English Grade 9 Part 3

Task 13 Sounding Words CorrectlyA clear and good voice of the performers in a play is necessary for a good deliveryof lines. Thus, words have to be pronounced correctly. [θ] [ð] [b] [v] [p] [f]thin they bat vat pat fatthick thus back vote pen famethaw them bun value pint fontthud weather boat vanity pear furtheory clothing big vital post foottheater fathom beam velvet play fabricether breathe bet avail prey fortunemethod lathe bog avid posture foggyauthor scythe club cove puncture flournothing tithe nab save clap safeathlete bequeath sob love grip caféThese are some critical consonant sounds. Pronounce them correctly.A. Practicing the sounds 1. Work in five groups. Each group works on one vowel sound, then presents output to the class. Group1. [θ] Group 3. [b] Group 5 . [f] [t] - [θ] [b]-[v] [p]-[f] tin-thin ban-van pact-factteam-theme boat-vote part-fart best-vest pay-fay tie-thigh bile-vile pace-face tiff-thief pail-fail buy-vie peal-feel curbing-curving pull-full pool-fool habit-have it pry-fry 271

Group 2. [ð] Group 4. [v] [d]-[ð] [v]- [b] day-they vase- base dot-that vote-boat dose-those vend-bendwordy-worthy veil-bail weed-width vague-big2. Read the sentences below for pronounciation drill. • Both of them went to the theater. • There are those who loathe to work. • The cold weather bothers me a lot. • They went by boat to vote. • Let us bind the vines with ropes. • The vase had a crack at the base. • She is fond of waiting at the pond. • The panel is connected at the funnel.Task 14 Sharing My WorldA. Volunteering One’s Self Read and study the sentences. 1. I heard of Marlon’s having an advocacy to connect deeply with others. 2. I was not surprised to hear of his travelling to Kenya as a volunteer worker. 3. Because of my being busy, I was not able to send him off. 4. What is the impact of Marlon’s going away? 5. We are very certain of his being appreciated by the community. Processing: 1. What word introduces the phrase in italics? What do you call this phrase? 2. What word comes before the gerund in each sentence? What is the func- tion of the noun or pronoun in relation to the gerund? 272

B. Living with Others Work with a partner in completing each sentence. Supply the possessive form of the word in parenthesis.(Lara) 1 . Because of __________ welcoming gesture, her companions felt at ease.(she) 2. ______________ joining the group inspired them.(she) 3. The group knew of __________ being cheerful.(I) 4. Please excuse ____________ being over-excited.(we) 5. The old woman did not appreciate __________being noisy.(you) 6. ____________ taking the blame has made us respect you.(they) 7. The leader gave suggestions about __________ having a new project .(members) 8. The ___________ being confident in her boosted her morale.(you) 9. What is the use of ____________having strong supporters?(he) 10. Lara understood ________ saying no to the proposal.C. Shaping My World With a partner, read the paragraph carefully then underline the gerund and gerundial phrases. A blank piece of paper represents my world. I draw a stick figure to repre- sent myself. Around the paper, I start writing significant things in my life and I draw lines between them; my world is full of connections. The connections I have with people, my community, and the earth itself. The connections I built shape my dreams of marketing, law, and fashion, and I color my world with numerous shades. Coloring it gives me excitement. The connections I evolved with people are like lands in my world; they are dif- ferent and necessary. Every one of them affected my life in some way, but some of them shaped my dreams and aspirations more than other people. Two such people are my father and my boss at a company I work for. My father explained to me how marketing is the basis of every business. Even when we were just shopping, he would teach me marketing skills, such as branding. He helped me discover marketing as my fascination. 273

