Say the Right Thing

Given: The table has one example filled in. We need to complete the remaining cells.

| Speaker | Words of the Speaker | Reason |
|---|---|---|
| Mrs. Shaw | The room looks cleaner now. Put that coat away in your bedroom. | To instruct Mary to keep the room tidy |
| Mary | You're always telling me to put things away. | To express frustration at being constantly corrected by her mother |
| Mary | I'm not a child! | To assert her independence and show that she feels she is old enough to make her own decisions |
| Mrs. Shaw | You must be kind to people. Think before you speak. Say the right thing. | To highlight the importance of being kind as a way to ensure Mary says the appropriate things when guests arrive |

Explanation: Mary's words show her rebellious and impatient nature — she resents being told what to do. Mrs. Shaw's missing words are her advice about being polite and thoughtful in conversation, which is the central theme of the play.

Answer: No, Mary will most likely not be able to follow her mother's advice successfully when Mrs. Harding and Mrs. Lee visit.

Reasons:
1. Mary is overconfident about her ability to talk, saying, 'I can talk very well when I like,' without understanding that polite conversation requires listening and thinking before speaking.
2. She has already shown that she does not take her mother's instructions seriously — she argues back and insists on staying even when her mother suggests she go for a walk.
3. Mary's habit of speaking whatever comes to her mind, without considering the feelings of others, makes it very difficult for her to suddenly change her behaviour.
4. The play's title, 'Say the Right Thing,' itself hints that Mary will struggle to do so, creating the humour and irony of the story.

Conclusion: Mary's impulsive and thoughtless manner of speaking suggests she will make several blunders during the visit, which is exactly what happens in Scene II of the play.

Statement 2 (False):
Rectification: Mrs. Harding was embarrassed or uncomfortable when Mary made an unflattering remark about her children, rather than being pleased.

Statement 3 (False):
Rectification: Mrs. Shaw shared that she liked Mrs. Best because she was a good neighbour/friend, not because she read a lot of newspapers. (Mary, not Mrs. Shaw, made an inappropriate comment about Mrs. Best reading newspapers.)

Statement 4 (False):
Rectification: Mrs. Harding and Mrs. Shaw do not agree that wearing a blue dress with a red coat is unfashionable; rather, Mary made an awkward remark about someone's clothing combination, causing embarrassment, as Mrs. Harding herself was wearing something similar.

Statement 5 (False):
Rectification: Mary shares that she finds Mr. Pomeroy on his horse outside the window and makes critical remarks about men who like horses more than people, not that she finds a dog cute.

Correct Answer: C. She wants Mary to develop social skills for the future.

Justification: Mrs. Shaw is not saying Mary is ready right now; rather, she is pointing out that social visits and polite conversation are important life skills that Mary will need as she grows up. The statement is a gentle warning that Mary must learn to speak appropriately.

Answer: Mrs. Shaw and Mary are discussing how to have a polite conversation.

Explanation: The entire exchange between Mrs. Shaw and Mary revolves around what to say when guests arrive, how to speak appropriately, and whether Mary talks too much or says the right things. The focus is on polite conversation, not on getting to know people better.

Answer: Mary insisted on staying with her mother when the guests arrived because she was overconfident about her ability to talk. She believed she could converse well, saying, 'I can talk very well when I like. I'll stay with you today and talk to them when they come.'

Mary did not understand the difference between simply talking and engaging in polite, thoughtful conversation. She felt she had the skill to participate and wanted to prove herself. She was also perhaps curious about the guests and did not want to miss out by going for a walk.

Answer:

| Character | Traits |
|---|---|
| Mary | A. eager, B. inexperienced |
| Mrs. Shaw | C. cautious |

Explanation:
- Mary is eager because she enthusiastically insists on staying and talking to the guests. She is inexperienced because she does not understand the nuances of polite social conversation.
- Mrs. Shaw is cautious because she carefully tries to prevent Mary from joining the visit, knowing that Mary's unfiltered speech could cause embarrassment.

Answer: Mary could spot Mrs. Cotter in the street because Mrs. Cotter only came out in the afternoon — she always stayed in bed in the morning and never went out then.

