LEARNING MODULE

G R A D E 9 E N G L I S H
Q
4

The
Dynamism
and Mirror
Name:_______________________
______________________________
of Life
_______________
Subject Teacher: Ms.
Mylyn J. Oñate, LPT
 Saint Vincent Ferrer Academy (SVFA), Inc. English 9, 4th Quarter

1 SOCIAL ISSUES AND

LESSON
LIFE DISPOSITION IN
BUSINESS AND SCIENCE
BUILD YOUR BACKGROUND

One of Shakespeare’s greatest and

ever-popular plays, “The Merchant of Venice,”
took place in Venice and the story revolved
around Antonio, a merchant; Shylock, a Jew and
moneylender; and Portia, a woman disguised as
a young man-lawyer in a court of justice.
the merchant Antonio owed the Jew
three thousand ducats (gold coins) on behalf of
a friend. A contract or bond was signed
between the merchant and the moneylender
which stipulated that if the debt was not paid
on time, Shylock, the lender, would extract
from the debtor , Antonio, a pound of flesh
nearest the heart.

CONNECT YOUR EXPERIENCE

What is a merchant? Would you consider some of the

persons below as merchants?

You will read this play about a merchant during

Shakespeare's time. What kind of a merchant is the one in the play?
Could there be a difference between the merchant of today and
during the time of Shakespeare?
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 Saint Vincent Ferrer Academy (SVFA), Inc. English 9, 4th Quarter

The Merchant of
Act IV, Scene 1 Venice
(Excerpts)

Portia : Why, this bond is forfeit;

And lawfully, by this the Jew may claim
A pound of flesh, to be by him cut off
Nearest the merchant’s heart – Be merciful, take thrice thy
money, bid me tear the bond.

Shylock : When it is paid according to the tenure –

By my soul, I swear
There is no power in the tongue of man
To alter me: I stay here on my bond.

Antonio : Most heartily , I do beseech the court

To give the judgement.

Portia : have by some surgeon, Shylock, on your charge

To stop his wounds, lest he bleed to death

Shylock : Is it nominated in the bond? I cannot

Find it. ‘Tis not in the bond.

Portia : The quality of mercy is not strain’d –

It droppeth as the gentle as the gentle rain from heaven
It is twice blest –
It blesseth him that give, and him that takes:
‘Tis mightiest in the mightiest: it becomes
The throned monarch, better than his crown:
His scepter shows the force of temporal power
The attribute to owe and majesty,
Wherein doth sit the dread and fear of kings -,
But mercy is above this sceptered survey,
It is enthroned in the heart of kings;
It is an attribute to God himself;
And earthy power doth the snow likest God’s
Therefore, Jew,
Though justice be thy pleas, consider this-
That in the course of justice, none of us
Should see salvation; we do pray for mercy;

0 And the same prayer, doth teach us all of render

The deeds of mercy, I have spoken thus
 Saint Vincent Ferrer Academy (SVFA), Inc. English 9, 4th Quarter

The deeds of mercy, I have spoken thus

To mitigate the justice of thy plea,
Which if thou follow, the strict court of Venice
Must needs give sentence against the merchant.

Shylock: I crave the law,

The penalty and forfeit of my bond.

Portia: You, merchant, have you anything to say?

Antonio: But little; I am well prepared…

Portia: The Jew shall have all justice;

He shall have nothing but the penalty,
There is something else..
This bond doth give thee here not jot of blood.
The words expressly are “a pound of flesh”
Take then thy bond, take thou thy pound of flesh
But in the cutting it, if thou does sled
One drop of Christian blood, they lands and thy goods
Are, by the laws of Venice, confiscate…
Unto the State of Venice.
Therefore, prepare thee to cut off the flesh,
Shed thou no blood, nor cut thou less or more
Why doth the Jew pause? Take thy forfeiture.

Shylock : Give me my principal and let me go.

In the end, Shylock loses even his principal because of a
provision in the law of Venice which he broke. He begged
for mercy which was readily given him by the ruling
authority, and by Antonio with whom he was previously
merciless.

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 Saint Vincent Ferrer Academy (SVFA), Inc. English 9, 4th Quarter

READING SKILLS

Answer the following questions from what you read.

1. What was the “bond” between Shylock and Antonio?

2. In her speech before the court, Portia, the lawyer (a woman

disguised as a boy), pleaded for Shylock to show mercy to
Antonio, the creditor. What was Shylock’s response?

3. What might be the real motive of Shylock in demanding from

Antonio that particular kind of payment?

4. What was Antonio’s reaction to the court case? What might be

gleaned about his character?

5. Was Portia’s decision reasonable or just?

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 Saint Vincent Ferrer Academy (SVFA), Inc. English 9, 4th Quarter

6. Which side is fair or just from your perspective: Shylock’s or

Antonio’s?

7. Describe Portia.

8. Does the story affect you? How is it relevant to your life?

LITERARY SKILLS

A. Answer the following questions about the drama, “The Merchant

of Venice”:
1. Consider the lines that show the respective characters of
Shylock, Antonio, and Portia. How were the characterization
of the three been done?
2. Explain how the literary selection may have been
influenced by culture, history, and environment of the past.
3. Have you realized through reading the drama, “The
Merchant of Venice,” that literature can serve as “a means
of understanding unchanging values in a changing world”?
a. What values in business may be gleaned from the drama,
“The merchant of Venice”? How have the values in business
changed through the passage of years?
b. How could one be a good merchant during the time of
Shakespeare?
c. How can one be a good merchant during our present time?

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 Saint Vincent Ferrer Academy (SVFA), Inc. English 9, 4th Quarter

Literary Focus

Understanding Theme in Drama

Like short stories, novels, and poems, most

dramas convey a theme, a central message or insight
into life. The theme is conveyed through the words and
actions of the characters.

What do you think is the theme of the play? Why?

Dramatic Elements

Elements of drama can be used individually or at the same

time depending on the performer’s decision for dramatic effect. Focus,
tension, timing, and rhythm comprise these elements.

Focus
You can give attention to focus when you:
• memorize lines (may also include the actions, moves,
facial expression, etc.)
• emphasize the goals or objectives of a character

Tension
You are thinking of tension as you view drama with focus
on its conflict.
• Tension builds as the audience predicts the result in the
plot.
• Its obvious example is a mystery story (story about
crime).

Timing
You are concerned with timing when you think of the
timing of movements and gestures and the right timing of
their execution.
• Check if the actions and behaviors are carefully done.

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• Rhythm and speed or pace are influenced by timing.
 Saint Vincent Ferrer Academy (SVFA), Inc. English 9, 4th Quarter

Rhythm
Rhythm pertains to the period of timing and speed of
the drama. Other important details include :
• it means the speed of the performance.
• Rhythm has a rule that it should never be repeated
throughout the drama, no matter its length.

How does each element of drama described above

relate to the drama, “The Merchant of Venice”? Explain how the
following elements were developed and manifested in the said
drama by writing significant details.

1. Focus
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2. Tension
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3. Timing
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4. Rhythm
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 Saint Vincent Ferrer Academy (SVFA), Inc. English 9, 4th Quarter

Read the text below about drawing conclusions and

inferences. Study the examples given and make your own examples.
When you draw conclusions or make inferences, you do the following:
• identify the important details
• determine why the details are important
• establish the sequence and relationship of events
• unlock the meaning or relevance of the events

Simply getting the facts in reading and from a text

listened to is not enough –you must think about what those facts
mean to you.

DRAWING CONCLUSIONS

Conclusions rely on the facts of a situation to make a determination

that is not explicitly stated by the information.
 A statement requires two conditions to serve as a
conclusion.
 First, it must be a logically derived statement from the
available information.
 Second, it must be stated or inferred from the available
Example: information
You are aware that your friend Gina’s bag looks
discolored and damaged. You also know that Gina has just
received her salary so she has money to buy a new one. Now,
you are with her in a bag department section of a store. What
might you conclude? You can conclude that she will buy a new
bag.

It may be logical to think that Gina may buy a bag,

but there is no inference yet that may show that she has made
the decision to purchase the new bag.
Your own example:
Your classmate Helen says she hasn’t had breakfast
and she may look hungry. Then, she heads to the canteen. You
may conclude
that______________________________________________________
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 Saint Vincent Ferrer Academy (SVFA), Inc. English 9, 4th Quarter

MAKING INFERENCES

Inferences also rely on facts in a situation, but instead of

drawing a conclusion, inferences use facts to determine other facts.

You make inferences by examining the facts of a given

situation and determining what those facts suggest about the
situation.

You may ask Helen what food she brought to school and she
replies,” I only have a sandwich in my bag.” Knowing that
Helen has a sandwich in her bag and she is heading to the
canteen, you may infer
that_____________________________________________
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_____________________________________________________________
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____________
This is a fact, drawn from the available information.
However, it can be noted that no prediction can be made
related to any further action.
DRAWING CINCLUSIONS FROM INFERENCES

You can use inferences to generate additional

information, upon which you can draw a conclusion.

From your inference about the sandwich Helen has in her

bag, you look at the watch and know it’s only 9:00AM, so you
may think that it is too early to have lunch. You may have
the conclusion that she might want something to drink and
perhaps also _______________________________________.
You use inferences to gain more information so
you can draw conclusions that are more accurate and more
specific. Aside from Helen going to the canteen to
____________________, you now can also predict that Helen
may_____________________
_____________________________________________________________
_____________________________________________________________
_____________________________________________________________ 0
__
 Saint Vincent Ferrer Academy (SVFA), Inc. English 9, 4th Quarter

Make Inferences from Conclusions

You formulate conclusions by generating additional

information about the situation, or gathering more inferences. You can
use this techniques to review situations and learn how to make better
inferences and conclusions in the future, or to gain more insight
about people.