My boss at a company where I am interning recently shaped my dream as well. She is the one who connected me with a new field of business; legal marketing. She taught me how marketing and law are necessities for every business in this world and it is also a creative side of business. I am not sure how many people I met in 19 years of my life but all of them influenced me and I find the connections I have with people are priceless.D. Asking the Expert Divide the class into five groups. Write a response and give the letter sender advice. You must use five gerunds in the phrases in your letter. Dear Nicole, I don’t know what to do. I want to invite my friend to do things like we used to do. I want some time for just us girls, but she keeps bringing her new boyfriend along. He’s not a bad person, but he does talk a lot. It’s hard to feel close to my girlfriend when he’s al- ways around. Do you think I should ask my friend to stop bringing her boyfriend along when I invite her somewhere? I want her to be happy with this guy, but I want to spend time with her, too.   — Missing my best friend Sample advice: Dear Missing My Best Friend, Stop feeling guilty. It isn’t a bad thing to want girl time with your best friend. Try telling her exactly what you told me. You want her to be happy, you think her boyfriend is a good guy, but you miss spending time with her. — Nicole 274

AAuuddiieenncceeYOUR DISCOVERY TASKS AAuuddiieenncceeTask 15 Going into the World of ActingA. Warming up: Improvisation Telephone Chain ( pair work) Student A calls any student (Student B). They will create a quick telephone conversation. After that, student B will call another student to do the same. The conversation will keep going as needed or as wished for.B. Familiarizing yourself with the types of stage When you’re devising a drama, you’ll need to think about how to stage your performance, and what type of stage to use. With a partner, study the four types of stage. Thrust stage The thrust configuration is the oldest known fixed type of staging in the world, and it is thousands of years old. WWalal ll StSatgaege AAuduideinecnece 275

Proscenium stageA stage where the audience sits on one side only is called a proscenium stage. Theaudience faces one side of the stage directly, and normally sits at a lower height.In-the-round stageAn in-the-round stage is positioned at the center of the audience - i.e., thereis audience around the whole stage. This type of stage creates quite an inti-mate atmosphere, and is good for drama that needs audience involvement.Traverse stageA stage where the audience sits on two sides is called a traverse stage. Also,this type of stage is good for creating an intimate atmosphere. 276

C. Thinking it over Work in groups of four. Recall a place where you have seen a stage. Draw the picture of the stage and identify its type.D. Gaining more information about the stage Get a partner and discuss the different stage area boundaries, the backdrops, and other things relative to the materials on and off the stage. YOUR FINAL TASKSTask 16 Getting ImmersedIn the previous lesson, you learned the guidelines to writing a good plot synopsisor summary. Now, you will read some synopses for analysis. a. Starwars by Susan Dennard Long ago, in a galaxy far away, a controlling government called the Empire takes control of planets, systems, and people. Anyone who resists is obliterated. Luke Skywalker, a naïve farm boy with a knack for robotics, dreams of one day escaping his desert homeland. When he buys two robots, he finds one has a message on it – a message from a princess begging for help. She has plans to defeat the Empire, and she begs someone to deliver these plans to a distant planet. Luke goes to his friend and mentor, the loner Ben Kenobi, for help. Ben tells Luke about a world where the Empire rules and Rebels fight back, where Jedi Knights wield a magic called the Force, and how Luke must face Darth Vader – the man who killed Luke’s father and now seeks to destroy Luke too. Luke refuses, but when he goes back to his farm, he finds his family has been killed. He has no choice but to join Ben. To escape the desert planet, Ben and Luke hire a low-life pilot and the pilot’s hairy, alien friend. Luke, Ben, Luke’s robots, the pilot, and the hairy 277

friend leave the planet and fly to the Death Star, Darth Vader’s home andthe Empire’s main base. Once on board the Death Star, Luke discovers theprincess is being held as a hostage. He and the group set out to find theprincess, while Ben sets out to find a way for them to escape the base. After rescuing the princess, Luke and the group try to escape. Bensacrifices himself so they can flee, and Darth Vader kills Ben. The groupflees the Death Star on their own ship. Luke is devastated over Ben’s death,and he is more determined to fight Darth Vader and help the Rebels defeatthe Empire. Luke joins the Rebel army, and helps them plan an attack onthe Death Star’s only weakness. The Death Star arrives in space near the Rebels, and the attack begins.Luke joins the assault team of fighter ships. The Rebels suffer heavy losses,and soon Luke is one of the few remaining pilots and ships. He takes hischance and initiates the final attack. Guided by Ben’s voice and the Force,he manages to fire the single, critical shot to explode the Death Star. With the Death Star destroyed and the Empire severely damaged, theRebels hold a grand ceremony to honor Luke and his friends. The princessawards them with medals for heroism. Though Luke is still sad over theloss of Ben and his family, he has found a place among the Rebels, and withthem, he will continue to fight the Empire. b. A Drama with Multi Media by Ian Walker Meadowland received its World Premiere with Second Wind Productions, January 9-31st at The Phoenix Theatre in San Francisco. A small town sheriff, the ghost of a brother who died under shadowed circumstances, a forbidden love, and a missing woman weave a tapestry of mystery and deceit. The play follows two brothers: one who chose a more righteous path to become sheriff of their small town, the other, more rebellioussibling who married the sheriff’s childhood love and then joined the armyto find bigger adventures. The younger brother has already been dead fortwo years; the exact nature of his death a mystery. Unwilling to move onfrom this world, he has proven to be something of a pesky spirit until hebrings his brother an unsolved murder: a body in the woods, a missing 278