Explanation: Mary herself says, 'No one sees her in the morning because she always stays in bed then,' which implies that Mrs. Cotter was visible in the afternoon when Mary met her.

Correct Answer: B. She is unable to understand why people need medical help.

Justification: Mary says she has never been to a doctor in her life and cannot understand why Mrs. Cotter always calls the doctor. This shows that Mary lacks empathy and cannot comprehend that others may have health conditions different from her own. Her comment reveals a narrow and self-centred understanding of others' needs.

Answer: We can say that Mary enjoyed good health because she herself states, 'I've never been to a doctor in my life.' This declaration shows that Mary had never needed medical attention, which indicates she had always been healthy and free from illness.

Her comment, though made to criticise Mrs. Cotter, inadvertently reveals that she had the good fortune of robust health throughout her life.

Answer: True.

Explanation: Mary's comment about people who stay in bed in the morning and constantly call the doctor was meant as a criticism of Mrs. Cotter. However, Mrs. Harding immediately responds by saying, 'I stay in bed in the morning myself.' This reveals that Mary's words directly applied to Mrs. Harding as well, and Mary had no idea she was offending her guest. The offence was unintentional but very real.

Answer: Mary's comment about Mr. Best reveals that she has a dismissive and critical attitude towards bankers and their lifestyle. She seems to find their routine dull or unimpressive and does not hesitate to express this opinion openly, even in front of guests.

This shows that Mary judges people by their professions and daily habits without considering that her opinions may be hurtful or inappropriate. Her viewpoint is narrow and lacks the social awareness needed to understand that different people lead different kinds of lives, all of which deserve respect. Her comment reflects her tendency to speak her mind without thinking about the consequences.

Answer: Based on her interactions with the guests, we can infer that Mary has very little understanding of what polite conversation involves. She believes that being able to talk freely and say whatever comes to her mind is the same as conversing well.

However, polite conversation requires:
1. Sensitivity — thinking about how one's words might affect others.
2. Listening — paying attention to what others say before responding.
3. Appropriateness — choosing topics that are suitable for the occasion and the audience.

Mary fails on all three counts. She criticises people (Mrs. Cotter, Mr. Pomeroy, Mr. Best) in front of guests who turn out to be connected to them. She does not listen carefully enough to avoid these blunders. Her final line — 'Oh, must you stay? Can't you go?' — shows she is completely unaware of how rude she sounds. She confuses talking with communicating.

Answer: The repeated stage direction 'no one speaks' indicates a tense, awkward, and uncomfortable atmosphere in the room whenever Mary makes one of her blunders.

It suggests:
1. Embarrassment: The guests and Mrs. Shaw are too embarrassed to respond to Mary's inappropriate remarks.
2. Shock: Mary's words are so unexpected and tactless that they leave everyone speechless.
3. Politeness of the guests: Mrs. Harding and Mrs. Lee are too well-mannered to directly confront Mary or point out her rudeness, so they choose silence.
4. Dramatic effect: The silence creates a humorous pause for the audience/reader, highlighting the gap between what Mary says and what would be appropriate.

Overall, the silence speaks louder than words — it shows that Mary has said something deeply wrong, even if she herself does not realise it.

Answer: Mary's attitude towards the guests undergoes a subtle but interesting change throughout the play:

1. Before the guests arrive: Mary is eager and overconfident. She insists on staying and believes she can talk to the guests very well.

2. When the guests first arrive: Mary tries to participate in the conversation but immediately makes blunders — criticising Mrs. Cotter (who turns out to be connected to Mrs. Harding), making remarks about Mr. Best, and commenting on Mrs. Harding's children.

3. As the visit continues: Mary becomes slightly aware that something is going wrong (shown by her red face when she realises her mistake), but she still cannot stop herself from speaking inappropriately.

4. At the end: Even as the guests prepare to leave, Mary cannot say the right thing. Her final words — 'Oh, must you stay? Can't you go?' — show that despite the awkwardness, she has not truly learned to control her speech.

In summary, Mary begins with confidence, experiences moments of embarrassment, but ultimately fails to change her behaviour, which is the central irony and humour of the play.