LISTENING SKILLS

Listen carefully t Text 1A and write a few important words

from the text which you will listen to. Later, you may use these words
you got from the text to write a logically derived statement about the
listening text.

TEXT 1 A

Your notes: ___________________________________________________________

______________________________________________________________________
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______________________________________________________________________
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As you have learned, conclusions rely on the facts of a
situation. You also learned additional things about making a
conclusions:
 First, it must be a logically derived statement from the
available information.
 Second, it must not be stated or inferred from the available
information.

Write your conclusion which should be a logically derived

statement from TEXT 1A in the space below:
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

1
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 Saint Vincent Ferrer Academy (SVFA), Inc. English 9, 4th Quarter

TEXT 1B

Additional information from TEXT 1B

____________________________________________________________________
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Your conclusion based on the additional information:

____________________________________________________________________
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Continue getting additional information for you to make

more inferences upon which you can draw a conclusion. Write the
additional information from TEXT 1B.

TEXT 1C

Additional information from TEXT 1C

____________________________________________________________________
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Your conclusion based on the additional information:
____________________________________________________________________
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Write the conclusion for the whole listening text.
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 English 9, 4th Quarter
Saint Vincent Ferrer Academy, Inc. (SVFA)
Babatngon, Leyte

Assessment # 1
Name:______________________________Grade &
Directions: After listening to three related texts and taking down important
Section:______________
points from which you have made your conclusions, answer the questions
Subject Teacher:
listed below.
_______________________________Date::_____________
1. Are there critical issues that demand sound analysis and call for prompt
actions in the text you listened to?
____________________________________________________________________________
____________________________________________________________________________
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________________________

2. Did you notice any social and moral issues affecting the nation in the text
you listened to?
____________________________________________________________________________
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_______________________

3. Have you used analytical listening skills to make predictions/projections

related to the listening text?
____________________________________________________________________________
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________________
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________
4. What is the stand of the speaker based on the explicit statements made
in the listening text? Prove your answer.
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5. Write a conclusion about the whole listening text based on what
you have listened to and also on some ideas you have gathered.
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__________________________________________________________________

6. Have you changed or revised your earlier conclusion or has your

earlier conclusion remained the same even after getting ideas?
Write your answers below.
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___________________
 Saint Vincent Ferrer Academy (SVFA), Inc. English 9, 4th Quarter

ORAL FLUENCY

A. Read this sentence with emphasis or stress on the

capitalized letters of the words.

“I’d like to attend the flag ceremony tomorrow morning.”

 Have you noticed something wrong in the way you say it?
 What do you think is the error?
 What might be the things a speaker has to consider or think
about when he is communicating?
 How important is stress in a word? Explain its importance.

Word stress is one of the important keys to

improve your English comprehension skills. Without a
good grasp of here stress appears in the language, it
becomes difficult to communicate clearly.

Stress is the prominence or importance

given to syllables or words. It is stress that makes a
syllable or word a stand out.

B. Read the following words applying the three elements or

characteristics of stress. Emphasize the underlined
syllable.

ceremony committee torpedo

referee ordeal rabies

There are four types of stress:

1. Primary (ˊ) 3. tertiary (ˋ)

2. secondary (˄) 4. weak (no symbol)

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 Saint Vincent Ferrer Academy (SVFA), Inc. English 9, 4th Quarter

C. Practice reading the words correctly. Remember to

pronounce the stressed syllable correctly, louder, longer, and
with a higher pitch.
Two- Two- Three- Three- Three-
syllable syllable syllable syllable syllable
words words words words words
with the with the with the with the with the
primary primary primary primary primary
stress on stress on stress on stress on stress on
the first the the the first the last
syllable second second syllable syllable
syllable syllable

fragile disguise attention molecule deportee

pageant campaign papyrus architect
chamber ordeal amnesia hierarchy
mayonnais
ancient petite leukemia e masculine
migraine
CONSONANT malign
DRILLS impostor ligament
abaca
referee
Pronounce the sounds correctly and read aloud the words
correspond
and the drills correctly.

/ ð / - a voiced sound continuant in duration; oral in passage; uses the

tip of the tongue and the ridge for articulation.

another their bother either there thus

feather brother farthest therefore that gathers
leather featherweight rhythm therein thereby soothe
weather although heathen thine those worthy

/ d / - a voiced sound; stops in duration, oral in passage; uses the tip

of the tongue and the tooth ridge for articulation.

dine Danny day destiny dialogue sudden

breed garden dance dinner bridge dare
load udder dot draw drum diary

/d/-/ð/
udder-other read-wreath breeding-breathing dense- thence
ride-writhe den –then southern-sudden breed-breath
ladder –lather Dan- than breeds- breathes sued – soothe
doze – those die –they fodder –father dough-though
1 day-they dine-tine loads- loathes wordy-worthy
 Saint Vincent Ferrer Academy (SVFA), Inc. English 9, 4th Quarter

DRAMATIC READING OF A PLAY

Read the guidelines for the dramatic reading and follow the steps.

What is the best way to go about a dramatic reading of

a play? As plays contain dialogue along with simple stage
directions, you might feel as if you are reading a set of instructions.
Yet, a play can be a moving literary experience. It is through
dramatic reading when you share with an audience your
understanding and feelings about a literary work.
In this workshop, you will perform a dramatic reading of
play using your voice, facial expressions, and gestures to convey
the meaning and feeling of words to the audience.

Follow these steps for your dramatic reading:

PLANNING TIPS

 Read the play at least twice, either by yourself. During

your second reading, think about how to present the
work, and write down your ideas.
 Make a copy of the original script. Then, add marks to
guide you in your reading. For example, you can underline
a word or phrase as a reminder to emphasize it and use a
slash (/) as a signal to pause. Use the script during
rehearsal and during the actual presentation.
 Prepare a brief introduction; give the title, name of
author, and any background information, if audience is
unfamiliar with the piece.
 Hold at least one complete dress rehearsal with any
props or costumes you plan to use. Time your
presentation.

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 Saint Vincent Ferrer Academy (SVFA), Inc. English 9, 4th Quarter

PRESENTING TIPS

1. Imagine that your listeners don’t understand the

language you speak. Give them signals whether you’re
asking question or making a statement and whether the
play is funny or scary or sad. Ask yourself: How much
meaning am I communicating through my tone of voice,
facial expressions, and gestures alone?
2. Try the following:
• Speak twice as slowly and twice as loudly as you
normally would.
• make your pauses twice as long and your gestures
and expressions twice as forceful, putting twice as
much feeling into each word.
3. Ask someone to observe a rehearsal and comment on your
reading.
4. Make sure you look at your audience. It is important to
maintain eye contact.

VIEWING Real –Life Iron Man: Futuristic Robo-

Suit Gives man Superhuman Strength

http://elitedaily.com/news/technology/futuristic-robo-suit-give
s-man-super-human-strength-video/

A. Determine the relevance of the material viewed:

1. How is the material viewed important these days?

2. How about to the future generation?

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 Saint Vincent Ferrer Academy (SVFA), Inc. English 9, 4th Quarter

3. How about to your parents and those who are not

technologically oriented?

B. Answer the questions about the video:

1. Why did the scientist design a robot?

2. What was the author meant about “This development

stands to show that science fiction is now a reality”?

3. What did you discover about the changes viewed in the

video?

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 Saint Vincent Ferrer Academy (SVFA), Inc. English 9, 4th Quarter

C. Formulating Predictions
What do you want people to do with technology? List your
points and make a conclusion about them.

BUILD YOUR STYLE

LANGUAGE WORKSHOP

What’s funny or interesting about this friends’

conversation?

Anna : The sandwich eaten her.

Bea: What a monstrous sandwich!
What? The sandwich eaten her?

ACTIVE AND PASSIVE VOICE

In English, there are two voices: active and passive. Voice

refers to the form a verb takes to indicate whether its subject
is acting or being acted upon.

Definition: In an active sentence, the subject performs the

action expressed by the verb.
In a passive sentence, the subject receives the
action expressed by the verb.

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 Saint Vincent Ferrer Academy (SVFA), Inc. English 9, 4th Quarter

The distinguished politician delivered a speech during the

assembly. [ACTIVE]
(doer of the action)

A speech was delivered by the distinguished politician during the

assembly. [PASSIVE]
(receiver of the action)

Form: A passive sentence can be formed from an active

sentence containing a transitive verb.

When the passive sentence is formed, the following

changes take place:
1. The direct object of the active sentence becomes the
subject of the passive sentence.
2. The form of the verb is changed to be plus the past
participle.
3. The subject of the active sentence becomes the
object of the preposition by.

• Beethoven composed the Ninth Symphony.

[active]
• The Ninth Symphony was composed by
Beethoven. [passive]

If the subject of the active sentence is unimportant of unknown,

the by-phrase is usually omitted from the related passive sentence.

o Someone completed the musical composition in

1887. [active]
o The musical composition was completed in 1887.
(by someone) [passive]

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 Saint Vincent Ferrer Academy (SVFA), Inc. English 9, 4th Quarter

If the active sentence contains both indirect object and direct object, either
object may become the subject of the passive sentence. The other object remains after
the verb and is called the retained object.

o The conductor handed me the baton.

o I was handed the baton by the conductor. [retained object]
o The baton was handed to me by the conductor. [retained
object]

When an active sentence is changed to a passive sentence, the tense of the

verb remains the same. The following chart shows how each of the six tenses is expressed
in the active and passive form.