woman, and a secret that may hold the key to his own unsolved death. But as the inquiry deepens, it becomes clear that the Sheriff is actually the un- named Investigator of Rashomon, and the message the brother is trying to communicate lies closer to heart. Meadowland explores the back story of Akutagawa’s In A Grove in much the same way that Tom Stoppard’s masterpiece, Rosencrantz and Guildenstern are Dead explores the tale of Hamlet. The play delves into the intrigue and mystery behind the central characters, creating a visually stunning and emotionally haunting portrait of honor, truth, and passion within a small community. The script is a unique blend of theatrical media, incorporating elements of dance, music, and live and pre-recorded video. Meadowland is a play deeply rooted in cultural sensibility. The actors may be from any single ethnicity: Japanese, Middle Eastern, Native Ameri- can, African, or any other culture with well-defined social norms. They may also be cast from several ethnicities as long as the actors represent cultures with robust social values and roles. It utilizes nine actors (7M, 2F), and a single, multi-use set.Processing:1. Refer to the guidelines on writing a synopsis as you analyze the texts.2. How many characters are mentioned in the synopses?3. Is the ending of the play or movie shared in the synopses? Do you think it is necessary to include it? Why?Task 17 Getting the Whole PictureThis time, you will revise and improve the summary of the radio play, “SorryWrong Number. Use the guidelines and accomplish this on a whole sheet of paper. Mrs. Stevenson is sick and confined to her bed. Her only lifeline is the telephone. One night, while waiting for her husband to return home, she impatiently tries to locate him. She picks up the phone and accidentally overhears a conversation through a cross-line, between two men planning to murder a woman who lives near a bridge on Second Avenue at 11:15 at night on that day. She begins a series of calls--to the operator, to the police, and others, desperate to prevent the crime. 279

MY TREASURE “To make a difference in this world, you start it within your heart. Ask yourself “What can I do to make this world a better place for me and for you?”Your journey through this lesson has been an additional experience. Write whatthis lesson enables you to learn in the heart shape; what it made you realize inthe circle; and what you commit to do in the diamond. 280

LESSON 3DESPITE DIFFERENCESIN POINT OF VIEW YOUR JOURNEY This lesson allows you to go on a journey that will create better understanding and connection between individuals with a diversity of beliefs or non-beliefs in order to promote openness and transparency as a venue to share and connect to the world. We all strive to maintain a sense of well-being. Various things that happen in our lives can have impact on how we feel, both positively and negatively. “A man does what he must - in spite of personal consequences, in spite of ob- stacles and dangers and pressures - and that is the basis of all human morality.” – Winston Churchill Read more at http://www.brainyquote.com/quotes/quotes/w/winstonchu162486.html#gKzAPYK7FKQbC18H.99 YOUR OBJECTIVES For you to attain a more satisfying exploration of this lesson, you have to be guided to: • recognize faulty logic, unsupported facts, and emotional appeal • analyze the information contained in the material viewed • analyze literature as a means of connecting to the world • express appreciation of sensory images and explain the literary devices used • use infinitives correctly • compose forms of literary writing • use the appropriate prosodic features of speech when delivering lines in a one-act play • become familiar with the technical vocabulary for drama and theater (acting vocabulary) 281