Answer: Mrs. Harding's and Mrs. Lee's responses to Mary's blunders reveal that they are polite, dignified, and socially experienced women.

1. Restraint: Instead of confronting Mary directly or expressing anger, they respond with brief, pointed remarks (such as Mrs. Harding saying 'I stay in bed in the morning myself' and Mrs. Lee mentioning her brother who rides horses and practises shooting). These responses are subtle corrections rather than open criticism.

2. Composure: They maintain their composure throughout the visit despite being repeatedly embarrassed or offended by Mary's remarks.

3. Politeness: When they decide to leave, they do so graciously, saying it has been 'very nice to have a little talk,' without making a scene.

4. Awareness: Their looks at Mary (indicated by stage directions) show they are fully aware of her rudeness, even if they choose not to address it directly.

Overall, their characters contrast sharply with Mary's impulsiveness, highlighting the qualities of tact, patience, and social grace.

Answer: The play 'Say the Right Thing' demonstrates the importance of polite conversation through Mary's repeated failures to engage appropriately with the guests.

1. Consequences of thoughtless speech: Every time Mary speaks without thinking, she offends someone — criticising Mrs. Cotter in front of Mrs. Harding, mocking Mr. Pomeroy in front of Mrs. Lee, and making awkward remarks about the guests' children and acquaintances. This shows that careless words can hurt relationships.

2. The value of listening: Mary's blunders often occur because she does not listen carefully to what others say before speaking. Polite conversation requires active listening.

3. Choosing appropriate topics: The play shows that not every thought needs to be expressed. Choosing topics carefully, especially in social settings, is a key aspect of polite conversation.

4. Empathy: Polite conversation requires putting oneself in the other person's shoes. Mary lacks this empathy entirely.

5. Social harmony: Mrs. Shaw's efforts to prepare Mary show that polite conversation is essential for maintaining social relationships and harmony.

In conclusion, the play uses humour and irony to teach the audience that knowing what to say, when to say it, and how to say it is a vital social skill.

Given: The words need to be split into root word + suffix.

| Word | Root Word | Suffix |
|---|---|---|
| gladly | glad | -ly |
| banker | bank | -er |
| guidance | guide | -ance (note: 'e' is dropped) |
| quietly | quiet | -ly |
| walking | walk | -ing |

Note: In 'guidance', the root word 'guide' drops the final 'e' before adding '-ance', following the spelling rule mentioned in the lesson.

Answer:

| Column 1 | Column 2 | Column 3 | Column 4 (Examples) |
|---|---|---|---|
| Biology | (i) -logy | C. a study of | Sociology, Geology, Psychology |
| tolerance | (ii) -ance | F. change to a noun | Guidance, Importance, Resistance |
| stopped | (iii) -ed | E. change to past tense | Walked, Talked, Played |
| backward | (iv) -ward | G. in a certain direction | Forward, Upward, Downward |
| courageous | (v) -ous | H. change to adjective | Humorous, Dangerous, Glorious |
| quietly | (vi) -ly | A. change to adverb | Gladly, Quickly, Softly |
| toughest | (vii) -est | D. change to superlative | Tallest, Brightest, Fastest |
| tomatoes | (viii) -es | B. change to plural | Potatoes, Boxes, Dishes |

Explanation: Each suffix serves a specific grammatical function — changing the class or form of the root word.

Given: Root words in brackets; we add appropriate suffixes.

(i) effectively (effective + -ly → adverb)
(ii) wisely (wise + -ly → adverb)
(iii) discussing (discuss + -ing → gerund/verb form after 'avoid')
(iv) respectful (respect + -ful → adjective)
(v) appreciation (appreciate + -ion → noun; 'e' dropped)
(vi) responsive (response + -ive → adjective; 'e' dropped)

Complete sentence:
To communicate effectively, choose your words and topics wisely. Avoid discussing things you don't know much about or that could upset someone. Remember to be respectful towards others, including yourself, and express your appreciation. Finally, always be responsive by replying promptly to communicate.

Answer: Yes, there is a difference in the meanings of 'say' and 'tell'.