Tense Active Passive

Present see is/are seen
Past saw was/ were seen
Future will see will be seen
Present Perfect have seen have been seen
Past perfect had seen had been seen
Future Perfect will have seen will have been
seen

Not every active sentence has a related passive sentence. An active

sentence with an intransitive or a linking verb cannot be changed into a passive
sentence.

 Mozart went to Rome to hear Allegri’s Miserere.

 At the time, the Miserere was a carefully guarded composition
played only in the Sistine chapel.
USING THE ACTIVE AND PASSIVE FORMS
Active sentences are usually more forceful and direct than passive
sentences. However, in certain instances, passive sentence may be more effective.

1. You may use a passive sentence if you wish to emphasize the

receiver of the action rather than the doer.
• “Mysteries of the East” was written by a local artist. [subject
is emphasized]

2. You may use a passive sentence if the doer of the action is unknown,
unimportant, or unspecified.

1 • “Mysteries of the East” was written to celebrate the beauty of

the country. [doer unspecified]
 English 9, 4th Quarter
Saint Vincent Ferrer Academy, Inc. (SVFA)
Babatngon, Leyte

Assessment # 2
Name:______________________________Grade &
Section:______________
A.Subject Teacher:
Identify the syllable where you can find the stress.
_______________________________Date::_____________
1. antique 6. idealistic

2. pungent 7. opaque

3. kangaroo 8. idealistic

4. guarantee 9. literature

5. phonemic 10. representation

B. Which of the following are active sentences? Which are passive

sentences? Write active or passive in the blank provided.

_____________1. French detective Alphonse Bertillon was the first person to

use fingerprints to catch a murderer.
_____________2. In 1902, the home of a Parisian dentist was invaded by a
professional criminal.
_____________3. A servant encountered the criminal, and the two fought
frantically.
_____________4. As a result of the fray, the servant was killed.

_____________5. Pieces of broken glass were found at the scene of the crime
by detective Bertillon.
_____________6. Fingerprints on the glass led to the conviction of the killer.

C. Write A for Active and P for Passive to identify the voice in each of the
following sentences.

_____1. Various meanings of the word racket are listed in the dictionary.
_____2.Originally, a racket was simply a “disturbing noise.”
_____3. The word racket acquired an additional meaning as a result of
criminal activity in England.
______4. During the seventeenth and eighteen centuries, thieves and
rouges were plentiful.
______5. Honest British citizens were often plagued by pickpockets
working with accomplices.
______6. The accomplices distracted intended victims by making a
great deal of noise.
______7. The word racket thus came to mean “an illegal activity.”

______8. This newer meaning of racket is considered slang by some

dictionary makers.

D. Change each of the following passive sentences into active

sentence.

1. Some of the basic principles of television were discovered by a

sixteen-year-old Idaho high school student named Philo T.
Farnsworth.
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2. Pictures could be transmitted through the air by the photoelectric
cell and the cathode ray tube.
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3. A device called an image dissector was sketched by the boy.
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4. The sketch was examined by Science teacher Justin Tolman, who
agreed that Farnsworth’s ideas were theoretically sound.
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5. Farnsworth’s theories were ignored by nearly everyone.
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6. The idea of sending pictures through the air was ridiculed by some
individuals.
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 English 9, 4th Quarter
Saint Vincent Ferrer Academy, Inc. (SVFA)
Babatngon, Leyte

Name:______________________________Grade &
Section:______________
Subject Teacher:
_______________________________Date::_____________
WRITING WORKSHOP 1

Performance of a play only lasts a few hours. So, when

you review a play, you need to prepare in advance, and it is very
important that you keep an open mind when you watch a play. You
must remember that a director of a play has many different choices
in performing his or her functions.
Perform the following steps to prepare yourself for the
task of reviewing a play which you have watched in school or on the
internet.

Get started
Here are reminders before you start reviewing a play:
1. Read the play before attending the production.
2. Understand the play’s language and style very well.
3. Keep an open mind as you watch the play.
4. Think about the choices the director has made about the
production while evaluating their effectiveness.
5. Right after the play, jot down your impressions and any
descriptive details that you might want to use in your review.
6. Be attentive and thoughtful but not excessively critical as you
watch it.
7. Remember that you are trying to get the average theater goer’s
response and reactions, i.e., if they would enjoy seeing the play.

Draft
As you start with your draft, read each of the guidelines:

1. The basic facts about the play:

• the names of the playwright, director, leading actors, and the
theater company, and the venue of the play.

This information typically appears in the first few paragraphs of the

review, but some of them can be worked into later paragraphs.
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2. The brief description of the play includes:

• the subject;
• Its scope; and
• the theme of themes
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3. Your critical opinion of the play should be supported with specific
examples:
• Is it entertaining or thought-provoking?
• What are the play’s major strengths and weaknesses?
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4. Evaluation of the direction of the play should feature:
• (if applicable) key concepts that unify the production or a particular
interpretational approach and
• the choices by the director and an analysis of their effectiveness.
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 English 9, 4th Quarter
5. Assessment of the performances of the actors:
• Have you found their performances convincing?
• How have they worked together?
• How have their voices and body movements affected the overall
effect?
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6. Evaluation of the play’s design elements:

• Did the set establish the right mood for the play?
• Did costumes and lighting enhance the overall effect?
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Check and Revise

Go over your notes in the preceding stages: “Get Started” and “Draft.”
Write a coherent whole of the significant ideas you have
written in the two initial stages as you check and revise your play
review further.
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 Remember to conclude with your analysis the success or
failure of the production. Consider these questions in the conclusion of
your play review:
• I it generally worth seeing? Why or why not?
• Does it have flaws which outweigh its merits?
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 Saint Vincent Ferrer Academy (SVFA), Inc. English 9, 4th Quarter

2 THE PASSION OF LOVE

IN DRAMA AND A PLAY
REVIEW
Why is love one of the favorite themes of drama?

BUILD YOUR BACKGROUND

William Shakespeare, well known

primarily for his plays, became famous first as a
poet. His earlier plays appeared in 1594 mainly
histories and comedies were “Henry VI”, “Titus
Andronicus”, “A Midsummer Night’s
Dream”, :the Merchant of Venice”. And “Richard
II”. The tragedy, “Romeo and Juliet”, was also
published in this period.

Shakespeare was prolific and it can

be seen with records stating that he produced
roughly two plays a year from 1594 until
around 1611. His greatest tragedies were
“hamlet”, “Othello”, “King Lear”, and
“Macbeth”.
Known throughout the world, the
works of William Shakespeare have been
performed in countless villages, cities, and
metropolises for more than 400 years.

CONNECT YOUR EXPERIENCE

What ideas related to literature or films do you

recall as you look at Hayez’s painting

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 Saint Vincent Ferrer Academy (SVFA), Inc. English 9, 4th Quarter

Scene from Romeo and Juliet

(An Excerpt)

Romeo and Juliet

Balcony Scene
Scene II. Capulet’s Garden
(Enter Romeo)

Romeo : He jests at scars that never felt a wound.

[Juliet appears above at a window.]
But soft, what light through yonder window breaks?
It is the east and Juliet is the sun!
Arise, fair sun, and kill the envious moon,
Who is already sick and pale with grief (5)
That thou her maid art far more fair than she.
Be not her maid, since she is envious;
Her vestal livery is but sick and green,
And none but fools do wear it. Cast it off.
It is my lady, O, it is my love! (10)
O that she knew she were!
She speaks, yet she says nothing; what of that?
Her eye discourses, I will answer it.
I am too bold: ‘tis not to me she speaks.
Two of the fairest stars in all the heaven, (15)
Having some business, do entreat her eyes
To twinkle in their spheres till they return.
What if her eyes were there, they in her head?
The brightness of her cheek would shame those starts,
As daylight doth a lamp. Her eyes in heaven (20)
Would through the airy region stream so bright
That birds would sing and think it were not night .
See how she leans her cheek upon her hand
O that I were a glove upon that hand,
That I might touch that cheek! (25)

Juliet:
Ay me!

Romeo: She speaks .

O, speak again, bright angel, for thou art
As glorious to this night, being o’er my head,
As is winged messenger of heaven (30)

2 Unto the white-upturned wondering eyes

Of mortals that fall back to gaze on him
 Saint Vincent Ferrer Academy (SVFA), Inc. English 9, 4th Quarter

Romeo: When he bestrides the lazy-puffing clouds

And sails upon the bosom of the air.

Juliet: O, Romeo, Romeo! Wherefore art thou Romeo? (35)

Deny thy father and refuse thy name;
Or, if thou wilt not, be but sworn my love,
And I’ll no longer be a Capulet.

Romeo:
[Aside]. Shall I hear more, or shall I speak at this?

Juliet: ‘Tis but thy name is my enemy: (40)

Thou art thyself, though not a Montague.
What’s Montague? It is nor hand, nor foot,
Nor arm, nor face, nor any other part
Belonging to a man. O, be some other name.
What’s in a name? That which we call a rose (45)
By any other name would smell as sweet;
So Romeo would, were he not Romeo call’d,
Retain that dear perfection which he owes
Without that title. Romeo, doff thy name,
And for that name, which is no part of thee, (50)
Take all myself.