YOUR INITIAL TASKSTASK 1 Logic, Facts, or Appeal Logic is the process of drawing conclusions. Often, writers and speakers,whether intentionally or otherwise, misuse logic to arrive at the conclusion theyprefer. Faulty logic occurs when you use words with connotations that makea false connection between a person or an idea and the word’s connotation,whether it be positive or negative. Faulty logic occurs when you use words withconnotations that make a false connection between a person or an idea and theword’s connotation, whether it be positive or negative. Read the sentences and choose from the word pool below the appropriatewords that describe someone’s clothing in place of the words in capital letters.medieval archaic elegance delicate very polite a costumewestern wear tools• Your choice of APPAREL is very interesting.• Where did you get that GET-UP?• His GARB is unfamiliar to us.• I changed into my WORK GEAR.• He wore real fancy DUDS.• Her UNDERGARMENTS fit closely. • Is FORMAL ATTIRE required?• His RAIMENT bore the mark of a nobleman.TASK 2 Be Wise In everything you do and say you have to be wise. You should choose whetherit is something to believe or not. Let us test your critical thinking skill in deter-mining the worth of ideas. Listen to the statements that your teacher will read to you. Then, using thechecklist below, check the box which states faulty logic, unsupported facts,emotional appeal. 282

1. FAULTY LOGIC UNSUPPORTED EMOTIONAL2. FACTS APPEAL3.4.5.TASK 3 A Time for Us People are part of the natural worldand everything is connected. Watch a music video from a popu-lar romantic tragic play. Then do thefollowing activities.Type A Time For Ushttp://www.youtube.com/watch?v=4FHpmn-KYecA. Describe one scene that presents each of the following: 1. faulty logic 2. unsupported facts 3. emotional appealB. Analyze the information contained in the material viewed as your guide. Use the Visualization Plot Worksheet below. 283

VISUALIZING PLOTFill in the required information in each section as indicated below.Be as specific as you can in each section. The story begins with... A problem the character has is... They try to solve the problem by... They finally solve the problem when...TASK 4 Unscramble the LettersWho are you? In this lesson you’ll learn vocabulary in acting. You’ll learn words about thepersons involved in the performance of a play. This will help you understandthe terms used in a stage play.Arrange the letters on the right to define what is being described on the left.The backstage technical crew GSATE WECRresponsible for running the show. ___________________In small theater companies thesame persons build the set andhandle the load-in. Then, duringperformances, they change thescenery and handle the curtain.284

A male or female person who per- TRSAITforms a role in a play, television, or ___________________movie CREORDTIThe person who oversees the ___________________entire process of staging aproduction. BNSELNEM ___________________A group of theatrical artistsworking together to create atheatrical production. YOUR TEXTTASK 5 Search and MatchA. Look for the word in the chart that matches its meaning below. P E RN I C I OU S UWRDSAH T S T ND RQ L S F GWA I SP I I LXCB B S B E N V G J L MW H F A D E AMO O Q MB FDGGL E D P E L D NMO S L S E N A L T OMB E R S T L SMO P Q R S T 285

1. send away from a country or place as an official punishment2. a wound produced by a pointed object or weapon3. causing great harm or damage often in a way that is not easily seen or noticed4. a penalty inflicted on an offender through judicial procedureB. Group yourselves into two. Get one card and act out the conversation in the given situation. Give your feedback after the presentation. The Story of ROMEO & JULIET Based on the play by William Shakespeare, as told by Bart Marks In the town of Verona lived two families, the Capulets and the Montagues,engaged in a bitter feud. Among the Montagues was Romeo, a hot-blooded ladwith an eye for the ladies. One day, Romeo was recounting for his friends his love for Rosaline, a haugh-ty beauty from a well-to-do family. Romeo’s friends chided him for his “love oflove” but agreed to a plan to attend the feast of the Capulets’, a costume partywhere Rosaline was expected to make an appearance. The disguises would pro-vide Romeo and his friends a bit of sport and the opportunity to gaze undetected upon the fair Rosaline. Once there, however, Romeo’s eyes fell upon Juliet, andhe thought of Rosaline no more. Asking around to learn the identity of Juliet, Romeo’s voice is recognized by Tybalt, a member of the Capulet clan. Tybalt calls for his sword, but the elderCapulet intervenes, insisting that no blood be shed in his home. So Romeo istolerated long enough to find an opportunity to speak to Juliet alone, still un-aware of her identity. A hall in Capulet’s house. Musicians waiting. Enter Servingmen with napkins.First Servant: Where’s Potpan, that he helps not to take away? He shift a trencher? he scrape a trencher!Second Servant: When good manners shall lie all in one or two men’s hands and they unwashed too, ‘tis a foul thing.First Servant: Away with the joint-stools, remove the court-cupboard, look to the plate. Good thou, save me a piece of marchpane; and, as thou lovest me, let the porter let in Susan Grindstone and Nell. Antony, and Potpan! 286

Second Servant: Ay, boy, ready.First Servant: You are looked for and called for, asked for and sought for, in the great chamber.Second Servant: We cannot be here and there too. Cheerly, boys; be brisk awhile, and the longer liver take all.Enter CAPULET, with JULIET and others of his house, meeting the Guests and MaskersCAPULET: Welcome, gentlemen! ladies that have their toes Unplagued with corns will have a bout with you. Ah ha, my mistresses! which of you all Will now deny to dance? she that makes dainty, She, I’ll swear, hath corns; am I come near ye now? Welcome, gentlemen! I have seen the day That I have worn a visor and could tell A whispering tale in a fair lady’s ear, Such as would please: ‘tis gone, ‘tis gone, ‘tis gone: You are welcome, gentlemen! come, musicians, play. A hall, a hall! give room! and foot it, girls. Music plays, and they dance More light, you knaves; and turn the tables up, And quench the fire, the room is grown too hot. Ah, sirrah, this unlook’d-for sport comes well. Nay, sit, nay, sit, good cousin Capulet; For you and I are past our dancing days: How long is’t now since last yourself and I Were in a mask?Second Capulet: By’r lady, thirty years.CAPULET: What, man! ‘tis not so much, ‘tis not so much: ‘Tis since the nuptials of Lucentio, Come pentecost as quickly as it will, Some five and twenty years; and then we mask’d. 287

Second Capulet: Tis more, ‘tis more, his son is elder, sir; His son is thirty.CAPULET: Will you tell me that? His son was but a ward two years ago.ROMEO: [To a Servingman] What lady is that, which doth enrich the hand Of yonder knight?Servant: I know not, sir.ROMEO: O, she doth teach the torches to burn bright! It seems she hangs upon the cheek of night Like a rich jewel in an Ethiope’s ear; Beauty too rich for use, for earth too dear! So shows a snowy dove trooping with crows, As yonder lady o’er her fellows shows. The measure done, I’ll watch her place of stand, And, touching hers, make blessed my rude hand. Did my heart love till now? forswear it, sight! For I ne’er saw true beauty till this night.TYBALT: This, by his voice, should be a Montague. Fetch me my rapier, boy. What dares the slave Come hither, cover’d with an antic face, To fleer and scorn at our solemnity? Now, by the stock and honour of my kin, To strike him dead, I hold it not a sin.CAPULET: Why, how now, kinsman! wherefore storm you so?TYBALT: Uncle, this is a Montague, our foe, A villain that is hither come in spite, To scorn at our solemnity this night.CAPULET: Young Romeo is it?TYBALT: ‘Tis he, that villain Romeo.CAPULET: Content thee, gentle coz, let him alone; He bears him like a portly gentleman; And, to say truth, Verona brags of him 288

To be a virtuous and well-govern’d youth: I would not for the wealth of all the town Here in my house do him disparagement: Therefore be patient, take no note of him: It is my will, the which if thou respect, Show a fair presence and put off these frowns, And ill-beseeming semblance for a feast.TYBALT: It fits, when such a villain is a guest: I’ll not endure him.CAPULET: He shall be endured: What, goodman boy! I say, he shall: go to; Am I the master here, or you? go to. You’ll not endure him! God shall mend my soul! You’ll make a mutiny among my guests! You will set cock-a-hoop! you’ll be the man!TYBALT: Why, uncle, ‘tis a shame.CAPULET: Go to, go to;CAPULET: He shall be endured: What, goodman boy! I say, he shall: go to; Am I the master here, or you? go to. You’ll not endure him! God shall mend my soul! You’ll make a mutiny among my guests! You will set cock-a-hoop! you’ll be the man!TYBALT: Why, uncle, ‘tis a shame.CAPULET: Go to, go to; You are a saucy boy: is’t so, indeed? This trick may chance to scathe you, I know what: You must contrary me! marry, ‘tis time. Well said, my hearts! You are a princox; go: Be quiet, or--More light, more light! For shame! I’ll make you quiet. What, cheerly, my hearts! 289

TYBALT: Patience perforce with wilful choler meeting Makes my flesh tremble in their different greeting. I will withdraw: but this intrusion shall Now seeming sweet convert to bitter gall. ExitROMEO: [To JULIET] If I profane with my unworthiest hand This holy shrine, the gentle fine is this: My lips, two blushing pilgrims, ready stand To smooth that rough touch with a tender kiss.JULIET: Good pilgrim, you do wrong your hand too much,Which mannerly devotion shows in this;For saints have hands that pilgrims’ hands do touch,And palm to palm is holy palmers’ kissROMEO: Have not saints lips, and holy palmers too?JULIET: Ay, pilgrim, lips that they must use in prayer.ROMEO: O, then, dear saint, let lips do what hands do; They pray, grant thou, lest faith turn to despair.JULIET: Saints do not move, though grant for prayers’ sake.ROMEO: Then move not, while my prayer’s effect I take. Thus from my lips, by yours, my sin is purged.JULIET: Then have my lips the sin that they have took.ROMEO: Sin from thy lips? O trespass sweetly urged! Give me my sin again.JULIET: You kiss by the book.Nurse: Madam, your mother craves a word with you.ROMEO: What is her mother?Nurse: Marry, bachelor, Her mother is the lady of the house, And a good lady, and a wise and virtuous I nursed her daughter, that you talk’d withal; I tell you, he that can lay hold of her Shall have the chinks. 290

ROMEO: Is she a Capulet? O dear account! my life is my foe’s debt.BENVOLIO : Away, begone; the sport is at the best.ROMEO: Ay, so I fear; the more is my unrestCAPULET: Nay, gentlemen, prepare not to be gone; We have a trifling foolish banquet towards. Is it e’en so? why, then, I thank you all I thank you, honest gentlemen; good night. More torches here! Come on then, let’ s to bed. Ah, sirrah, by my fay, it waxes late: I’ll to my rest Exeunt all but JULIET and NurseJULIET: Come hither, nurse. What is yond gentleman?Nurse: The son and heir of old Tiberio.JULIET: What’s he that now is going out of door?Nurse: Marry, that, I think, be young Petrucio.JULIET: What’s he that follows there, that would not dance?Nurse: I know not.JULIET: Go ask his name: if he be married. My grave is like to be my wedding bed.Nurse: His name is Romeo, and a Montague; The only son of your great enemy.JULIET: My only love sprung from my only hate! Too early seen unknown, and known too late! Prodigious birth of love it is to me, That I must love a loathed enemy.Nurse: What’s this? what’s this?JULIET: A rhyme I learn’d even now Of one I danced withal. 'Juliet.'Nurse: Anon, anon! Come, let’s away; the strangers all are gone. 291

TASK 6 Making ConnectionsA. What the Text Says Group yourselves into five, then choose one question word below to discuss. Your teacher will give the complete question once you’ve already chosen yourquestion word.what who why where whenB. What the Text Means Answer the questions below. • Discuss the relationships between parents and children in Romeo and Juliet. How do Romeo and Juliet interact with their parents? Are they rebellious, in the modern sense? Explain your answer. How do their par- ents feel about them? • What is Romeo’s fear? What does the line “some consequence, yet hanging in the stars” has to do with his feeling of dread? What does it convey? • The feud between the families seems to be an ever-present concern for the characters. How do the characters manifest this feud?C. Take to Mean Who said the following lines and why? a. “Is she a Capulet? O, dear, account, my lie is a foe of debt!” b. “My only love sprung from my only hate. Too early seen unknown and known too late.” 292

