks tea every morning.

   • I get up at five o’clock every day.

2. General Truths or Facts – things that are always true.

   • The sun rises in the east.

   • Honey is sweet.

3. Immediate Actions in Exclamations – when something is happening right now.

   • Here comes the bus!

   • There she goes!

4. Vivid Narration – to make past events sound lively or dramatic.

   • Soharab now rushes forward and strikes Rustam.

5. Fixed Timetables/Programmes – for future events that are scheduled.

   • The train leaves at 5:20.

   • The match starts at 9 o’clock.

Other special uses:

• To introduce quotations: Keats says, “A thing of beauty is a joy forever.”

• In time/condition clauses (instead of future tense): I’ll wait till you finish your lunch.

• In sports commentary or live reporting: Dhoni hits the ball and it goes for a six!

• With verbs that are not usually used in continuous form (like know, believe, love).
  
  

Affirmative Sentence 

Subject+V1+s/es+Object (s/es comes only with Third Person Singular)

- He plays cricket.

- We play chess.

- I teach English.

Negative Sentence

Subject+do or does not+v1+object  (Does comes only with Third Person Singular)

- He does not play cricket. 

- I do not teach English. 

Interrogative Sentence 

Do/Does+subject+v1+object?

- Do I teach English?

#Simple Past Tense 

The Simple Past Tense is used to talk about actions that happened and were completed in the past.

1. Completed Actions in the Past – often with time expressions like yesterday, last week, ago, in 2005.

   • The steamer sailed yesterday.

   • I received his letter a week ago.

   • She left school last year.

2. Past Actions without Mentioning Time – sometimes the time is understood from the context.

   • I learnt Hindi in Nagpur.

   • I didn’t sleep well. (meaning: last night)

   • Babar defeated Rana Sanga at Kanwaha.

3. Past Habits – to show actions that someone used to do regularly in the past.

• He studied many
  
  hours every day.

• She always carried an umbrella.

Affirmative Sentence 

Subject+v2+object

- She cooked good food. 

Negative Sentence 

Subject+did not+v1+object

- She did not cook good food. 

Interrogative Sentence 

Did+subject+v1+object?

- Did she cook good food?

#Simple Future Tense 

The Simple Future Tense is used to talk about actions or events that will happen in the future.

1. Future as a Fact (things we cannot control)

   • I shall be twenty next Saturday.

   • It will be Diwali in a week.

   • We will know our exam results in May.

2. Predictions or Beliefs about the Future – often used with phrases like I think, I’m sure, I expect, I believe, probably.

   • I think Pakistan will win the match.

   • I’m sure Helen will get a first class.

3. Instant Decisions (made at the time of speaking)

   • It is raining. I will take an umbrella.

   • “Mr. Sinha is very busy.” – “All right, I’ll wait.”

“Going to” Form (be + going to + verb)

The going to form is used in special situations:

1. Planned Actions (decided before speaking)

   • I am going to resign from my job.

   • She is going to buy a car.

2. Something Likely or Certain (based on present evidence)

   • Look at those clouds. It is going to rain.

   • The boat is full of water. It is going to sink.

   • She is going to have a baby.

3. Action about to Happen (immediate future)

   • Let’s get into the train. It’s going to leave.

   • Look! The cracker is going to explode.

Affirmative Sentence 

Subject+shall/will+v1+object 

I will Play Cricket 

Negative Sentence 

Subject+shall/will not/v1+object 

I will not play cricket. 

Interrogative Sentence 

Shall/will+Subject/V1/object ?

Will I play cricket?

#Present Continueous Tense 

The Present Continuous Tense is used to show actions that are happening right now or situations that are temporary.

1. Action happening at the moment of speaking

   • She is singing now.

   • The boys are playing hockey.

2. Temporary action (not necessarily at the exact moment)

   • I am reading “David Copperfield.” (I may not be reading it this second, but it’s my current activity.)

3. Planned or arranged future action

   • I am going to the cinema tonight.

   • My uncle is arriving tomorrow.

4. Annoying or persistent habits (with adverbs like always, continually, constantly)

• My dog is very silly; he is always running out into the road.

Affirmative Sentence 

Subject+am/is/are+V-ing+object 

I am Writing a letter 

Negative Sentence 

Subject+am/is/are+not+V-ing+object 

I am not writing a letter now.

Interrogative Sentence 

am/is/are+subject+V-ing+object ?

Am I writing a letter now?

#Past Continuous Tense 

The Past Continuous Tense is used to show an action that was happening at a certain time in the past.

1. Action going on in the past

   • We were watching TV all evening.

   • It was getting darker.

2. Longer action interrupted by a shorter action – Past Continuous shows the longer action, while Simple Past shows the shorter one.

   • The light went out while I was reading.

   • When I saw him, he was playing chess.

the Past Continuous is often paired with the Simple Past to describe two actions happening at the same time, where one interrupts the other.

Affirmative Sentence 

Subject+was/were+v-ing+object 

He was buying books.

Negative sentence 

Subject+was/were+not+v-ing+object 

He was not buying books.

Interrogative Sentence 

was/were+Subject+v-ing+object ?

Was he buying books?

#Future Continuous Tense

The Future Continuous Tense is used to show an action that will be happening at a particular time in the future.

1. Action in progress at a future time

   • I suppose it will be raining when we start.

   • This time tomorrow, I will be sitting on the beach in Singapore.

   • “Can I see you at 5 o’clock?” – “Please don’t come then, I will be watching the tennis match on TV.”

2. Planned or expected future actions – things that are already arranged or will normally happen.

• I will be staying here till Sunday.

• He will be meeting us next week.

• The postman will be coming soon.

Affirmative Sentence 

Subject+shall/will+be+v-ing+object 

Ramesh will be sleeping at this time 

Negative Sentence 

Subject+shall/will+not+be+v-ing+object 

Ramesh will not be sleeping at this time. 

Interrogative Sentence 

shall/will+Subject+be+v-ing+object ?

Will Ramesh be sleeping at this time?

#Present Perfect Tense 

The Present Perfect Tense connects the past with the present. It is used to describe actions that happened in the past but still matter now.

1. Recently completed actions (with just)

   • He has just gone out.

   • It has just struck ten.

2. Past actions without a specific time

   • Have you read “Gulliver’s Travels”?

   • I have never known him to be angry.

   • Mr. Hari has been to Japan.

3. Past actions with present results/effects

   • Gopi has eaten all the biscuits. (Now there are none left.)

   • I have cut my finger. (It is bleeding now.)

   • I have finished my work. (Now I am free.)

4. Actions that started in the past and continue up to the present (with since/for)

   • I have known him for a long time.

   • He has been ill since last week.

   • We have lived here for ten years.

   • We haven’t seen Padina for several months.

Affirmative Sentence 

Subject+have/has+v3+object

We have received our books. 

Negative Sentence 

Subject+have/has+not+v3+object 

We have not received our books 

Interrogative Sentence 

have/has+Subject+v3+object ?

Have we received our books?

#Past Perfect Tense 

The Past Perfect Tense is used to show that one action was completed before another action or time in the past.

1. Action completed before a specific time in the past

   • I met him in New Delhi in 1996. I had seen him five years before.

2. When two past actions happen, the earlier action takes Past Perfect and the later one takes Simple Past

• When I reached the station, the train had started. (So I missed it.)

• I had done my exercise when Hari came to see me.

• I had written the letter before he arrived.

Affirmative Sentence 

subject+had+v3+object

I had reached home before it rained. 

Negative Sentence 

subject+had+not+v3+object

I had not reached home before it rained 

Interrogative Sentence 

had+subject+v3+object?

Had I reached home before it rained?

#Future Perfect Tense 

The Future Perfect Tense is used to describe an action that will be finished before a specific time in the future.

• I shall have written my exercise by then.

• He will have left before you go to see him.

• By the end of this month, I will have worked here for five years.

Affirmative Sentence 

Subject+shall/will+have+v3+object 

I will have written the letters to you

Negative Sentence 

Subject+shall/will+not+have+v3+object 

I will not have written the letters to you. 

Interrogative Sentence 

shall/will+Subject+have+v3+object?

Will I have written the letter to you . 

 

#Present Perfect Continuous Tense 

The Present Perfect Continuous Tense is used when an action started in the past and is still continuing in the present.

• He has been sleeping for five hours (and is still sleeping).

• They have been building the bridge for several months.

• They have been playing since four o’clock.

Affirmative Sentence 

Subject+have/has+been+v-ing+object 

I have been learning English for two years.

Negative Sentence 

Subject+have/has+not+been+v-ing+object 

I have not been learning English for two years 

Interrogative Sentence 

have/has+Subject+been+v-ing+object ?

Have I been learning English for two years ?

#Past Perfect Continuous Tense

The Past Perfect Continuous Tense is used for an action that began before a certain point in the past and continued up to that time.

• At that time, he had been writing a novel for two months.

• When Mr. Mukerji came to the school in 1995, Mr. Anand had already been teaching there for five years.

Affirmative Sentence

Subject+had+been+v-ing+object

I had been teaching him for two years. 

Negative Sentence 

Subject+had+not+been+v-ing+object

I had not been teaching him for two years 

Interrogative Sentence 

had+Subject+been+v-ing+object?

Had I been teaching him for two years ?