Romeo: I take thee at thy word.

Call me but love, and I’ll be new baptis’d;
Henceforth I never will be Romeo.

Juliet: What man art thou that, thus be screened in night, (55)
So stumblest on my counsel?

Romeo: By a name
I know not how to tell thee who I am:
My name, dear saint, is hateful to myself,
Because it is an enemy to thee. (60)
Had I it written, I would tear the word.

Juliet: My ears have yet not drunk a hundred words

Of thy tongue's uttering, yet I know the sound.
Art thou not Romeo, and a Montague?

Romeo:
Neither, fair saint, if either thee dislike. (65)

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 Saint Vincent Ferrer Academy (SVFA), Inc. English 9, 4th Quarter

Juliet: How cams’t thou hither, tell me, and wherefore?

The orchard walls are high and hard to climb,
And the place death, considering who thou art,
If any of my kinsmen find thee here.

Romeo: With loe’s light wings did I o’er perch these walls, (70)
For stony limits cannot hold love out,
And what love can do, that dares love attempt:
Therefore thy kinsmen are no stop to me.

Juliet: If they do see thee, they will murder thee.

Romeo: Alack, there lies more peril in thine eye (75)

Than twenty of their swords. Look thou but sweet
And I am proof against their enmity.

Juliet: I would not for the world they saw thee here.

Romeo: I have night’s cloak to hide me from their eyes,

And, but thou love me, let them find me here; (80)
My life were better ended by their hate.
Than death prorogued, wanting of thy love.

Juliet: By whose direction found’st thou out this place?

Romeo: By love, that first did prompt me to enquire.

He lent me counsel, and I lent him eyes. (85)
I am no pilot, yet, wert thou as far
As that vast shore wash’d with the furthest sea,
I should adventure for such merchandise.

Juliet: Thou knowest the mask of night is on my face,

Else would a maiden blush bepaint my check (90)
For that which thou hast heard me speak tonight.
What I have spoke. But farewell compliment.
Dost thou love me? I know thou wilt say “Ay”,
And I will take thy word. Yet, if thou swear’st, (95)
Thou mayst prove false. At lovers’ perjuries,
They say, Jove laughs. O gentle Romeo
If thou dost love, pronounce it faithfully:
Or if thou thinkest I am too quickly won,
I’ll frown, and be perverse, and say thee nay, (100)
So thou wilt woo: but else, not for the world.
In truth, fair Montague I am too fond;

2 And therefore thou mayst think my ‘haviour light

But trust me gentleman, I’ll prove more true
 Saint Vincent Ferrer Academy (SVFA), Inc. English 9, 4th Quarter

Juliet: Than those that have more cunning to be strange. (105)

I should have been more strange, I must confess,
But that thou overheard’st, ere I was ‘ware
My true-love passion; therefore pardon me;
And not impute this yielding to light love
Which the dark night hath so discovered. (110)

Romeo: Lady, by yonder blessed moon I vow,

That tips with silver all these fruit-tree tops –

Juliet: O, swear not by the moon, the inconstant moon,

That monthly changes in her circled orb,
Lest that thy love prove likewise variable. (115)

Romeo: What shall I swear by ?

Juliet: Do not swear at all.

Or if thou wilt, swear by thy gracious self,
Which is the god of my idolatry,
And I’ll believe thee. (120)

Romeo: If my heart’s dear love –

Juliet: Well, do not swear: although I joy in thee,

I have no joy of this contract to-night:
It is too rash, too unadvised, too sudden;
Too like the lightning, which doth cease to be (125)
Ere one can say “It lightens.” Sweet, good night!
This bud of love, by summer’s ripening breath,
May prove a beauteous flower when next we meet.
Good night, good night! As sweet repose and rest
Come to thy heart as that within my breast! (130)

Romeo: O, wilt thou leave me so unsatisfied!

Juliet: What satisfaction canst thou have to-night?

Romeo: The exchange of thy love’s faithful vow for mine.

Juliet: I gave thee mine before thou didst request it:

And yet I would it were to give again. (135)

Romeo: Wouldst thou withdraw it? For what purpose, love?

2
 Saint Vincent Ferrer Academy (SVFA), Inc. English 9, 4th Quarter

Juliet: But to be frank, and give it thee again.

And yet I wish but for the thing I have:
My bounty is as boundless as the sea,
My love as deep; the more I give to thee, (140)
The more I have, for both are infinite.

Nurse calls within

I hear some noise within; dear love, adieu!
Anon, good nurse! Sweet Montague, be true.
Say but a little, I will come again.

Exit, above

READING SKILLS

Analyzing and Responding to Romeo and Juliet’s Scene:

1. What kind of relationship exists between Romeo and Juliet?

2. How would you describe the actuations and language that show
how they feel for one another?

3. If you can have your way, how ould you end the play Romeo and
Juliet? Why?

4. Are you in favor of their relationship? Why or why not?

5. What is the moral learned from the excerpt?

2
s
 Saint Vincent Ferrer Academy (SVFA), Inc. English 9, 4th Quarter

LITERARY SKILLS

A PLAY
A play is a story to be presented on stage before an
audience. The reader with his/her imaginative mind interacts
with the play, and as he/she does this, he/she visualizes the
drama from different angles: as the play’s own director, actor,
costume and set designer, lightning technician, make –up artist,
and audience.

Characteristics which distinguish drama from other

forms of literature are:
 its immediacy - the rapidity which things happen
 its objectivity – that is, the dramatist leaves us to infer
what he/she means through dialogs and actions.
Read about the other important elements of drama and
write pertinent notes about each one in relation to Romeo and
Juliet. Write your notes in the space provided.

LANGUAGE
 The use of language in performance can be in verbal or
nonverbal form.
 You see language as a spoken text as well. That means, it
is written in script which is executed or performed.
 Language is normally spoken, but it can be also sung or
maybe utterly nonsense in order to make a dramatic
effect.

SOUND
 Modern theatrical practice relies on sound to assist in
number of ways which can be useful in creating
atmosphere or mood.
 Actors and their bodies can construct effective sound in
performance.
 Small props can also create sound effects that can be
used lived during show.
 Other uses of sound involve the use of technology:
instrumental recordings and sound effects on CDs and
MP3 players (though this use of sound is technically a
stagecraft element in the theater, not a dramatic
element.) 2
 Saint Vincent Ferrer Academy (SVFA), Inc. English 9, 4th Quarter

LISTENING SKILLS

You will listen to several short passages about a modern

way o how people communicate. Listen to each text and take down
important points. Then, at the end of each listening section, perform
the given instructions.

Listen to Text A, and Text B. Jot down notes and compare and
contrast the ideas listened to.

Notes from :
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TEXT A

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2
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 Saint Vincent Ferrer Academy (SVFA), Inc. English 9, 4th Quarter

TEXT B

Comparing Contrasting

TEXT C
Listening to Text C and answer these questions:

1. What is the main idea?

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2. Do you think this idea from text C is truthful? Why or why not?
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3. Is the idea from Text C relevant? Why or why not?
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2
 Saint Vincent Ferrer Academy (SVFA), Inc. English 9, 4th Quarter

TEXT D

Listening to Text D, jot down notes, and answer these

questions:
1. What are the ideas you got from Text D?
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2. Which of these ideas from Text D are valid to you? Why?

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3. Which of these ideas from Text D are NOT valid to you? Why
not?
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TEXT E

Listen to Text E. Jot down notes and answer these questions:

4. What is the main idea of the message?

5. Do you think the ideas are biased? Do you think the person
stating that “people become less inhibited in text messaging

2 than they are if they communicate same message verbally” is

biased?
 Saint Vincent Ferrer Academy (SVFA), Inc. English 9, 4th Quarter

3. A bias is a concentration on or interest in one particular area or

subject. For example, “His work showed a discernible bias toward
philosophy.”

A prejudice is defined as :

A. an adverse judgement or opinion formed beforehand or

without knowledge or examination of the facts
B. a preconceived preference or idea

4. Study the difference between a bias and prejudice by

considering the difference; then write the difference of the two
terms:
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ORAL FLUENCY

A. Read the tips for eye contact.

ESTABLISHING EYE CONTACT IN PUBLIC SPEAKING:

To be able to address problems in terms of establishing

and maintaining eye contact with the audience, it pays to consider
the following guidelines and pointers:
1. Be relaxed. Set your mind to the task that your goal is to
establish rapport naturally and spontaneously.
2. Do not fret when you spot on frowning face in your audience.
Do not fixate on him or her; look at the other members of your
audience.
3. Muster the courage and confidence to connect with your
audience through polite and sustained eye contact.

3
 Saint Vincent Ferrer Academy (SVFA), Inc. English 9, 4th Quarter

VOWEL DRILL:

The higher Mind-Front Vowel [e].

WORD DRILL:

Initial Medial Final

a make may
aim mail lay
ape babe hay
apex wade bay
ate phase say
eight pain day
ale pane Kay
ail date sleigh
aid made neigh
aide maid pay

PHRASE DRILL:

a nice skater
take the bouquet
savory fish fillet
neighbors from Asia
plain and pail

SENTENCE DRILL:

The beauty candidate wore lace.

He wants to live on his native land.
The baby has a nasal problem .