TASK 7 Connect and KinectA. Sensory Images From the excerpted play of Romeo and Juliet identify the scenes that appeal to the senses. Fill in the space of the map below. Use another sheet of paper for this task.sight hearing taste touchsmellB. In the Know The English language encompasses a host of literary devices that make it so rich and expressive. They provide a broad structure under which all the types of literature are classified, studied, and understood. The importance of literature in the portrayal of human emotions is best understood by the application of these devices. Literary devices are common structures used in writing. These devices can be either literary elements or literary techniques. Here are some literary devices from the story Romeo and Juliet. • Similes are one of the most commonly used literary devices; referring to the practice of drawing parallels or comparisons between two unrelated and dissimilar things, people, beings, places, and concepts. Similes are marked by the use of the words ‘as’ or ‘such as’ or ‘like.’ 293

Example:He is like a mouse in front of the teacher.• Foreshadowing refers to the use of indicative words/phrases and hints that set the stage for a story to unfold and give the reader a hint of something that is going to happen without revealing the story or spoiling the suspense. Foreshadowing is used to suggest an upcoming outcome to the story. Example: He had no idea of the disastrous chain of events to follow. • Rhyme scheme is the practice of rhyming words placed at the end of the lines in prose or poetry. Rhyme scheme refers to the order in which particular words rhyme. If the alternate words rhyme, it is an “a-b-a-b” rhyme scheme, which means “a” is the rhyme for the lines 1 and 3 and “b” is the rhyme affected in the lines 2 and 4. Example: Roses are red (a) Violets are blue (b) Beautiful they all may be (c) But I love you (b) The above is an “a-b-c-b” rhyme scheme.• Repetition is just the simple repetition of a word, within a sentence or a poetical line, with no particular placement of the words. This is such a common literary device that it is almost never even noted as a figure of speech. Example: Today, as never before, the fates of men are so intimately linked. • Oxymoron is significant literary device as it allows the author to use contradictory, contrasting concepts placed together in a manner that actually ends up making sense in a strange, and slightly complex manner. An oxymoron is an interesting literary device because it helps to perceive a deeper level of truth and explore different layers of semantics while writing. 294

Examples: Sometimes we cherish things of little value. He possessed a cold fire in his eyes. • Metaphors are one of the most extensively used by way of another. In a metaphor, one subject is implied to be another so as to draw a comparison between their similarities and shared traits. Example: Henry was a lion on the battlefield.Match the literary devices on the left with its appropriate example line on theright.Simile Parting is such a sweet sorrowForeshadowing Oh loving hateRhyme Romeo, RomeoRepetitionOxymoron Where art thou Romeo?Metaphor My life is a foe of debt! “And to ‘thy go like lightning” Romeo: By some vile forfeit of the untimely deathTASK 8 Language in UseInfinitives at Work Infinitives are the “to” form of the verb. The infinitive form of “learn” is “to learn.” You can also use an infinitive as the subject, the complement, or the object of a sentence.A. Read the following lines from the play Romeo and Juliet and underline the infinitives. To strike him dead, I hold it not a sin. To scorn at our solemnity this night. To be a virtuous and well governed youth. To smooth the rough touch with tender kiss. 295

B. Complete the sentences by using infinitives as subjects. 1. _____________ is enjoyable. 2. _____________ exhilarating. 3. _____________ is his principle in life. 4. _____________ takes time and effort. 5. _____________ even after all that trouble.C. Look for a partner and ask each other the following questions using infinitives. 1. What do you hope to accomplish in five years? 2. What are you willing to sacrifice for your family? 3. What are you proud of? What do you take pride in doing? 4. As a youth leader, what are you willing to do? 5. Whom would you like to see in the youth congress?TASK 9 Act and Communicate English speakers tend to store vocabulary items according to their stress patterns. (Brown 1990; Levelt 1989). Therefore, a stress error is particularly damaging to communication. Only a little imagination is needed to realize that the failure to hear and produce stress pat- terns accurately could cause confusion between words such as those in the following pairs: dessert/desert foreign/for rain his story/history It might seem that context would clarify any confusion over words like these but in fact stress errors rarely exist in isolation from other pronunciation or grammatical problems. The combination of stress errors with other types of errors seriously disrupt communication. 296

Group Differentiated ActivityGroup 1 Matching: Opposites. (Target consonant / e /. Find a word in Col-umn 2 with the opposite meaning in Column 1.) Column 1 Column 2(helper cue) (list of choices) positive wet exit remember less alive west yes sickness best dry dead worst yesterday answer sell east question more negative entrance buy forget health no tomorrowGroup 2 VariationsChoose word with approximately the same meaning as the cue word.a. synonyms (/iy/) inexpensive (cheap) bad (evil) to yell (scream) to stop (cease)b. categories (learners choose all the words that match a category) (/ w / - / v /): natural features (river, valley, waterfall) 297

appliances (dishwasher, stove, vacuum cleaner) states in U.S. (West Virginia, Nevada, Wisconsin) occupations (waitress, taxi driver, veterinarian)c. place and activities (plural noun endings) post office (mail packages) bank (cash checks) supermarket (buy groceries)Group 3 Sentence MatchingTarget : / ey / and / e /Group yourselves into two. The first group will read the sentences from the first column and the second group will locate the appropriate response from thesecond column.1. What are you taking to Ed’s a. You can pick up bagels and coffee party? at that new deli on Race Street.2. My favorite bakery is on Second b. Is that the place where they haveStreet. really good steaks and a salad bar3. I always get up too late to eat with lots of veggies?breakfast. c. I hear they make really good cakes4. Fresh vegetables are on sale today and their whole wheat bread is at the corner market. fantastic.5. Have you tried the new restaurant d. A bag of potato chips, a bag ofon Main Street? pretzels, and a bottle of Pepsi e. We could use some lettuce and maybe also a few tomatoes.Group 4 Sequencing sentences(Target: / s /, / z /, and / cz / verb endingsRead the sentences as written and then rearrange them into a logical sequenceand read them again.He puts the letter in an envelope.He mails the letter.He puts a stamp on the envelope. 298

He seals the envelope.He writes a letter.He addresses the envelope.Group 5 Sentence ConstructionConstruct sentences using the words provided below and supply additional wordsas needed. Present the sentences to the class.(Target: / b / - / v /) Example: Bill / Dave / moviesPossible answers: Bill and Dave are at the movies.Bill and Dave like to watch old movies.Are Bill and Dave going to the movies?1. gloves / brown2. vase / valuable3. vacation / November 174. beets / favorite vegetables5. movie / begins / 7:05 YOUR DISCOVERY TASKSTASK 10 Life’s Linkages The Capulets wanted Juliet to enter an arranged marriage – they wanted herto marry someone they decided would be a good husband for her. Paris was animportant man, with plenty of money and powerful friends. He also loved Juliet.Therefore Lord and Lady Capulet thought he would make a good husband for her.Juliet, however, didn’t want to marry someone she didn’t know. She wanted tomarry someone she knew and loved – a love marriage. Both love marriages andarranged marriages are common throughout the world. 299

A. Think of three advantages and three disadvantages of each type of marriage? In groups, complete this chart. advantages disadvantagesArranged Marriage 1. 1. 2. 2.Love Marriage 3. 3. 1. 1. 2. 2. 3. 3.B. Discuss in groups: Romeo and Juliet was written 500 years ago in England, when society was a very different place from here and now. Are there any similarities between the following? The problems of Romeo and Juliet and the people in modern Myanmar faced...- Do many parents try to arrange marriages for their children?- Do many young people want to marry when they are thirteen?- Can young people marry freely or do their parents have to agree?- When or why would parents not allow their children to marry someone they love? YOUR FINAL TASK TASK 11 Write NowGroup yourselves into three and write a dialogue based on the given scene ofRomeo and Juliet. Romeo Montague is in love with Rosaline. He goes to a party and meets Juliet,and immediately falls in love with her instead. (She is supposed to marry Paris.) He later finds out that she is a Capulet, the rival family of the Montagues. They agree to get married the next day. