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Lesson Architecture Theme Lesson Summary Character Introduction Translation of the Play Word-Meanings NCERT Solution Competency Based Questions & Answers Theme | Say the Right Thing | Unit II | Class VII The drama Say the Right Thing  explores the humorous and sometimes awkward consequences of social inexperience and the pressure to make a good impression. It focuses on the importance of polite conversation and the unspoken rules of social etiquette in upper-class gatherings. The play highlights how honesty, when unfiltered or poorly timed, can lead to unintended embarrassment. Through the character of Mary, who tries to follow her mother’s instructions but fails hilariously, the play underscores the gap between intention and social expectation. Ultimately, it teaches that kindness, sincerity, and thoughtful speech form the foundation of meaningful communication. Say the Right Thing Lesson Summary | Unit II | Say the Right Thing | Drama Explanation Say the Right Thing is a humorous one-act play that revolves around Mrs. Shaw and her daughter Mary as they prepare to host two important guests—Mrs. Harding and Mrs. Lee—in their home in the town of Lanfield. Mrs. Shaw is eager to impress the ladies, especially Mrs. Harding, who belongs to a wealthy and influential family. She coaches Mary on how to behave properly—what to say, how to act politely, and most importantly, to avoid saying anything that might offend the guests. Mary, though eager to help, is inexperienced in polite society and takes her mother’s advice literally. She assures her mother that she knows the "right things" to say and is confident in her ability to manage a conversation. However, once the guests arrive, Mary unintentionally creates one awkward moment after another. She mistakes other people’s children as belonging to Mrs. Harding, criticizes bankers—only to discover that Mrs. Lee’s brother is one, mocks fashion choices that turn out to reflect the guests' own preferences, and even insults the family dog without realizing it belongs to them. Despite several attempts to recover the situation, Mary’s well-meaning but blunt observations lead to mounting discomfort. In the final scene, when the guests prepare to leave, Mary, trying to recall her mother’s parting instructions, mixes them up and hilariously says the opposite—“Must you stay? Can’t you go?”—leaving everyone speechless. The play ends on a humorous note, revealing how hard it can be to navigate polite society, especially when trying too hard to impress. Through witty dialogue and a relatable situation, the drama portrays the challenges of social conversation and the importance of timing, tact, and empathy in communication. Character Introduction | Role in Play | Personality Traits Character Role in the Play Personality Traits Contribution to the Plot Mrs. Shaw A polite and socially conscious lady; mother of Mary Sophisticated, image-conscious, guiding, a bit controlling Hosts an important tea gathering and tries to teach Mary how to behave in society. Mary Mrs. Shaw’s daughter, young and outspoken Honest, blunt, naïve, unintentionally funny Creates humorous and awkward moments while trying to "say the right thing." Mrs. Harding Wife of a wealthy man who has recently moved to Lanfield Elegant, reserved, easily offended Her presence is important for Mrs. Shaw’s social aspirations; Mary unknowingly offends her. Mrs. Lee Mrs. Harding’s sister, more expressive and talkative Observant, sharp, mildly sarcastic Reacts to Mary’s comments and helps move the conversation, adding to the drama. Mr. Best   (Mentioned) A banker who commutes daily to London Not shown on stage; described humorously by Mary Used to highlight Mary’s critical and unfiltered way of speaking. Mr. Pomeroy   (Mentioned) A horse-riding man who practices shooting Passionate about horses and shooting Another target of Mary’s commentary, leading to awkwardness with Mrs. Lee. Scene I: At Home Character & Original Dialogue (English) Translation / Explanation in Hindi Mrs. Shaw:  The room looks cleaner now. Put that coat away in your bedroom. This room isn’t the place for coats. कमरा अब साफ लग रहा है। वह कोट अपने कमरे में रख दो। यह जगह कोट रखने के लिए नहीं है। Mrs. Harding and Mrs. Lee will soon be here, and they don’t want to see that. मिसेज़ हार्डिंग और मिसेज़ ली अभी आने वाली हैं, और वे ये सब नहीं देखना चाहेंगी। Mary:  You’re always telling me to put things away. आप हमेशा मुझसे चीजें हटाने को कहती हैं। Mrs. Shaw:  Yes, I am. You leave your clothes all over the house. हाँ, क्योंकि तुम कपड़े पूरे घर में फैला देती हो। Mary:  I’m not a child! मैं कोई बच्ची नहीं हूँ! Mrs. Shaw:  No, you’re not. So please keep your clothes in your own room. हाँ, तुम बच्ची नहीं हो। इसलिए अपने कपड़े अपने कमरे में रखो। Mary:  Why are those two women coming here? Who’s Mrs. Harding? वे दोनों औरतें यहाँ क्यों आ रही हैं? मिसेज़ हार्डिंग कौन हैं? Mrs. Shaw:  She’s the wife of a wealthy man, Mr. Harding. He has just bought a big house in Lanfield. They lived in London before. She’s coming to have a talk. I met her in a shop and asked her to come. वह एक अमीर आदमी, मिस्टर हार्डिंग की पत्नी हैं। उन्होंने हाल ही में लैनफील्ड में एक बड़ा घर खरीदा है। पहले वे लंदन में रहते थे। वह सिर्फ बातचीत करने आ रही हैं। मैं उन्हें एक दुकान में मिली थी और उन्हें आने के लिए कहा। Mary:  Oh, I’ve seen her children. They often come along the road. Who’s Mrs. Lee? ओह, मैंने उनके बच्चों को देखा है। वे अकसर सड़क पर आते हैं। मिसेज़ ली कौन हैं? Mrs. Shaw:  She’s Mr. Harding’s sister. She has been staying with them for a while. वह मिस्टर हार्डिंग की बहन हैं। वह कुछ समय से उनके साथ रह रही हैं। Mary:  What are you going to talk about? आप उनसे क्या बात करने वाली हैं? Mrs. Shaw:  I don’t know. All kinds of things. One day you’ll have to go to some of these houses yourself and talk to the people there. पता नहीं, बहुत सी बातें। एक दिन तुम्हें भी इन घरों में जाकर लोगों से बात करनी होगी। Mary:  I can talk now. I’ve been able to talk for a long time. मैं अब भी बात कर सकती हूँ। मैं तो काफी समय से बात करना जानती हूँ। Mrs. Shaw:  Yes, that’s true. You always talk too much. But does anyone want to hear the things that you say? हाँ, ये सही है। लेकिन तुम बहुत ज़्यादा बोलती हो। पर क्या कोई तुम्हारी बात सुनना चाहता है? Mary:  I can talk very well when I like. I’ll stay with you today and talk to them when they come. जब मेरा मन हो, तो मैं बहुत अच्छी तरह बात कर सकती हूँ। मैं आज आपके साथ रहूँगी और उनसे बात भी करूँगी। Mrs. Shaw:  Oh, I don’t think so. You can go out for a walk. It will be better if you do that. मुझे नहीं लगता कि ये अच्छा रहेगा। तुम टहलने चली जाओ, वही बेहतर होगा। Mary:  Why? क्यों? Mrs. Shaw:  If you stay with me, you may not say the right thing. अगर तुम मेरे साथ रहोगी, तो शायद कुछ गलत कह बैठोगी। Mary:  I know the right things to say: “Good afternoon”, “How are you?” and things like that. Let me stay today. I can do it very well. I’ll show you. Anyone can talk. मुझे पता है क्या कहना होता है: "गुड आफ्टरनून", "हाउ आर यू?" जैसी बातें। मुझे आज रहने दीजिए। मैं अच्छे से कर लूंगी। किसी से भी बात की जा सकती है। Mrs. Shaw:  You may stay if you like. But take care. I want to know Mrs. Harding well. I want her to ask me to go to their house. There isn’t much to do here in Lanfield, and I want to know some more people. I want some more friends here. So take care when you say anything. अगर तुम्हारी इच्छा हो तो तुम रुक सकती हो। लेकिन ध्यान रखना। मैं मिसेज़ हार्डिंग से अच्छे से जान-पहचान बनाना चाहती हूँ। मैं चाहती हूँ कि वे मुझे अपने घर बुलाएं। लैनफील्ड में ज़्यादा कुछ करने को नहीं है, तो मैं और लोगों को जानना चाहती हूँ। इसलिए जो भी कहो, सोचकर कहना। Mary:  Tell me what to say. मुझे बताइए क्या कहना है। Mrs. Shaw:  I can’t tell you everything, but you’ll always be right if you’re kind to people. Say things that will please them. Then they’ll like you. Laugh a lot, and try to make them laugh too. And if everyone stops talking, say something to make them talk again. They don’t want to sit here and look at the floor without speaking. Think of something to say. मैं तुम्हें सब नहीं सिखा सकती, लेकिन अगर तुम लोगों से विनम्रता से पेश आओगी, तो सब ठीक रहेगा। ऐसी बातें कहो जिससे लोग खुश हों। हँसो और दूसरों को भी हँसाओ। अगर सब चुप हो जाएँ, तो कुछ कहो ताकि बात फिर से शुरू हो। कोई यहाँ चुपचाप बैठकर ज़मीन नहीं देखना चाहता। कुछ अच्छा सोचकर कहना। Mary:  I can do that. There’s always something to say. Must I do anything else? मैं ये कर सकती हूँ। कुछ न कुछ तो कहने को होता ही है। और कुछ करना होगा क्या? Mrs. Shaw:  When they are ready to leave, don’t jump out of your chair and look gladly at the door. You must look sorry when they want to leave. जब वे जाने के लिए तैयार हों, तो अपनी कुर्सी से खुशी से उछल मत पड़ना और दरवाज़े की तरफ मत देखना। तुम्हें दुखी दिखना चाहिए कि वे जा रहे हैं। Mary:  What shall I do when they want to go? जब वे जाने लगें, तब मैं क्या करूँ? Mrs. Shaw:  Ask them to stay a little while longer. Just say, “Must you go? Can’t you stay?” or something like that. You like them and you want them to stay, and you must let them understand that. उन्हें थोड़ी देर और रुकने को कहो। बस इतना कहो: "क्या आपको जाना ही है? क्या आप थोड़ी देर और नहीं रुक सकतीं?" ऐसा कुछ कहो जिससे उन्हें लगे कि तुम उन्हें पसंद करती हो और चाहती हो कि वे रुकें। Mary:  That’s not very hard, is it? I’ll remember that. “Must you go? Can’t you stay? Must you go? Can’t you stay?” यह तो बहुत मुश्किल नहीं है, है न? मैं याद रखूँगी। "क्या आपको जाना है? क्या आप रुक नहीं सकतीं?" Mrs. Shaw:  That’s right. Now take your coat to your room and change into a clean dress. You must look nice when they come. And if everyone stops talking, say something kind to make them talk again. And don’t say anything that will make them angry. बिल्कुल ठीक। अब अपना कोट अपने कमरे में ले जाओ और एक साफ़ कपड़े पहन लो। जब वे आएँ तो तुम्हें अच्छा दिखना चाहिए। अगर सब चुप हो जाएँ, तो कुछ अच्छा बोलो जिससे बात फिर से शुरू हो जाए। और कोई ऐसी बात मत बोलना जिससे वे नाराज़ हो जाएँ। Mary:  I will remember. I’ve often done harder things than this. मैं याद रखूँगी। इससे ज़्यादा मुश्किल चीजें मैंने की हैं। Scene II: In the Sitting Room Character & Original Dialogue (English) Translation / Explanation (Hindi) Mrs. Shaw:  So you like Lanfield, Mrs. Harding! I’m very glad. तो आपको लैनफील्ड पसंद है, मिसेज़ हार्डिंग! मुझे बहुत खुशी हुई। Mrs. Harding:  Yes, we like it very much. It’s not the same as London, but there are some very nice people here, and we’ve found a good house. हाँ, हमें यह बहुत पसंद है। यह लंदन जैसा नहीं है, लेकिन यहाँ कुछ बहुत अच्छे लोग हैं, और हमें एक अच्छा घर भी मिल गया है। (No one says anything more, and Mrs. Shaw looks at Mary.) (कोई कुछ नहीं कहता, और मिसेज़ शॉ मेरी की ओर देखती हैं।) Mary:  What beautiful children you have, Mrs. Harding! I’ve often seen them walking along the road. आपके बच्चे कितने प्यारे हैं, मिसेज़ हार्डिंग! मैंने उन्हें अक्सर सड़क पर चलते देखा है। Mrs. Harding:  Oh, I haven’t any children. ओह, मेरे कोई बच्चे नहीं हैं। Mary:  Oh yes, you have! I’ve seen them: a little boy and a little girl. अरे नहीं, आपके हैं! मैंने देखा है – एक छोटा लड़का और एक छोटी लड़की। Mrs. Harding:  (not very pleased) I have no children; believe me. (अप्रसन्न होकर) मेरे कोई बच्चे नहीं हैं, यकीन मानिए। Mary:  Oh! ओह! Mrs. Shaw:  (quietly) They must be someone else’s children. Have you met Mr. Best? He’s a nice man. He lives near you. (धीरे से) वे शायद किसी और के बच्चे होंगे। क्या आप मिस्टर बेस्ट से मिली हैं? वह अच्छे व्यक्ति हैं। आपके पड़ोस में रहते हैं। Mary:  Oh, Mr. Best! He lives here and he works in London. He goes all the way to London by train every morning, and then he comes all the way back by train every night. He lives in trains! (she laughs) What kind of life is that? Why do people do things like that? They do not know how to live. And he reads two newspapers in the train every day. He never reads a book. But he’s only a banker, and bankers can’t think. ओह, मिस्टर बेस्ट! वे यहीं रहते हैं और लंदन में काम करते हैं। वो हर सुबह ट्रेन से लंदन जाते हैं और रात को लौटते हैं। वह तो ट्रेन में ही रहते हैं! (हँसती है) ये कैसी ज़िंदगी है? लोग ऐसा क्यों करते हैं? उन्हें जीना नहीं आता। वह हर दिन ट्रेन में दो अखबार पढ़ते हैं। कभी किताब नहीं पढ़ते। पर वह तो केवल एक बैंकर हैं, और बैंकर तो सोच भी नहीं सकते। Mrs. Lee:  My brother’s a banker. He goes to London by train every morning and comes back every night. He reads two newspapers in the train in the morning, and another every night. मेरे भाई भी बैंकर हैं। वह हर सुबह ट्रेन से लंदन जाते हैं और रात को वापस आते हैं। वो भी सुबह दो और रात को एक अखबार पढ़ते हैं। Mary:  Oh, I’m sorry. I didn’t know. ओह, माफ़ कीजिए। मुझे पता नहीं था। Mrs. Shaw:  Bankers always have to read a lot of newspapers. Do you know Mrs. Best? She’s a nice woman. I like her. बैंकरों को हमेशा बहुत से अखबार पढ़ने होते हैं। क्या आप मिसेज़ बेस्ट को जानती हैं? वो एक अच्छी महिला हैं। मुझे वह पसंद हैं। Mary:  But have you seen her clothes? She goes out in a blue dress with a red coat over it. (she laughs) लेकिन क्या आपने उनके कपड़े देखे हैं? वो नीली ड्रेस के ऊपर लाल कोट पहनकर बाहर जाती हैं। (हँसती है) Mrs. Harding:  I have a blue dress, and I often put on my red coat at the same time. मेरी भी एक नीली ड्रेस है, और मैं भी उस पर अक्सर लाल कोट पहनती हूँ। Mrs. Shaw:  (quickly) I like blue dresses and red coats. (No one says anything.) (जल्दी से) मुझे नीली ड्रेस और लाल कोट पसंद हैं। (कोई कुछ नहीं कहता) Mary:  I saw Mrs. Cotter this afternoon. I met her in the street. No one sees her in the morning because she always