- 'Say' focuses on the message or the words spoken and does not always require a specific listener. Example: She said, 'Good morning.'
- 'Tell' focuses on who receives the message and always needs a listener (an object — a person). Example: She told me to sit down.

In short: We say something; we tell someone something.

Given: Word pairs with distinct meanings; choose the correct word for each blank.

(i) I looked at the photo, but I didn't see anyone familiar.
- *look* = focus your eyes with attention (deliberate action)
- *see* = perceive/view (result of looking)

(ii) I'd better go and fetch my mother from the station, and then bring her home.
- *fetch* = go somewhere to get someone and bring them back
- *bring* = take someone with you to the place you are going

(iii) I need to study for my mathematics exam this weekend, so I hope to learn new concepts along the way.
- *study* = spend time learning as part of formal education
- *learn* = gain knowledge through study or experience

(iv) I can hear the music from my neighbour's house, but I need to listen to it carefully to understand the lyrics.
- *hear* = perceive sounds unintentionally
- *listen* = pay attention to sounds intentionally

(v) 'Could I speak to Mrs. Kalpana, who is going to talk to us about gardening,' said Ritu.
- *speak* = express thoughts, often in formal situations
- *talk* = engage in informal conversation

(vi) I live in a small town, but I often stay with my relatives in the city.
- *live* = permanent place of residence
- *stay* = temporary presence as a guest or visitor

Rules used:
- Present Continuous (is/are + verb + -ing): for actions happening right now.
- Present Perfect Continuous (has/have + been + verb + -ing): for actions that started in the past and continue up to the present, or ongoing actions with present results.

(i) The students are organising a play and setting up the stage.
*(Present continuous — happening right now)*

(ii) They have been preparing for weeks to make everything perfect.
*(Present perfect continuous — started weeks ago, continues now)*

(iii) The performers have been rehearsing every day.
*(Present perfect continuous — ongoing action over a period)*

(iv) their excitement has been growing.
*(Present perfect continuous — a gradual ongoing process)*

(v) The sound in-charge is testing the microphones to check the sound quality.
*(Present continuous — happening right now)*

(vi) Everyone has been working hard.
*(Present perfect continuous — ongoing effort with visible results)*

(vii) now the place is buzzing with energy and excitement.
*(Present continuous — the current state/scene)*

Rules:
- Declarative → states information → ends with a full stop (.)
- Interrogative → asks a question → ends with a question mark (?)
- Exclamatory → expresses strong feeling → ends with an exclamation mark (!)
- Imperative → gives order/command/request → ends with a full stop (.)

(i) The meeting starts at 10.00 a.m. in the conference room.
→ Declarative sentence (states a fact)

(ii) What an exciting adventure it was!
→ Exclamatory sentence (expresses strong feeling of excitement)

(iii) How did you solve the problem so quickly?
→ Interrogative sentence (asks a question)

(iv) What is the weather forecast today?
→ Interrogative sentence (asks a question)

(v) How beautiful is the rainbow!
→ Exclamatory sentence (expresses admiration/strong feeling)

(vi) Clean up your room before dinner.
→ Imperative sentence (gives a command)

(vii) The children are planning a surprise party for their mom.
→ Declarative sentence (states information)

(viii) Turn off the music.
→ Imperative sentence (gives a command/request)

Note: These answers are based on the transcript provided to the teacher (pg. 89). The following are the expected correct answers based on the context of the lesson about manners:

1. How did the son behave in the grocery queue?
→ (ii) impatiently
The son behaved impatiently in the grocery queue, which prompted his mother to teach him about patience and fairness.

2. The mother finally refers to her son as a ___________.
→ (i) polite young man
After guiding her son through the lesson on manners, the mother acknowledges his improvement and refers to him as a polite young man.

Note: Based on the context of the lesson and the themes of the chapter, the four TRUE statements are:

1. The mother uses the grocery store incident as an opportunity to teach her son about patience and fairness. ✅ TRUE

3. The son is gradually learning the importance of polite words and actions from his mother's guidance. ✅ TRUE

6. The son receives all advice readily while understanding its importance. ✅ TRUE *(He gradually accepts and understands his mother's advice.)*

7. The mother uses praise to support the polite behaviours she wants her son to continue practising. ✅ TRUE

FALSE statements:
- Statement 2: The son recognises the value of apologising — this may be partially true but is not the central focus.
- Statement 4: The mother discourages speaking softly — FALSE; good manners include speaking at an appropriate volume.
- Statement 5: Covering mouth when coughing is only important at home — FALSE; it is important everywhere.

*(Students should verify answers by listening to the actual audio transcript provided by the teacher.)*

Instructions for speaking:

Use falling intonation — the pitch of your voice should fall towards the end of each sentence, as is natural for declarative (statement) sentences.

Stress the highlighted/key content words by saying them with slightly more emphasis (not louder, but with more weight).

1. The room looks CLEANER now. ↘
*(Stress 'cleaner' — it is the key descriptive word conveying the change in the room's appearance.)*

2. You ALWAYS talk TOO MUCH. ↘
*(Stress 'always' and 'too much' — these words carry the criticism and emphasis of Mrs. Shaw's complaint.)*

3. You leave your CLOTHES all over the HOUSE. ↘
*(Stress 'clothes' and 'house' — these are the content words that convey the specific problem.)*

Remember: Stress means emphasis, not volume. The voice naturally falls at the end of a declarative sentence.

Explanation: When stress shifts to a different word in the same sentence, the meaning changes. Here is the matching:

Sentence 1: I didn't hurt anyone today.
*(Stress on 'I')*
→ (iv) I, specifically, did not hurt anyone, possibly implying someone else might have.

Sentence 2: I didn't HURT anyone today.
*(Stress on 'hurt')*
→ (i) I might have done other things but did not hurt anyone.

Sentence 3: I didn't hurt ANYONE today.
*(Stress on 'anyone')*
→ (v) I may have spoken a lot many things but not a single person was hurt.

Sentence 4: I DIDN'T hurt anyone today.
*(Stress on 'didn't')*
→ (iii) The action of hurting anyone did not occur.

Sentence 5: I didn't hurt anyone TODAY.
*(Stress on 'today')*
→ (ii) I might cause hurt usually, but not anyone on this day.

Key learning: The same sentence can convey five different meanings simply by shifting the stress to a different word. This is why sentence stress is a crucial aspect of spoken English.

Say the Right Thing — A Short Story

Mrs. Shaw was a careful, well-mannered woman who took great pride in her home and her social relationships. Her daughter Mary, however, was a different matter entirely. Mary was young, energetic, and utterly convinced that she could talk to anyone about anything. She had no shortage of opinions and even less shortage of words to express them.

One afternoon, Mrs. Shaw was busy tidying the sitting room in preparation for a visit from two neighbours — Mrs. Harding and Mrs. Lee. She straightened the cushions, dusted the shelves, and reminded Mary to put her coat away in the bedroom. Mary rolled her eyes. 'You're always telling me to put things away,' she complained. 'I'm not a child!'

Mrs. Shaw sighed patiently. She sat Mary down and gave her a gentle but firm piece of advice. 'When people come to visit, you must be kind. Think before you speak. Say the right thing.' Mary listened — or at least appeared to. She was far more interested in proving that she could talk well. 'I can talk very well when I like,' she declared confidently. 'I'll stay and talk to them when they come.' Mrs. Shaw looked doubtful but could not persuade Mary to go for a walk instead.

When Mrs. Harding and Mrs. Lee arrived, the sitting room was pleasant and welcoming. Mrs. Shaw greeted them warmly, and conversation began smoothly. But Mary could not stay quiet for long.

'I saw Mrs. Cotter this afternoon,' Mary announced cheerfully. 'No one sees her in the morning because she always stays in bed. And she's always asking the doctor to come. I can't understand women who stay in bed in the morning. I've never been to a doctor in my life!' There was a brief, uncomfortable silence. Then Mrs. Harding said quietly, 'I stay in bed in the morning myself.' Mary's face turned red, but she did not stop.

A few minutes later, glancing out of the window, Mary spotted Mr. Pomeroy on his horse. 'He's always talking about horses,' she said. 'He rides every day and practises shooting. Why must he do that? Why do some men like horses more than they like people?' Another silence fell over the room. Mrs. Lee spoke softly. 'My brother practises shooting when he has the time, and he rides his horse when he can. He sold his house in London and bought one here because he wanted to ride and shoot.' Mary's mouth fell open, but no apology came.

As the visit drew to a close, Mrs. Harding and Mrs. Lee rose to leave, exchanging polite glances. 'It's getting a little late,' said Mrs. Harding graciously. 'It has been very nice to have a little talk.' Mrs. Shaw thanked them warmly and urged them to stay a little longer. But Mary, still unable to say the right thing even at the very last moment, blurted out, 'Oh, must you stay? Can't you go?'

The guests looked at Mary, then at each other, and smiled politely. As the door closed behind them, Mrs. Shaw turned to her daughter with a look that said everything. Mary, for once, had nothing to say.

And so the afternoon ended — not with the triumph Mary had imagined, but with a lesson she would not soon forget: that knowing how to talk is not the same as knowing what to say.

Guidelines for enactment:

1. Choose your favourite scene — for example, the scene where Mary criticises Mrs. Cotter and Mrs. Harding reveals she stays in bed in the morning, or the final scene where Mary says 'Can't you go?'

2. Assign roles:
- Director: Guides the actors, manages timing and expressions.
- Narrator: Reads the stage directions (e.g., 'Mary looks out of the window with a red face').
- Characters: Mary, Mrs. Shaw, Mrs. Harding, Mrs. Lee.

3. Follow stage directions: Pay attention to expressions in brackets — (with a red face), (looking at Mrs. Lee), (unable to say the right thing even now) — and act them out.

4. Use appropriate tone: Mrs. Shaw should sound patient and worried; Mary should sound confident and oblivious; Mrs. Harding and Mrs. Lee should sound polite but uncomfortable.

5. Practice sentence stress and intonation as learned in the 'Let us speak' section to make the performance more realistic and humorous.

Answer — Greetings for guests in different languages:

| Language | Greeting for Guests | Meaning |
|---|---|---|
| Hindi | 'Aapka swagat hai' (आपका स्वागत है) | You are welcome |
| Sanskrit | 'Atithi Devo Bhava' (अतिथि देवो भव) | The guest is like God |
| Tamil | 'Vaanga, vaanga' (வாங்க, வாங்க) | Come, come (warm welcome) |
| Bengali | 'Asun, asun' (আসুন, আসুন) | Please come in |
| Punjabi | 'Ji aayan nu' (ਜੀ ਆਇਆਂ ਨੂੰ) | Welcome |
| French | 'Bienvenue' | Welcome |
| Spanish | 'Bienvenido/a' | Welcome |
| Arabic | 'Ahlan wa sahlan' (أهلاً وسهلاً) | Welcome |
| Japanese | 'Irasshaimase' (いらっしゃいませ) | Welcome/Please come in |
| Swahili | 'Karibu' | Welcome |

Note: Students are encouraged to research greetings from their own regional languages and share them in class.

Understanding 'Vasudhaiva Kutumbakam':

Meaning: 'Vasudhaiva Kutumbakam' (वसुधैव कुटुम्बकम्) is a Sanskrit phrase meaning 'The world is one family.'
- *Vasudha* (वसुधा) = Earth
- *Eva* (एव) = is thus / indeed
- *Kutumbakam* (कुटुम्बकम्) = family

Origin: The phrase comes from ancient Indian texts — the Maha Upanishad and the Hitopadesha.

Relevance to the chapter:
The play 'Say the Right Thing' teaches us that polite, kind, and thoughtful communication is essential in social interactions. 'Vasudhaiva Kutumbakam' extends this idea to a global level — if we treat all people as members of our own family, we will naturally speak to them with kindness, empathy, and respect.

Just as Mary needed to learn to say the right thing to her guests, the world needs to learn to communicate with understanding and compassion across cultures, nations, and differences.

Connection to G20: This phrase was chosen as the theme for the G20 Summit, reflecting India's vision of global unity, shared responsibility, and mutual respect among all nations — truly treating the world as one family.