3 They are now stable in the State of America.

He shaved his long beard.
 Saint Vincent Ferrer Academy (SVFA), Inc. English 9, 4th Quarter

CONSONANT DRILL:
/m/ - voiced bilabial sound; produced by pressing the lips firmly

Beginning Middle
End
memory eminence time
margin emanate zoom
medicant diminish seem
megalomania immolate oam

Beginning Middle
End
melancholia hampers vim
mercurial germane foam
malady luminary commendable
misery component
firm
miniature detriment trim
mimetic amalgam enthusiasm
monotone armada dome
mulatto boomerang
home
myriad rampant program

PHRASE DRILL:

 a miniature musical scale in the house

 the loam from where Adam was created
 the malady among prominent merchants in Munich
 a symposium on rampant crimes in Mindanao
 an amalgam of prominent business firm in this program

3
 Saint Vincent Ferrer Academy (SVFA), Inc. English 9, 4th Quarter

/n/ - voiced alveolar sound; pronounced with tongue against the

teeth ridge

Beginning Middle
End
naïve sanguine omen
nebulous kindle potion
nemesis chanting sheen
nimble handsome quicken
nocturnal undulate saloon
nomadic pronounce ordain
nostalgia ventilate clan
notorious fantasy disdain
nefarious handicraft mundane
niggard adventure ruffian

PHRASE DRILL:

 the condition required to annihilate the kins of the Negros clan

 the funeral of the notorious painter from Negros
 the adventure of the nomadic clan of Noah
 nothing new during the noon hour
 disdain for the numerous mundane pleasures

SENTENCE DRILL: (/m/ AND /n/):

 There are wax images of the man and the woman.

 At the airport, the customs officials seized a quantity of narcotics
and potions made by the natives
 A Metro-Dagupan policeman investigated the man’s report on the
nocturnal noises in his neighbor’s house.
 The Germans found the sunken tanker belonging to America.

3 Initial Medial Final

 Saint Vincent Ferrer Academy (SVFA), Inc. English 9, 4th Quarter

/r/ - voiced, retroflex continuant sound; produced by raising the

tongue tip, center or back close proximity of the roof of the mouth
without touching it or by allowing the uvula to vibrate rapidly

Beginning Middle
End
ream berate gear
roam lurid blister
rant heartless teacher
remain garner monger
reverie cardigan powder
rend corner folder
rage nurture lair
reel mortician lure

PHRASE DRILL:

 to receive a read rose from Robert Burns

 the right teacher for the poor workers
 the heartless leader of the lurid corner

SENTENCE DRILL

 The result of turning the wrong rail was disastrous to the

roadrunners.
 Why are some adults afraid of the dark and small room?
 The governor wanted the right leader for the poor workers in his
factory.

3
 Saint Vincent Ferrer Academy (SVFA), Inc. English 9, 4th Quarter

BUILD YOUR STYLE

LANGUAGE WORKSHOP

Read the dialogue.

Anna: How did you evaluate your group members?

Ben : It’s hard to evaluate. I cannot explain very well. The
idea of evaluation just comes to my mind and then,
I am done with the evaluation
Ann: Huh? I don’t get it.
Ben: As I said, it is hard to explain, but in the end, I have
remarks like “good”,“fair”, or “needs
improvement.”
Anna: What are your indicators of “good”?
Ben: When I feel okay with the work…
Ann: Oh my, oh my.

3
 English 9, 4th Quarter
Saint Vincent Ferrer Academy, Inc. (SVFA)
Babatngon, Leyte

Assessment # 3
Name:______________________________Grade &
Section:______________
Subject
A. Teacher:
There are different words and phrases which you may use in making
_______________________________Date::_____________
evaluation. You need to use clear and effective language that expresses
your strengths.

• Words showing creativity : initiative, develop, pioneer, create,

originate
“We designed and implemented a structured plan of action for a new drama
project.”

Use words to show creativity in your evaluation. Write your

evaluative statement below.

1.

2.

3.

• Words Showing Leadership Skills

Examples: spearhead, lead, nurture, manage, monitor, recruit
“She managed students in a classroom environment and delegated jobs
according to communication and acting proficiency.
Use words to show creativity in your evaluation. Write
your evaluative statement below.
1.

2.

3.
• Words Showing Teamwork
1. Fitting in as a part of a team can be an important asset to being an
effective employee.
2. Use “co-” in front of words like “wrote”, “developed”, “authored”,
and “designed”.
3. Use phrases like “helped achieve”, assisted coworkers”, and
“worked with” to show your team-playing abilities.

Use words to show teamwork skills in your evaluation.

Write your evaluative statement below.

4.

5.

6.

• Words Showing Organizational Skills

Examples : organize, structure, restructure, arrange, streamline

“We streamlined a system for training new actors in dramatic

organizational policies.”

Use words to show organizational skills in your evaluation.

Write your evaluative statement below.

1.

2.

3.
 English 9, 4th Quarter
Saint Vincent Ferrer Academy, Inc. (SVFA)
Babatngon, Leyte

Name:______________________________Grade &
Section:______________
Subject Teacher:
_______________________________Date::_____________
WRITING WORKSHOP 2

Get started
Watch the “Romeo and Juliet” play or an online play and perform the
following instructions.

A. Writing a Play Review

Cite the basic information:
• Name and location of the theater
• Date and time of the production
• Title of the play and the playwright

B. Identify the important elements of the script:

• The major conflict, dramatic question, or unifying theme
• The dominant tone of the play
C. Comment on the following aspects of directing:
• Were all of the elements of the production compatible and
coordinated? Explain.
• Are there some parts that seemed out of place or inadequately
integrated with the rest?

D. Describe the acting: Choose at least two actors (male or female) to

assess. Spell actors’ and characters’ name correctly.
• Were the roles appropriately cast? Support your claim.
• Were some actors especially effective? How and with what effect?
• Were the voices of the actors clear and audible?
• Were there any special skills (such as dancing, singing, fencing,
plying a musical instrument) showcased by any of the actors? If so,
how effectively were they able to deliver or perform?

E. Comment on the set design:

• what did the scenery convey about the play?
• Did the scenery contribute (or fail to contribute) to the total
production?
 English 9, 4th Quarter

F. Answer the following question about costume design and make-up:

• Overall, how did costumes and make-up contribute (or fail to
contribute) to the total production?

G. Assess the lighting design and sound:

• How did lighting and sound contribute (or fail to contribute) to the
production concept and the total production?

H. Share your final thoughts:

• Overall impression of the performance
• Overall impression of the experience
Draft
From your notes in the preceding writing phase, construct
your first draft of the play review. Remember to include the following:
• The Basic Information
• Acting
• Script
• Directing
• Scenic Design
• Costume Design and Make-up
• Lighting Design and Sound
• Final Thoughts

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 Saint Vincent Ferrer Academy (SVFA), Inc. English 9, 4th Quarter

A FACET IN THE LIFE OF

3 LESSON
AN INDIAN PRINCESS
How can a character’s disposition be gleaned from a drama?

BUILD YOUR BACKGROUND

The Indian Princess

You may have heard about

Pocahontas. The play, “ The Indian Princess,”
authored by Barker s one of the earliest plays
that featured the character of Pocahontas.
Since Barker wanted this drama to be
worthy of its recognition, he intended this play
as his original piece. This play formed the
libretto for the music by John Bray as it was first
produced at the Park Theater on June 14, 1808.

CONNECT YOUR EXPERIENCE

THE INDIAN PRINCESS

J.N. Barker

Do you know
something about Pocahontas?
Pocahontas was a native
American who married an
English Colonist. You will read
Baker’s play, “The Indian
Princess” (1808). It is the first
professionally produced play
about Pocahontas and the
Native Americans.
3
 Saint Vincent Ferrer Academy (SVFA), Inc. English 9, 4th Quarter

How does the Indian princess differ from the character of

Juliet in Shakespeare’s play? Find out more about the Indian
princess.

The Indian Princess

J.N. Baker

(SCENEI. Inside the palace at Werocomoco. POWHATAN in state,

GRIMOSCO, his wives, and warriors, ranged on each side. Music)

Smith: Come, gentlemen, we’ll toward the town.

Nantaquas: My sister, you will now return to our father.
Princess: Return, my brother?
Nantaquas: Our father lives but while you are near him.
Go, my sister, make him happy with the knowledge of his
son’s happiness. Farewell my sister!

(The PRINCESS appears dejected.)

Smith: Once more, my guardian angel, let me thank thee.

Kissing her hand.

Ere long we will return to thee, with presents
Well worth a princess’ and a king’s acceptance
Meantime, dear lady, tell the good Powhatan
We’ll show the prince such grace and entertainment
As shall befit our brother and his son.
Adieu, sweet sister.

(Music. They take leave of the PRINCESS; she remains silently

dejected; her eyes anxiously follow ROLFE, who lingers behind, and
is the last to take leave)
Princess: Stranger, wilt thou too come to Werocomoco?
Rolfe: Dost thou wish it, lady?
Princess: Eagerly. O yes!
Rolfe: And why, lovely lady?
Princess: My eyes are pleased to see thee, and my ears to hear
thee, stranger.

3
Rolfe: And did not the others who were here also please they
sight and hearing?
 Saint Vincent Ferrer Academy (SVFA), Inc. English 9, 4th Quarter

Princess: Oh! They were all goodly; but their eyes looked not like
thine; their voices sounded not like thine; and their
speeches were not like thys peeches, stranger.
Rolfe: Enchanting simplicity! But why call me stranger?
Captain Smith thou callest brother. Call me so too.
Princess: Ah, no!
Rolfe: Then thou thinkest not me as thou dost of him? She
shakes her head and sighs. Is Captain Smith dear thee?
Princess: Oh yes! Very dear; Rolfe is uneasy. And Nantaquas too:
they are my brothers; - but- that name is not thine –
thou art-
Rolfe: What, lovely lady?
Princess: I know not; I feel the name thou art, but I cannot speak
it.
Rolfe: I am thy lover, dear princess.
Princess: Yes, thou art my lover. But why call me princess?
Rolfe: Dear lady, thou art a king’s daughter.
Princess: And if I were not, what wouldst thou call me?
Rolfe: Oh! If thou wert a beggar’s, I would call thee love!
Princess: I know not what a beggar is; but oh! I would I were a
beggar’s daughter, so thou wouldst call me love. Ah! Do
not longer call me king’s daughter. If thou feelest the name as I
do, call me as I call thee: thou shalt be my lover; I will be thy
over.
Rolfe: Enchanting, lovely creature!

(Kisses her ardently)

Princess: Lover, thou hast made my cheek to burn, and my heart

to beat! Mark it.
Rolfe: Dear innoncence!

(Putting his hand to her heart.)

Princess: Lover, why is it so? To-day before my heart beat, and

mine eyes were full of tears; but then my white brother
was in danger. Thou art notin danger, and yet behold – (Wipes a
art notin danger, and yet behold – (Wipes a tear from her
eye. Besides, then, my heart hurt me, but now!- Lover, why
is it so?

(Leaning on him with innocent confidence)

3
 Saint Vincent Ferrer Academy (SVFA), Inc. English 9, 4th Quarter

Rolfe: Angel of purity! Thou didst today fee pity; and now- Oh,
rapturous task to teach thee the difference1 – now,
thou dost feel love.
Princess: Love!
Rolfe: Love: the noblest, the sweetest passion that could swell
thy angel bosom.

Princess: Oh! I feel that ‘tis very sweet. Lover, with thy lips thou
didst make me feel it. My lips shall teach thee sweet love.
(Kisses him, and art lessly looks up in his face; placing her
hand upon his heart). Does thy heart beat?
Rolfe: Beat! O heaven!-

(ROBIN, who had been with NIMA, comes forward.)

Robin: Gad! We must end our amours, or we shall be left. Sir,

my master, hadn’t we better-
Rolfe: Booby! idiot!

(Enter Walter)
Walter: Sir, lieutenant, the captain awaits your coming up.
Rolfe: I’ll follow on the instant.
Princess: Thou wilt not go?
Rolfe: But for a time, love.
Princess: I do not wish thee to leave me.
Rolfe: I must, love; but I will return.
Princess: Soon – very soon?
Rolfe: Very-very soon
Princess: I am not pleased now- and yet my heart beats. Oh,
lover!

(Music. He embraces her and exit, followed by ROBIN and Walter.

PRINCESS looks after him. A pause)

Princess: O Nima!
Nima: Princess, white men are pow=wows.The white man put
his lips here, and felt something-here.)
(Putting her hand to her heart!)
Princess: O lover!
(She runs to the place whence ROLFE went out, and
gazes after him.)
3
 Saint Vincent Ferrer Academy (SVFA), Inc. English 9, 4th Quarter

READING SKILLS

Read the following excerpts from the play. Then, write

your answers to the questions on the right hand column.

Play Excerpt Reactions

(Music.They take leave of the Compared to the relationships of
PRINCESS;she remains silently modern people nowadays, how
dejected; her eyes anxiously follow would you characterize the
ROLFE, who lingers behind, and is relationship between Rolfe and
the last to take leave.) the Princess?
Do you find it unusual?
Princess: Stranger, wilt thou too
come to Werocomoco?
Rolfe: Dost thou wish it, lady?
Princess: (Eagerly.) O yes!
Rolfe: And why, lovely lady?
Princess: My eyes are pleased to
see thee, and my ears to hear thee,
stranger.
Rolfe: And did not the others who
were here also please thy sight and
hearing?
Princess: Oh! They were all
goodly; but –their eyes looked not
like thine; their voices sounded not
like thine; and their speeches were
not like thy speeches, stranger.
Rolfe: What, lovely lady? What factors could account for the
Princess: I know not; I feel the attitudes and feelings of the
name thou art, but I cannot speak characters?
it.
Rolfe: I am thy lover, dear
princess.
Princess: Yes, thou art my lover.
But why call me princess?
Rolfe: Dear lady, thou art a king’s
daughter
Princess: And if I were not, what
wouldst thou call me?
Rolfe: Oh! If thou wert a beggar’s,

3
I would call thee love!
 Saint Vincent Ferrer Academy (SVFA), Inc. English 9, 4th Quarter

Study the online dictionary entry of the word “disposition.”

Synonyms: disposition, temperament, character, personality,

nature
These nouns refer to the combination of qualities that
identify a person. Disposition is approximately equivalent to prevailing
frame of mind or spirit: “A patronizing disposition always has its meaner side.”
(George Eliot)

Temperament applies broadly to the sum of physical,

emotional, and intellectual components that affect or determine a
person’s action and reactions: “She is… of a serene and proud and dignified
temperament” (H.G.Wells)
Character especially emphasizes moral and ethical qualities:
“Education has for its object the formation of character” (Herbert Spencer).
Personality is the sum of distinctive traits that give a person
individuality: possessed a truly unique personality.
Nature denotes native or inherent qualities: “ It is my habit, -I
1. With
hope I maythe
say,dictionary’s
my nature, - tomeaning
believe the of “disposition”
best guiding
of people” (George W. you, how
Curtis)
can you explain the major concerns of the play, “The Indian
Princess?” Complete the table that follows with pertinent
information about the literary piece which you have just read.

Literary Theme Disposition Other

Piece in Life Questions
and
Reactions
The Indian
Princess

4
 Saint Vincent Ferrer Academy (SVFA), Inc. English 9, 4th Quarter

2. Make a judgment about the soundness and worth of the ideas

presented in the author’s reasoning . Also, give your reaction or
evaluation of the manner of presentation of the literary piece.
Literary Piece Theme Soundness or Manner of
Worth of Ideas Presentation of
Presented Ideas

The Indian
Princess

3. Are there social issues mentioned directly or indirectly in the

literary piece? Complete the table below with your ideas.

Literary Piece Social Issues Your Reactions Your Questions

The Indian
Princess

4
 Saint Vincent Ferrer Academy (SVFA), Inc. English 9, 4th Quarter

LITERARY SKILLS

Characterization
Several methods for characterizations are used by
authors. The first four methods are called indirect methods of
characterization while the last method is direct
characterization since with it the author tells rather than
dramatizes.

1. physical description (how the character looks like)

2. character’s actions (how the character behaves)
3. character’s thoughts, feelings, and speeches
4. character’s opinion (comments and reactions)
5. writer’s opinion of the character (indicated in the narration
or description)

Discuss your answers to the following questions:

1. How can you describe the Indian Princess?

2. What have you observed in the actions of the Princess? Support
your answer.
3. Can you describe the Princess’s thoughts, feelings, and speech
in the drama?
4. What are the reactions and comments of the other characters to
the Princess that caught your attention? Why?
5. What do you think are the ideas of the author in describing the
Indian Princess? How can you compare her with the character of
Juliet?
6. what can you infer about the phrase used by the suitor of the
Princess: “Dear Innocence?” Explain your answer.
7. Explain how the elements of characterization of a full-length
play help build its theme.
8. How does the element of characterization help you in
interpreting the play? Express your appreciation of the
characterization element.

4
 Saint Vincent Ferrer Academy (SVFA), Inc. English 9, 4th Quarter

EXPRESS YOUR IDEAS

ORAL FLUENCY

Gestures and Body Language

Gestures and body language are important in public

speaking. A speaker delivers his/her message with his/her body
and hands. Natural gestures used freely can add to the message.
Moving the head, face, and hands or any part of the body while
speaking should be done in proper timing to effectively deliver the
message.

Every speaker gives two kinds of communication – one

with words and one with action.

The gestures should be combined with actions of the

whole body- hand, arm, shoulder, head, face and foot; however, if
movements of these body parts are used with exaggeration, there
is a tendency that listeners may get confused. The use of proper
gestures can build confidence and help the audience get the
message more clearly.

Basic Hand Gestures

1. Pointing - This is done by pointing your index finger to locate

or identify a thing or an idea
2. Dividing – Extend the hand with the fingers close together
and make a chopping motion or move the hand from side to
side. This indicates separation or distinction of a series of facts
or ideas : this –that, on one hand – on the other hand, on the
right side – on the left side, or first – second – third.
3. Describing or imitating - Both hands or sometimes one
hand is used to describe or imitate certain size, shape or
movement of things such as length, height, round, curvaceous,
winding, or zooming.
4. Approval or disapproval – Nodding the head to suggest
assent and shaking the head to suggest dissent may be done
in varying degrees of vigor. Each degree of vigor in nodding or
shaking the head suggests certain connotations.
4
 Saint Vincent Ferrer Academy (SVFA), Inc. English 9, 4th Quarter

This idea can also be shown by the hands. A clenched fist

with the thumb pointing upward suggests approval; with the thumb
pointing downward, this gesture suggests disapproval.

5. Giving and receiving – This gesture is made by extending either

or both hands with finger not too close together nor too spread out,
palm (s) upward or toward the audience. Imagine that you are giving
or receiving something. This is the gesture that indicates friendly
relations, exchange, giving, receiving, or presenting. However, do not
clamp your elbows into your sides.

6. Rejecting or restraining – The hand or hands are extended in

front at about shoulder height, sometimes with a sweeping motion,
palms turned down facing the audience and away from the speaker.

7. Emphasizing – The fist is clenched with the row of knuckles

parallel with the speaker’s shoulder, and the wrist is slightly bent. This
gesture is appropriate when exclaiming, for example, “We must go
on!”

VIEWING Watch Pocahontas and answer the

questions below:

A. Determine the relevance of the material viewed:

1. What did you feel after watching it? How did it affect you?

2. Does the movie possess relevance in the contemporary

world? Explain.

4
 Saint Vincent Ferrer Academy (SVFA), Inc. English 9, 4th Quarter

B. Formulate predictions based on the material viewed:

1. If you were to make an ending for the movie, how would
you end it?

2. Do you think the events happening now are the bases

for the movies made in the future? Share your opinion.

C. Take a stand on critical issues brought up in the material viewed:

3. What would be the best way to evaluate this short clip of
a movie? Why?

4. What are the critiques you want to address after

watching this movie clip?

4
 Saint Vincent Ferrer Academy (SVFA), Inc. English 9, 4th Quarter

BUILD YOUR STYLE

LANGUAGE WORKSHOP
I am going. I said, I
am going to the
meeting tomorrow.
Yes, I know.

The meeting
Anna went to the
is tomorrow.
meeting
What
yesterday.
yesterday’s
meeting are
you talking
about? Did
Anne say that
or did you say
that?

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 Saint Vincent Ferrer Academy (SVFA), Inc. English 9, 4th Quarter

Did the two friends have clear communication?

Study the two types of reported speech and answer the following
questions:

1. How are the two types of reported speech similar?

2. How are they different?

3. Which one is preferred and why?

TWO TYPES OF SYSTEMS IN REPORTED SPEECH:

1. Direct speech is where the original statement is directly

reported.
2. Indirect speech is where the messages are reported with
concerns in forms and meanings.

Difference Between Direct and Indirect Speech:

3. Original statement spoken by Abraham Lincoln:

“I’m entrusted of ability to govern, and I believe I can help.”

2. Reported speech using direct speech:

Abraham Lincoln said, “I’m entrusted of ability to govern and I
believe I can help.”

3. Reported speech using indirect speech:

Abraham Lincoln said that he was entrusted of the ability to govern
and that he believed he could help.

4
 English 9, 4th Quarter
Saint Vincent Ferrer Academy, Inc. (SVFA)
Babatngon, Leyte

Assessment # 4
Name:______________________________Grade &
A. Tell whether each gesture gives positive or negative impact. Write PI for
Section:______________
positive impact and NI for negative impact on the blank.
Subject Teacher:
_______________________________Date::_____________
____1. Smiling too much, especially when delivering bad news.
____2. Counting on your fingers as you enumerate important points in your
speech.
____3. Shifting your weight from one foot to the other
____4. Showing direction or even enhancing the emotion being portrayed.
____5. Folding your arms across your chest.
____6. Holding your hands behind your back.
____7. Illustrating the size or shape of an object.
____8. Pointing at the audience.
____9. Doing animated facial expression.
____10. Hiding behind desk, podium, or flipchart.

B. Identify which is direct speech and indirect speech. Write your answer in
the space provided.

___________1. Are you looking for something to eat?

___________2. What do you think of that idea?
___________3. Brian told me not to leave the house.
___________4. Esther asked me where she could find sand paper for her
homework.
___________5. these birds are wearing me out.

C. Change the following into indirect speech:

1. I am pleased to know you’re happy.
______________________________________________________________
_

2. Don’t go too fast.

______________________________________________________________
_

3. I’m thinking about you.

______________________________________________________________
4. I’m hungry.
_______________________________________________________________________

5. Tomorrow, I’m going to give my cousins a tour.

_______________________________________________________________________

D. Change the following into direct speech:

1. The ant said that those caterpillars can’t beat him.

____________________________________________________________________

2. Tommy inchworm said you could measure her tail.

____________________________________________________________________

3. She asked if I“’ll take you for dinner tonight.

____________________________________________________________________

4. He said hello to the butterfly.

____________________________________________________________________

5. The boy told there are some sandpapers available in the

supermarket.
____________________________________________________________________
 English 9, 4th Quarter
Saint Vincent Ferrer Academy, Inc. (SVFA)
Babatngon, Leyte

Name:______________________________Grade &
Section:______________
Subject Teacher:
_______________________________Date::_____________
WRITING WORKSHOP 2

Get started
1. Read the play before watching the play. Then, jot down your impressions
and any descriptive details that you might want to use in your review.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

2. Provide basic facts about the play in connection with the names of the
people involved (playwright, director, actors, producer, etc.) Include also
the name of the place where it was performed.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

3. Information such, as the theme, scope, and its subject, are usually seen
in the first few paragraphs of the review but can be put into the
succeeding paragraphs.
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________

4. Your review will be more interesting f you present your critical opinion
about the play. Let yourself be guided with some questions:
• Was the play interesting or disturbing?
• What are the major strengths and weaknesses of the play?
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
5. Assess the course of the play. If applicable, attempt to include some
key concepts that help unite the production:
• tell something about the decisions made by the director
• study carefully how it is effective in the play
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

6. Evaluate the performances of the actors by considering if they are

convincing or not; how they complement in terms of their performance;
and if their voices and body movements affected the overall
performances.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________

7. Evaluate the design element:

• Did the set bring forth the right mood so it fits for the play?
• Did the props, costumes, and even lighting help improve the play?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________

8. In your conclusion, write your own analysis regarding the success or

failure of the production.
• Is it generally worth seeing?
• Do its flaws outweigh its merits?
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
______________________________________________________________________
 English 9, 4th Quarter

CREATE A DRAFT
Now, make the first draft of your play review based on and
guided by the notes you had made. Remember to include:

• your impressions of the play you have read;

• the basic facts about the play;
• the play’s subject, scope, and themes;
• your critical opinion of the play supported with specific
examples;
• the play’s major strengths and weakness;
• your evaluation of the direction of the play;
• assessment of the performances of the actors;
• evaluation of the play’s design elements; and
• your analysis of the success or failure of the production.

CHECK AND REVISE – Recheck and revise your

first draft.
 Saint Vincent Ferrer Academy (SVFA), Inc. English 9, 4th Quarter

4 LESSON
DEALING WITH OUR
EMOTIONS
How should we handle and cope with stage fright?

CONNECT YOUR EXPERIENCE

Common stage fright signs include

sweaty palms and a racing heart. A blogger,
Mikael Cho, offers a scientific explanation:
“When you think about negative
consequences, a part of your brain, the
hypothalamus, activates and triggers the
pituitary gland to secrete the hormone ACTH.
This hormone stimulates the adrenal glands in
your kidneys and results in the release of
adrenaline into your blood.”
Nervousness and fear can also be
manifested in our posture. The neck and back
muscles contract (forcing your head down and
your spine to curve) moving your posture into a
slouch.
This results in a low-power position
as your body tries to force itself into the fetal
position.

4
 Saint Vincent Ferrer Academy (SVFA), Inc. English 9, 4th Quarter

What are the other effects of stage fright on your body?

Here are few:

 Increase in your blood pressure
 Shutting down of your digestive system which is a reaction of the
body to maximize delivery of nutrients and oxygen to the vital
organs of the body.
 Feeling of dry mouth or butterflies in the stomach
 Dilating of the pupils
 Increased awareness of your audience’s facial expressions

Stage Fright: A Bad Case

of the
RandiNerves
hacker

(An Excerpt)

Stage fright is the fear of performing in front of an

audience. It doesn’t always mean performing in a play. Athletes get
stage fright before a game. Teachers get stage fright before getting
in front of a class. Kids get stage fright just having to answer a
question in class.
“Before I go on stage to tape Blossom,” Mayim Bialik told
CONTACT, “I get really nervous. I’m the last cast member to be
introduced. So for a few moments, I’m alone before going out to
reveal to hundreds of people!”
Stage fright has one cause: the worry that you’ll look
foolish. Instead of concentrating on the answer to a question or the
music you have to play on the piano, your brain is stuck in
worrying about whether or not you’ll do a good job.
“People with stage fright are concerned about making a
good impression, and they’re afraid they might not,” says Dr.
Harold Leitenberg, a psychology professor at the University of
Vermont. “If you didn’t care what kind of impression you made,
stage fright wouldn’t be a problem either.”
Stage fright starts in our heads. We think about what
might happen, instead of what we have to do. Our brain kicks in to
the “What if?” mode: What if we forget our lines? What if we give
the wrong answer? What if people think we’re weird? We
4
get so worried about embarrassing ourselves, we forget the
job at hand.
 Saint Vincent Ferrer Academy (SVFA), Inc. English 9, 4th Quarter

Stage fright isn’t just limited to your head. It causes

some physical reactions, too. Our knees shake. Our hearts beat
faster. We might feel like giggling or as if we have to go to the
bathroom, pass out or, worse yet, throw up.

BUILD YOUR SKILLS

READING SKILLS

1. Are there social issues mentioned directly or indirectly in the

text, “Stage Fright : A Bad Case of the nerves”? Complete the
table below with your ideas.

Literary Piece Social Issues Your Reactions Your Questions

Stage Fright: A
Bad Case of the
Nerves

2. Is the purpose of this article to present information on

understanding stage fright or to give facts about it? Explain.

3. What sensory images are used in the passage? Support your

answer by providing words from the passage.

5
 Saint Vincent Ferrer Academy (SVFA), Inc. English 9, 4th Quarter

4. Give some views of the author that most likely support stage
fright.

5. What do you think is the author’s attitude toward writing about

stage fright?
A Play Review Excerpt:

The Power and Passion of

Love Bill
and Hate
Johnson

(Excerpts of a Review of Romeo and Juliet)

Scene 5

Capulet welcomes Romeo and company to the party.

Romeo sees Juliet and exclaims,
“O, she doth teach the torches to burn light!”
Story note, Romeo falling in love with Juliet is the
purpose of this scene, so it is not delayed. The question now
becomes, what will be the outcome of this?

Many writers struggle because they build up to a

moment of a dramatic tension and then cut away. Shakespeare
begins a scene with dramatic tension and quickly works to heighten
that tension to a higher release point. It’s a subtle point to
understand, nut a major fault for inexperienced writers is cutting
away too early from the tension they create.
Tybalt, who crossed swords with Benvolio in scene one,
hears Romeo’s voice and sends for his sword. The elder Capulet
orders Tybalt to stand aside, and even praises Romeo. Again, an act
that will come back to haunt him. Tybalt protests, but Capulet
rebukes him and orders him to not upset the party.
Romeo takes Juliet’s hand and speaks to her,
“If I profane with my unworthiest hand,
5 This holy shrine, the gentle sin is this:
My lips, two blushing pilgrims, ready stands
 Saint Vincent Ferrer Academy (SVFA), Inc. English 9, 4th Quarter

To smooth that rough touch with a tender kiss.”

Story note, it is the purpose of the scene to show how
quickly and deeply Romeo falls in love with Juliet. It is not delayed,
nor does it happen off stage.
Juliet is quickly swayed by Romeo’s passion. Juliet,
“Good pilgrim, you do wrong your hands too much,
Which mannerly devotion shows in this;
For saints have hands that pilgrims’ hands do touch
And palm to palm is holy palmers’ kiss.
Romeo kisses Juliet, then again.
Juliet’s nurse calls her away, and Romeo learns from the
nurse that Juliet is of the house of Capulet. Romeo,
“O dear account! My life is my foe’s debt.”
Again, the author maintains his brisk pace of setting up
and advancing the story.
Juliet, on learning Romeo’s identify, speaks,
“My only love sprung from my only hate!
Too early seen unknown, and known too late!
Prodigious birth it is to me
That I must love a loathed enemy.”
This is the end of act one. All the major elements are in
place. The hatred of the Montagues and Capulets. That Romeo is
lovesick and in love with the idea of love. The fate of what will
befall the next person to disturb the peace. And now, Romeo and
Juliet in love. The curtain closes on a note of high drama and
feeling. The storyteller has brought the audience to this height of
feeling by potently and directly putting into play the elements of
the story. Very little is withheld for some far off plot effect or
revelation. What’s important to setting up and advancing this story
has been presented in a clear, dramatic way with poetic grace and
wit.
In a script written by a struggling storyteller, one could
imagine the brawl that opens Romeo and Juliet being the climax of
act one. Because Shakespeare had a clear sense of his story and
how to escalate its drama, he doesn’t delay setting out the conflict
that fuels it. In this story, if Shakespeare writes that one character
doesn’t like another, one can surmise they will meet in either that
scene or the next. Because of this arrangement to the story’s
elements, the play’s audience develops a sense of trust the author
won’t introduce characters for no clear dramatic purpose, introduce
information but delay its import.
When Romeo is introduced, he is already lovesick, and
very poetic and direct about it. What he’s feeling isn’t withheld to
5
 Saint Vincent Ferrer Academy (SVFA), Inc. English 9, 4th Quarter

Create a revelation at the end of act one. Because it defines Romeo,

it comes out in his opening scene. Further, the dramatic purpose of
his introduction isn’t to make a statement about the kind of character
he is. It’s to show a young man in the anguish of first love that will
quickly be tested. This speaks again to that issue of trust that
develops between a writer like Shakespeare and his audience,
because one trusts Shakespeare to move the story forward
dramatically.
Further, Shakespeare writes every moment of every scene
to bring out its drama, texture, ad poetic richness. If a character is
angry, they speak of that; lovesick, they speak of their heavy heart;
vengeful, they speak of the joys of vengeance. Each moment he
creates heightens the drama of that particular moment. The
struggling writer is forever doing what I call ‘describing the furniture.”
Describing characters, events, environments as if from rote, while the
dramatic richness of what should be the heightened moments of a
scene are held back for some revelation or plot effect . Shakespeare
is both a master of the moment, the scene, the act, the story. He
presents passionate, feeling characters in full flower, not as seeds
set to bloom late in the fall.

LITERARY SKILLS

Discuss your answers to the following questions:

1. What is the tone, mood, and purpose of the writer of the play
review?

2. How does the play review writer conclude his review?

3. How can you describe the characters in the pay review?

5
 Saint Vincent Ferrer Academy (SVFA), Inc. English 9, 4th Quarter

4. What have you observed in the last five paragraphs of the play
review?

5. What do you think about the ideas of the review writer

regarding the play Romeo and Juliet?

EXPRESS YOUR IDEAS

S
LISTENING SKILLS

LISTEN TO TEXT 1A. Can you predict what the succeeding text
will be about? What’s prediction? Why? Write your prediction
below.

Now, you will listen to two longer texts about

communication: Text 1 and Text 2. Take down details or bits of
information related to them in the spaces of the table provided.
Write the main idea of each text.
Topic of the Text Main Idea The Text’s Main
Idea

Text 1

Text 2

5
 Saint Vincent Ferrer Academy (SVFA), Inc. English 9, 4th Quarter

ORAL FLUENCY

Read the following communication strategies. Note the

ones you may use during an interview by writing check marks.
Discuss in class how and when you may use the strategies.

SPEAK WITHOUT WORDS!

Remember that your gestures and body language can help you
communicate :
• Nod your head to show that you understand.
• Show your thoughts through your facial expressions. Look
confused when you don’t understand. This tells the person you
are speaking to that you would like an explanation.

Fluency in a language means speaking easily, reasonably

quickly, and without having to stop and pause a lot. It’s not easy to
be fluent in a language for a short period of time, but there are
solutions to help you speak better and sound natural, particularly
during speaking exams or conversation with native speakers.
Consider these pointers:

1. Don’t use too many fillers. While you are thinking about what
you want to say, you can have some little expressions such as
“er” or “erm”.
2. Set your goal and that is to be very clear about the message
you want to convey.
3. Don’t be so conscious about committing any mistakes. Thinking
about it will only distract you from communicating your
thoughts and delivering your speech effectively. Focus on what
you really want to say, instead.
4. It’s normal sometimes that a speaker makes mistakes, yet, you
should not think its always okay. Thus, the best thing to do is to
communicate your ideas as naturally as possible.
5. Attempt to use communication strategies like giving examples
and using other words that you think would be helpful to
communicate your thoughts clearly.

5
 Saint Vincent Ferrer Academy (SVFA), Inc. English 9, 4th Quarter

Watch the film, “The Dead Poets’ Society,” and pay

attention tot eh communication strategies of the actors. Take down
notes.

Which communication strategies that you have learned

were used by actors in the films? Why were they used?
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________
___________________________________________________________________

Do you think these communication strategies are useful

and beneficial in the different aspects of life?
a. at home
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
b. in school
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
c. in social situations
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
d. in other situations (online, etc)
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________
_______________________________________________________________

5
 Saint Vincent Ferrer Academy (SVFA), Inc. English 9, 4th Quarter

BUILD YOUR STYLE

LANGUAGE WORKSHOP

Read and observe the words in the dialogue below.

I went to in the library

So, you went there
and will ask about
yesterday? That was why
several books about
I didn’t see you during
Philippine History. I asked
recess time yesterday.
the librarian for them.

What? I’m confused. I

don’t understand you; No. I will plan to go to
are you talking about the library yesterday and
yesterday or later or the I went there yesterday
future?

5
 English 9, 4th Quarter
Saint Vincent Ferrer Academy, Inc. (SVFA)
Babatngon, Leyte

Assessment # 5
Name:______________________________Grade &
Section:______________
Subject Teacher:
_______________________________Date::_____________
A. Read the short biography of Mozart. Change the tense of faulty
sentence or sentences to make the text consistent. Use the space
provided for your answer.

Wolfgang Amadeus Mozart was an Austrian musician

and composer. He lives from 1756 to 1791. He started
composing at the age of five and writes more than 600 copies
of music. He was only 35 years old when he dies.

B. Fill in each blank with the correct verb word.

ROMAN EMPIRE

Hospitals were first (1)________________ (establish) in the

Eastern Roman (Byzantine Empire). St. Jerome (2) _______________ (be)
responsible, through one of his disciples, Fabiola, for charitable
institutions housed in monasteries and convents. The caregivers (30
____________ (have) no formal training in therapeutic modalities and (4)
__________ (care) for the sick as religious duty . St. Jerome and Fabiola (5)
_________(be) helpful and hardworking.
C. Do the following tasks:

1. Write what you have done in the recent months.

2. Write what you did last week.
3. Write about your future plans.