stays in bed then. And she’s always asking the doctor to go to see her. I can’t understand women who stay in bed in the morning. And why must she always ask for the doctor? I’ve never been to a doctor in my life. मैंने आज दोपहर मिसेज़ कॉटर को देखा। मैं उन्हें सड़क पर मिली। कोई उन्हें सुबह नहीं देखता क्योंकि वो हमेशा बिस्तर में रहती हैं। और वह हमेशा डॉक्टर को बुलाती रहती हैं। मैं उन महिलाओं को नहीं समझती जो सुबह तक बिस्तर में रहती हैं। और वह हमेशा डॉक्टर क्यों बुलाती हैं? मैं कभी डॉक्टर के पास नहीं गई हूँ। Mrs. Harding:  I stay in bed in the morning myself. मैं खुद सुबह बिस्तर में रहती हूँ। Mrs. Lee:  I often go to the doctor. मैं तो अकसर डॉक्टर के पास जाती हूँ। Mary:  Oh, I’m sorry. ओह, माफ़ कीजिए। Mrs. Shaw:  Do you know Mrs. Grantley? She’s one of my best friends. क्या आप मिसेज़ ग्रांटली को जानती हैं? वह मेरी सबसे अच्छी दोस्तों में से एक हैं। Mary:  But she’s so talkative! Talkative women aren’t very interesting, are they? लेकिन वो तो बहुत बोलती हैं! बहुत बोलने वाली औरतें ज्यादा दिलचस्प नहीं होतीं, हैं ना? Mrs. Lee:  My mother’s a very talkative woman. मेरी माँ बहुत बातूनी हैं। Mary:  Oh, I’m sorry. I didn’t know. (No one says anything.) ओह, माफ़ कीजिए। मुझे पता नहीं था। (कोई कुछ नहीं कहता) Mary:  (looking out of the window): Oh, there’s that dog again! It always looks very dirty. I don’t like dogs, do you? Who wants a dog? That dog’s always near our house. Why do people keep dogs? Who wants a dog? Why doesn’t its owner keep it clean? Have you seen it? (खिड़की से बाहर देखती है): ओह, वो कुत्ता फिर आ गया! वह हमेशा गंदा दिखता है। मुझे कुत्ते पसंद नहीं हैं, क्या आपको हैं? लोग कुत्ते क्यों रखते हैं? वो कुत्ता हमारे घर के पास हमेशा घूमता है। उसका मालिक उसे साफ क्यों नहीं रखता? क्या आपने उसे देखा है? Mrs. Harding:  (looking out of the window) Yes, I’ve seen it. That’s Towzer. It’s our dog. (खिड़की से बाहर देखती हैं) हाँ, मैंने देखा है। वह टॉउज़र है। वो हमारा कुत्ता है। Mary:  (with a red face) Oh, I didn’t know! (No one speaks.) (शर्मिंदा होकर) ओह, मुझे पता नहीं था! (कोई कुछ नहीं कहता) Mary:  (still looking out of the window) There’s Mr. Pomeroy on his horse. He’s always talking about horses. He rides a horse every day, and practises shooting. Why must he do that? What have they done to Mr. Pomeroy? Why do some men like horses more than they like people? It’s hard to understand men. (अब भी खिड़की से बाहर देखते हुए) वो मिस्टर पोमेरॉय हैं, अपने घोड़े पर। वो हमेशा घोड़ों की बात करते हैं। रोज़ घुड़सवारी करते हैं और शूटिंग का अभ्यास करते हैं। वह ऐसा क्यों करते हैं? उन्हें क्या हो गया है? कुछ मर्द घोड़ों को लोगों से ज़्यादा क्यों पसंद करते हैं? मर्दों को समझना मुश्किल है। Mrs. Lee:  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 a house here because he wanted to ride and practise shooting. मेरे भाई भी शूटिंग का अभ्यास करते हैं जब समय मिलता है, और जब हो सके तो घुड़सवारी करते हैं। उन्होंने लंदन का घर बेचकर यहाँ घर खरीदा ताकि वो ये सब कर सकें। Mrs. Harding:  (looking at Mrs. Lee) It’s getting a little late. We must go now, Mrs. Shaw. It has been very nice to have a little talk. (मिसेज़ ली की ओर देखती हैं) अब थोड़ा देर हो रही है। हमें अब चलना चाहिए, मिसेज़ शॉ। आपसे थोड़ी बातचीत करके अच्छा लगा। Mrs. Lee:  Very nice. (She looks at Mary.) बहुत अच्छा रहा। (वो मेरी की ओर देखती हैं) Mrs. Shaw:  It was very good of you to come to see us. Please stay a little longer. आप आकर मिलीं, इसके लिए धन्यवाद। कृपया थोड़ी देर और रुकिए। Mary:  (unable to say the right thing even now) Oh, must you stay? Can’t you go? (अब भी सही बात न कह पाने पर) ओह, क्या आपको रुकना ही है? क्या आप जा नहीं सकतीं? Word-Meanings with Sentences Word Meaning Example Sentence Blunders Careless mistakes Mary made several blunders while talking to the guests. Polite Showing good manners The funny man raised his shoe politely and smiled at the poet. Staggered Moved unsteadily or shocked She staggered back against the wall in surprise. Manners Social behaviour Despite being funny, he had polite manners. Present (verb) To give or show formally He said, “Allow me to present your Highness with a rose.” Hilariously In a very funny way Mary hilariously described the man’s strange train routine. Embarrass To make someone feel uncomfortable or ashamed Mary embarrassed her mother by saying the wrong things. Practise To repeat an activity regularly to improve Mr. Pomeroy practises shooting every day. Conversation A talk between two or more people Mrs. Shaw wanted the conversation to go smoothly. Talkative Fond of talking too much Mary said talkative women aren’t very interesting. Compliment A polite expression of praise or admiration Giving a compliment can help start a conversation. Unexpected Not anticipated or planned Her comments about the dog were completely unexpected. React To respond or behave in a particular way Mary reacted quickly when she realised her mistake. Tone The general attitude or mood in speech The tone of Mrs. Shaw became tense after Mary’s remarks. Interrupt To break the flow of a conversation or action Mary tried not to interrupt the silence with wrong words. Encourage To give support or confidence Mrs. Shaw tried to encourage Mary to say the right things. Apology A statement saying sorry Mary offered an apology when she offended the guests. Reputation What others think about someone Mrs. Shaw was concerned about her reputation in Lanfield. Offend To hurt someone’s feelings Mary did not mean to offend Mrs. Lee by her comment. Mistaken Being wrong about something Mary was mistaken about who the children belonged to. Say The Right Thing Let Us Discuss | Page 77 Sl. No. False Statement Rectification 1 Mrs. Harding states that they do not like London as it is not the same as Lanfield. Mrs. Harding states that they like Lanfield very much even though it is not the same as London. 2 Mrs. Harding was pleased to know that Mary was familiar with her children. Mrs. Harding was shocked and offended when Mary mistook someone else’s children as hers. 3 Mrs. Shaw shared that she liked Mrs. Best as she read a lot of newspapers. Mrs. Shaw shared that she disliked Mrs. Best because she was always interfering and gossiping. 4 Mrs. Harding and Mrs. Shaw agree that wearing a blue dress with a red coat is unfashionable. Mrs. Harding and Mrs. Shaw argue over fashion, with one defending and the other criticizing the outfit. 5 Mary shares that she finds the dog outside the window cute. Mary says the dog outside the window looks like a "horrid little brute," upsetting Mrs. Shaw. Let Us Think and Reflect | Page 78 Extract 1 Read the extracts given below and answer the questions that follow. Mary: What are you going to talk about? Mrs. Shaw: I don’t know. All kinds of things. One day you’ll have to go to some of these houses yourself and talk to the people there. Mary: I can talk now. I’ve been able to talk for a long time. Mrs. Shaw: Yes, that’s true. You always talk too much. But does anyone want to hear the things that you say? Mary: I can talk very well when I like. I’ll stay with you today and talk to them when they come. Mrs. Shaw: Oh, I don’t think so. You can go out for a walk. It will be better if you do that. (i) What does Mrs. Shaw imply when she says, “One day you’ll have to go to some of these houses yourself and talk to the people there”? A. She believes Mary should start learning about hosting guests then. B. She thinks Mary is ready to visit these houses independently C. She wants Mary to develop social skills for the future. D. She hopes Mary will avoid these social interactions entirely. (ii) Complete the following sentence with the correct option from the brackets. Mrs. Shaw and Mary are discussing how to have a polite conversation . (have a polite conversation / get to know people better) (iii) Why did Mary insist on staying with her mother when the guests arrived? Mary insisted on staying with her mother because she wanted to prove that she could talk well and contribute meaningfully to the conversation, believing she was capable of handling social interactions. (iv) Match the following character traits to the characters in the extract: Character Trait Mary A. eager B. inexperienced Mrs. Shaw C. cautious Extract 2 Mary : I saw Mrs. Cotter this afternoon. I met her in the street. No one sees her in the morning because she always stays in bed then. And she’s always asking the doctor to go to see her. I can’t understand women who stay in bed in the morning. And why must she always ask for the doctor? I’ve never been to a doctor in my life. Mrs. Harding : I stay in bed in the morning myself. (i) Complete the following sentence suitably. Mary could spot Mrs. Cotter in the street because Mrs. Cotter comes out only in the afternoon. (ii) What does Mary’s comment about Mrs. Cotter staying in bed and calling the doctor suggest about her understanding? A. She is worried about why Mrs. Cotter stays in bed all morning. B. She is unable to understand why people need medical help. C. She thinks Mrs. Cotter is scared and lonely for staying in bed. D. She believes Mrs. Cotter is right to rest and take care of herself. (iii) How can we say that Mary enjoyed good health? Mary mentions that she has never been to a doctor in her life, indicating that she rarely falls ill and enjoys good health. (iv) Identify whether the following statement is true or false. Mary might have unintentionally offended Mrs. Harding. True  – Mary criticized people who stay in bed in the morning, not knowing Mrs. Harding does the same. II. Answer the following questions | Page 79 1.What does Mary’s comment about Mr. Best’s routine and profession reveal about her viewpoint on bankers and their way of life? Mary views Mr. Best’s banker lifestyle as dull and overly routine-based. Her comment reflects her lack of appreciation for formal professions and her belief that such people do little of real interest. What can we infer about Mary’s understanding of polite conversation based on her interactions with the guests? Mary lacks the tact and sensitivity required for polite conversation. Her blunt remarks and inappropriate topics suggest she does not fully grasp the importance of social etiquette and courteous dialogue. What do you think the repeated stage direction ‘no one speaks’ indicates about the atmosphere in the room when Mary speaks? The phrase "no one speaks" indicates discomfort and awkwardness in the room. It suggests that Mary’s comments often create unease, leaving others unsure of how to respond politely. How does Mary’s attitude towards the guests change throughout the play? At first, Mary is eager and confident about speaking with the guests. However, as the play progresses and her comments cause embarrassment, she becomes more aware of her mistakes and less assertive. What do Mrs. Harding’s and Mrs. Lee’s responses to Mary’s blunders during their visit reveal about their characters? Mrs. Harding and Mrs. Lee respond with grace and patience, showing their maturity and understanding. Their polite reactions reveal they value social harmony and are considerate of Mary’s inexperience. In what way does the play show the importance of knowing how to engage in polite conversation? The play highlights that polite conversation is essential in social settings. Through Mary’s missteps, it becomes evident that awareness, tact, and empathy are necessary to build rapport and avoid offending others.

Lesson Architecture Theme Lesson Summary Poem Explanation Word-Meanings NCERT Solution Competency Based Questions & Answers Theme | A Funny Man | Unit II | Class VII The poem explores the theme of humour, imagination, and individuality . It introduces a whimsical man who breaks all conventions—he wears shoes on his head, hats on his feet, and offers a bun instead of a rose. Through this humorous portrayal, the poem celebrates eccentricity, creativity , and the joy of looking at life from a fun, different perspective. It also encourages readers to embrace the unexpected  and enjoy the lighter side of life. Lesson Summary | Unit II | A Funny Man | Poem Explanation The poem describes an encounter with a strange but polite man  who behaves in a completely unexpected way. He walks down the street wearing a shoe on his head and hats on his feet. When he meets the speaker, he lifts his shoe to greet them and offers a currant bun  instead of a rose. The speaker is both puzzled and amused, especially by the man’s claim that the bun is a rose. The man sings a strange-sounding song and sits on the ground. When asked about his hats, he does something even funnier—he turns around and hops away on his head . The poem ends with this hilarious image, leaving readers smiling at the absurdity and charm of this unusual character. Funny Man 1 Poem Explanation  Stanza 1 One day a funny kind of man Came walking down this street The poet describes an unusual man walking down the street. The word “funny” means strange or amusing here. He wore a shoe upon his head And hats upon his feet. This is a humorous and silly image. The man wears his shoe on his head (instead of his foot) and hats on his feet (instead of his head), which is the opposite of normal! Stanza 2 He raised the shoe and smiled at me, His manners were polite; The man lifts the shoe from his head (like tipping a hat) and smiles. He is polite, even though he looks strange. But never had I seen before Such a funny sounding sight. The poet is amazed. She’s never seen anything so strange. The phrase “funny sounding sight” is playful—it mixes two senses (hearing and sight), adding to the humour. Stanza 3 He said, “Allow me to present Your Highness with a rose.” The man speaks grandly and formally, calling the poet “Your Highness” like she is royalty. He wants to present her with a rose. And taking out a currant bun He held it to my nose. Instead of a rose, he offers a currant bun (a type of sweet bread), which makes the situation even more funny and confusing. Stanza 4 I staggered back against the wall And then I answered, “Well! The poet is so surprised that she steps back in shock and says “Well!” as a sign of disbelief. I never saw a rose with such A funny looking smell. She jokes that the bun smells strange for a rose, mixing the idea of how something looks with how it smells. It's playful and ironic. Stanza 5 He then began to sing a song, And sat down on the ground; The man sits down and starts singing, showing even more unusual behaviour. You never heard in all your life Such a funny feeling sound. His singing is so odd that it’s described as a “funny feeling sound,” which suggests it's both strange and amusing. Stanza 6 “My friend, why do you wear two hats Upon your feet?” I said. The poet finally asks him directly why he’s wearing hats on his feet, showing her curiosity. He turned the other way about, And hopped home on his head. Instead of replying, he turns and hops away—on his head! This ending adds a final touch of silliness and wonder. Word Meanings | Poem Explanation Word/Phrase Meaning Example Sentence Funny kind of man A man with strange or amusing behaviour A funny kind of man greeted me by wearing his shoes on his head. Currant bun A small cake or bread roll with dried fruits Instead of a flower, he offered me a currant bun! Staggered Moved unsteadily or in surprise I staggered back when he held the bun to my nose. Polite Having good manners Despite his odd look, the man was polite in speech. Funny looking smell A humorous way to describe a strange aroma I couldn’t stop laughing at the funny looking smell he offered. Hopped Jumped on one foot or in a bouncing motion He hopped home on his head, which made everyone laugh. Present (as a verb) To offer formally He said, “Allow me to present Your Highness with a rose.” Raised Lifted or moved upward He raised the shoe from his head to greet me. Sounding sight A poetic mix-up—something that looks funny and sounds odd It was a funny sounding sight indeed—he wore hats on his feet! Highness A respectful title (often used for royalty) He jokingly called me ‘Your Highness’ while offering the bun.  Let us discuss | NCERT Solution Work in pairs. Identify the true statements. Check your answers with the teacher. 1. The poet says that she had never heard such an amusing song. 2. The funny man was quite ill-mannered. 3. The funny man wore two hats on his feet. 4. The funny man hopped on his head to reach home. 5. The funny man gave a rose to the poet. 6. The funny man smiled at the poet. Answers No. Statement True/False Justification 1. The poet says that she had never heard such an amusing song. True The poet says, “You never heard in all your life / Such a funny feeling sound.” 2. The funny man was quite ill-mannered. False The poet says, “His manners were polite.” 3. The funny man wore two hats on his feet. True The line says, “And hats upon his feet.” 4. The funny man hopped on his head to reach home. True The poem ends with, “And hopped home on his head.” 5. The funny man gave a rose to the poet. False He offered a currant bun , calling it a rose. 6. The funny man smiled at the poet. True The poem says, “He raised the shoe and smiled at me.” Page 61 | A Funny Man | Vocabulary Exercise Answers II. Clue Answer 1. A small seedless raisin Currant 2. Moved unsteadily Staggered III. The tone of the poem is  humorous because  it describes a man behaving in strange, silly ways that make the reader laugh. The rhyme scheme of the poem is  AABB ; and it gives a  rhythmic quality to the poem. The poet has frequently repeated the word ‘funny’ in order to  highlight the amusing and strange actions of the man. IV. The poem uses vivid imagery to create a  humorous and nonsensical scene. The structure of the poem is in  monologue form. The phrases ‘sounding sight’ and ‘hopped home’ are examples of  alliteratio n V. Correct sentence: But I had never seen such a funny sounding sight before. Why has the poet used phrases like ‘funny sounding sight’ and ‘funny feeling sound’ with reference to the funny man? Ans: The poet has used phrases like ‘funny sounding sight’  and ‘funny feeling sound’  to reflect the absurd and confusing experience  of encountering the funny man. These unusual combinations of words, where the sense of sight and sound seem mixed up, highlight the whimsical and nonsensical nature  of the man’s actions. VI.   Can you think of any real-world situations where people do similar things for fun, entertainment, or performance? Share with your classmates and the teacher. Ans: Yes, there are many real-world situations where people behave in humorous or unusual ways for fun, entertainment, or performance . Here are a few examples: Clowns in a circus  wear funny clothes, use oversized shoes, paint their faces, and perform silly actions to make people laugh. Street performers or mime artists  often act in strange or exaggerated ways to entertain passers-by, sometimes without even speaking. Fancy dress competitions  or costume parades  in schools and communities often have people dressing as unusual or imaginary characters. Comedians or comic actors  in movies and plays may do unexpected things, speak in funny voices, or move in odd ways to entertain the audience. During festivals or carnivals , people may wear costumes, dance in the streets, and play harmless pranks as part of the celebration. These situations show how, like the funny man in the poem, people enjoy using imagination, exaggeration, and humour  to bring joy to others. Funny Man 2 Let us think and reflect ( Page 62) I Read the extracts given below and answer the questions that follow. 1. He said, “Allow me to present Your Highness with a rose.” And taking out a currant bun He held it to my nose. I staggered back against the wall And then I answered, “Well!” (i) Why does the funny man address the poet as ‘Your Highness’? (ii) Choose a phrase from the extract which indicates a polite request. Ans: (i) He addresses the poet as ‘Your Highness’  to act in a humorous and exaggeratedly formal manner, possibly pretending that the poet is royalty. This adds to the funny and imaginative tone  of the poem and reflects his quirky behaviour. (ii) The phrase is: “Allow me to present” . It shows that the funny man is making a respectful and polite offer  in a formal tone.  (iv) Complete the sentence with an appropriate reason. When the poet says, ‘Well!’, it expresses surprise. This was so because _________________. Ans: When the poet says, ‘Well!’, it expresses surprise. This was so because the man offered a currant bun instead of a rose, which was completely unexpected and absurd. Extract 2 You never heard in all your life Such a funny feeling sound. “My friend, why do you wear two hats Upon your feet?” I said. He turned the other way about, And hopped home on his head. (i) Choose the line from the extract which tells us that the sound was unique: “You never heard in all your life / Such a funny feeling sound.” (ii) Complete the sentence with an appropriate reason: The poet calls the funny man ‘my friend’ because despite his strange actions, the man was polite and friendly. (iii) What does the reaction of the funny man to the poet’s question tell us about him? His reaction— hopping away on his head instead of answering —shows that he is playful, unpredictable, and enjoys being funny rather than logical. (iv) Choose the correct option to complete the sentence: The last line of the extract makes the readers feel D. cheerful . II. Answer the following questions | Page 63 1. Which character trait of the funny man was most appealing to you? Why? The most appealing trait is his creativity . He dares to be different and expresses himself freely. His silly yet polite behaviour adds charm, making him enjoyable and showing that it’s okay to be unique and imaginative. 2. The funny man does unusual things in the poem. How does it affect the overall mood of the poem? The man’s odd actions, like wearing hats on his feet and hopping on his head, create a light-hearted, humorous mood . His behaviour makes the poem entertaining and whimsical, allowing readers to laugh and enjoy his strange way of living. 3. What alternative title would you suggest for the poem? Give reason(s) for your choice. An alternative title could be "The Man Who Hopped on His Head"  because it captures the quirky essence of the character and reflects the poem’s playful tone. It also sparks curiosity and highlights his most comical action. 4. Why do you think the poet has included dialogues in the poem? The poet uses dialogue to make the interaction more lively and personal . It helps readers connect with both characters, adds humour, and brings out the funny man’s eccentric personality more vividly through his spoken words. 5. What does the poet wish to convey by highlighting the unusual behaviour of the funny man? The poet wants to convey that being different is not wrong. The funny man’s behaviour teaches us to accept uniqueness, find joy in the unexpected , and see humour in ordinary situations without judging people for being unconventional.   Let us learn I. Match the phrasal verbs in Column 1 with their correct meanings in Column 2 Column 1 Matched with Column 2 1. take up (iii) to begin to study, practice, or do something 2. take after (v) to resemble or look similar to (usually a family member) 3. take in (i) to understand or comprehend something 4. take over (ii) to assume control or responsibility for something 5. take off (iv) to become successful or popular quickly II. Fill in the blanks with suitable phrasal verbs (from Section I) Sentence No. Sentence 1 The new technology is set to take over  traditional methods of communication. 2 I tried hard to take in  what the writer wanted to say but was unsuccessful. 3 Arjun decided to take up  painting as a hobby. 4 The smartphone quickly took off  the sales in the market. 5 Sheela takes after  her father; they have the same smile. II. Match the verbs in Column 1 with suitable prepositions/adverbs and write meanings Column 1 Column 2 (with) Column 3 (Meaning) 1. look after take care of 2. run away escape or leave quickly 3. put off postpone 4. break down stop functioning / lose control 5. call off cancel Competency-Based Questions Q1. How does the poet use humour to highlight the unique behaviour of the funny man? Answer: The poet uses exaggerated and absurd imagery, such as wearing a shoe on his head and hopping home on his head, to create humour. This reflects how unusual actions can challenge our normal expectations and make us laugh. Q2. What can we infer about the poet’s reaction to the funny man’s behaviour? Answer: The poet is surprised and amused by the man’s antics. Phrases like “I staggered back” and “Well!” show a mix of confusion and delight, indicating that the poet is open to viewing oddity with curiosity rather than fear. Q3. What life skill does the poet demonstrate when interacting with the funny man? Answer:The poet demonstrates open-mindedness and observation. Despite the man’s odd behaviour, the poet remains polite, tries to understand, and responds without judgment, showing emotional awareness and social sensitivity. Q4. Why is the poem suitable for building creativity in students? Answer:The poem encourages imagination through humorous and surreal situations. It helps students explore poetic devices, wordplay, and alternative thinking, fostering creative expression and divergent thinking skills. Q5. What message does the poem convey about accepting differences in people? Answer:The poem suggests that people may behave differently, but instead of judging them, we can appreciate their uniqueness with kindness and humour. It promotes empathy and inclusion through light-hearted storytelling.

King Bruce When failure strikes, even a tiny spider can become a teacher. Discover how King Bruce of Scotland learns the greatest lesson in courage from the most unexpected place—nature itself! Lesson Architecture Poet Introduction Theme Summary Word-Meanings with Examples Stanza-Wise Explanation & Translation of the Poem NCERT Solution Competency-Based Questions ( CBQs) Poet Introduction: Eliza Cook (1818–1889) was a popular English poet and journalist best known for her simple, heartfelt, and moralistic poetry. She came from a humble background and was largely self-educated. Cook began writing poetry at a young age, and her works often focused on themes of perseverance, patriotism, and moral strength. Her most famous work, Eliza Cook’s Journal, offered not just literary works but also voiced social reforms. “Try Again,” though sometimes misattributed, reflects the motivational tone she often embraced. Her poetry inspired readers of all ages to uphold moral courage, resilience, and the value of continuous effort. Theme: The central theme of the poem “Try Again”  is perseverance in the face of repeated failure . The poet conveys the timeless message that success does not come easily, but through continuous effort and the courage to keep trying. King Bruce of Scotland becomes the symbol of human despair after multiple failed attempts to lead his nation successfully. In a moment of hopelessness, he witnesses a spider trying to reach its cobweb home despite falling repeatedly. The spider’s resilience, seen in its nine failed attempts and eventual success, inspires the king to try once more. The poet uses this small but powerful example from nature to reinforce that failure is not defeat unless one gives up. Persistence is glorified as a noble and victorious virtue. The poem encourages readers to embrace failures as stepping stones to success and reminds them that effort, not defeat, defines a person’s strength. In a broader sense, the poem uplifts the human spirit and offers a lesson in courage, patience, and the indomitable will to succeed. It shows that inspiration can come from the smallest creatures and that strength lies in not giving up, regardless of how many times one falls. Spider trying to climb up the web Summary: The poem Try Again  by Eliza Cook delivers a powerful message about persistence and resilience through the story of King Bruce of Scotland. The poem opens with the king in a despondent state, feeling discouraged and hopeless after several failed attempts to accomplish a noble deed for the welfare of his people. Despite being a monarch, his failures weigh heavily on him, and he contemplates giving up entirely. Just then, he notices a spider trying to climb up to its web on the ceiling. The spider repeatedly fails, falling back each time. However, it doesn’t stop. With every fall, it starts climbing again with renewed determination. The king watches as the spider tries not once or twice, but nine times—and fails each time. He expects the spider to finally give up. To his astonishment, on the tenth attempt, the spider moves carefully, steadily inching higher, and finally reaches its web. This moment of triumph inspires the king. He realizes that perseverance, not position or power, is the key to success. If a tiny spider can overcome repeated failure and reach its goal, so can he. The poem concludes by stating that King Bruce indeed tried again and did not fail. Through this simple but symbolic tale, the poet instills the value of never giving up. Eliza Cook emphasizes that success is possible for those who keep trying despite hardships, making the poem an enduring lesson in courage, determination, and hope. Stanza-Wise Summary | Poem Explanation Stanza 1 King Bruce of Scotland flung himself down In a lonely mood to think; ‘Tis true he was monarch, and wore a crown, But his heart was beginning to sink. Explanation: King Bruce, although a powerful monarch of Scotland, is deeply troubled and sits alone, overwhelmed with worry. Despite his royal status, he feels discouraged and disheartened. This stanza sets the mood, showing that even kings face moments of sadness and defeat. Stanza 2 For he had been trying to do a great deed, To make his people glad; He had tried and tried, but couldn’t succeed And so he became quite sad. Explanation: The king was attempting a great task — likely winning a battle or freeing his people — but despite repeated efforts, he failed. His inability to succeed in his noble goal has led him into deep sorrow. Stanza 3 He flung himself down in low despair, As grieved as man could be; And after a while he pondered there, “I’ll give it all up,” said he. Explanation: King Bruce is in a state of deep hopelessness. He is grieving over his failures and, after reflecting for a while, even considers giving up entirely. The stanza highlights a low point in his emotional journey. Stanza 4 Now just at that moment a spider dropped, With its silken, filmy clue; And the King, in the midst of his thinking, stopped To see what the spider would do. Explanation: At this very moment of despair, Bruce notices a spider coming down on a thin silken thread. Curious and perhaps seeking distraction, he pauses his gloomy thoughts to observe the spider’s actions closely. Stanza 5 ‘Twas a long way up to the ceiling dome, And it hung by a rope so fine; That how it would get to its cobweb home, King Bruce could not divine. Explanation: The ceiling is high, and the spider’s thread looks fragile. Bruce wonders how the tiny spider could possibly climb back up to its web — he can't imagine how it will succeed. This reflects his own inner doubts. Stanza 6 It soon began to cling and crawl Straight up with strong endeavour; But down it came with a slippery sprawl, As near to the ground as ever. Explanation: The spider makes an effort and starts climbing upward with determination, but it slips and falls down again. Its failure mirrors the king’s situation — trying hard, but falling back. Stanza 7 Up, up it ran, not a second to stay, To utter the least complaint; Till it fell still lower, and there it lay, A little dizzy and faint. Explanation: Despite falling, the spider doesn't waste time lamenting. It gets back to the task right away. However, after another attempt, it falls even lower and seems tired — just like humans feel after multiple failures. Stanza 8 Its head grew steady — again it went, And travelled a half-yard higher;‘ Twas a delicate thread it had to tread, And a road where its feet would tire. Explanation: The spider regains its balance and makes another brave attempt, managing to climb slightly higher. It’s moving on a fine, fragile thread that demands great effort, showing its patience and persistence. Stanza 9 Again it fell and swung below, But again it quickly mounted; Till up and down, now fast, now slow, Nine brave attempts were counted. Explanation: The spider keeps falling and climbing repeatedly. Despite these setbacks, it never gives up. It has now made nine sincere attempts — a clear sign of unwavering courage and endurance. Stanza 10 “Sure,” cried the King, “that foolish thing Will strive no more to climb; When it toils so hard to reach and cling, And tumbles every time.” Explanation: King Bruce, watching the spider’s struggle, begins to doubt its perseverance. He assumes that the spider, after repeated failures, will finally quit. His thoughts reflect his own past struggles and fears of giving up. Stanza 11 But up the insect went once more, Ah me! ‘tis an anxious minute; He’s only a foot from his cobweb door, Oh say, will he lose or win it? Explanation: The spider tries again — the tension builds as it is now very close to its goal. The king, watching intently, wonders whether it will succeed this time or fall again. This creates suspense. Stanza 12 Steadily, steadily, inch by inch, Higher and higher he got; And a bold little run at the very last pinch Put him into his native cot. Explanation: With steady and careful effort, the spider climbs inch by inch. Then, with a final burst of courage, it reaches its web at the top. This moment marks the triumph of persistence over failure. Stanza 13 “Bravo, bravo!” the King cried out, “All honour to those who try; The spider up there, defied despair; He conquered, and why shouldn’t I?” Explanation: Inspired by the spider’s determination and success, the King cheers. He realizes that perseverance leads to victory and decides to apply the same lesson to his own life. If the spider can succeed, so can he. Stanza 14 And Bruce of Scotland braced his mind, And gossips tell the tale, That he tried once more as he tried before, And that time did not fail. Explanation: King Bruce gathers his strength and resolve. According to legend, he tries once again to free his kingdom — and this time, he succeeds. His story becomes a symbol of courage and never giving up. Word-Meanings with Sentences Word Meaning Sentence Flung Threw forcefully He flung himself on the bed in frustration. Deed Action or task He attempted a great deed to help his people. Despair Complete loss of hope He sat in deep despair after failing repeatedly. Pondered Thought deeply She pondered over the decision before replying. Clue Thread or string The spider dropped with a silken, filmy clue. Divine Understand or guess The King could not divine how the spider would climb. Sprawl Fall or spread awkwardly The spider came down with a slippery sprawl. Dainty Delicate and fine The spider walked on a dainty thread. Inch by inch Slowly and gradually The spider climbed inch by inch to its web. Conquered Won or succeeded He conquered his fears and tried again. Translation in English & Hindi Stanza English Explanation Hindi Explanation 1 King Bruce is sad and frustrated despite being a king because he has failed many times. स्कॉटलैंड के राजा ब्रूस बहुत दुखी और निराश हैं क्योंकि उन्होंने कई बार कोशिश की लेकिन सफल नहीं हुए। 2 He tried to do something great for his people but kept failing, making him lose hope. उन्होंने अपने लोगों के लिए कुछ महान करने की कोशिश की, लेकिन बार-बार असफल हुए, जिससे वे निराश हो गए। 3 Sitting in despair, he decides to give up. निराशा में बैठकर वह हार मानने का निर्णय लेता है। 4 At that moment, a spider drops down and the King watches it curiously. उसी समय, एक मकड़ी नीचे गिरती है और राजा उसे जिज्ञासा से देखता है। 5 The spider tries to climb up a thread but falls. मकड़ी एक धागे से ऊपर चढ़ने की कोशिश करती है लेकिन गिर जाती है। 6 The spider keeps trying without complaining, though it keeps falling. मकड़ी बिना शिकायत किए बार-बार गिरने के बावजूद कोशिश करती रहती है। 7 It manages to climb a little higher each time. वह हर बार थोड़ा-थोड़ा ऊपर चढ़ने में सफल होती है। 8 Even after nine falls, it continues to try. नौ बार गिरने के बाद भी वह कोशिश करना बंद नहीं करती। 9 The King thinks the spider will stop trying. राजा सोचता है कि अब मकड़ी हार मान लेगी। 10 The spider makes a final attempt to reach its web. मकड़ी अपनी जाले तक पहुँचने की आखिरी कोशिश करती है। 11 The spider finally succeeds, reaching its web. अंततः मकड़ी सफल हो जाती है और अपने जाले तक पहुँच जाती है। 12 The King is inspired and praises the spider’s effort. राजा प्रेरित होता है और मकड़ी की कोशिश की सराहना करता है। 13 He decides to try again and finally succeeds in his mission. वह फिर से कोशिश करता है और अंततः अपने मिशन में सफल हो जाता है। NCERT Solution ( To be Updated Soon. 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Competency-Based Grammar Practise the following Competency-Based Board PYQs & Score High Marks in Board Exam in Feb 2025. Attempt any TEN of the following questions : (10x1 = 10 Marks) (i) Fill in the blank by choosing the correct option : You should ____ your mother for your rude behaviour. (a) apologise for (b) apologise at (c) apologise with (d) apologise to (ii) Read the conversations between a customer and a waiter. Complete the sentence by reporting the waiter’s reply correctly Customer : Waiter, come here. The plate is dirty. Waiter : I’ll change it sir. The customer asked the waiter to come there. He pointed out that the plate was dirty. The waiter politely offered _______. (iii) Select the correct option to fill in the blank for the given sentence: _____ you help me cross the road, young man ? (a) Will (b) May (c) Shall (d) Might (iv) Select the option that identifies the error and supplies the correction for the following sentence. Twenty years ago, kids at school had never even heard of the internet. Option No. Error Correction A years year B at in C had have D the an (V) Complete the given narrative, by filling in the blanks with the correct option : NO NEWS _____ GOOD NEWS. (a) HAS (b) HAD (c) IS (d) ARE (vi) Fill in the blank by using the correct form of the word in the bracket : When a satellite _____ (launch), the rocket begins by going slowly upwards. (a) is launched (b) are launched (c) have been launched (d) were launched (vii) Report the dialogue between two friends Seema and Anu, by completing the sentence : Seema : What brings you here ? Anu : I am going to Dr. Sen’s house. In response to the question about what brought Anu there, Anu says ________. (viii) Identify the error in the given sentence and supply the correction : Behind every success film there is a lengthy creative process. Use the given format for your response. Error Correction (IX) Ritu met Anita and saw her crying. Report Ritu’s question. Ritu : “Anita, what is the matter ?” (X) Fill in the blank by choosing the correct option to complete the slogan: _____ EDUCATED MIND CAN TEACH MANY. (a) THE (c) AN (b) A (d) THIS (XI) Select the correct option to complete the narration of a dialogue between Raj and his wife : Raj : I have invited my friends for dinner. Wife : I’ll invite my friends too. Raj told his wife that he had invited his friends for dinner. The wife added that _______. (a) she will invite her friends too (b) she would invite her friends too (c) she can invite her friends too (d) she could invite her friends too (XII) Identify the error in the statement given below and supply the correction : Use the given format for your response. The evil of begging is very common into our country. Error Correction Answer Key (i) (d) apologise to (ii) to change it / to change the plate (iii) (a) will (iv) (B) Error (at) -Correction (in) (v) (c) is (vi) (a) is launched (vii) that she is going to Dr. Sen’s house (viii) Error (Success) successful (correction) (no mark to be deducted if the format is not given) (ix) Ritu asked Anita what the matter was. (x) ( c) AN (xi) (b) she would invite her friends too. (xii) into (error)-in (correction)

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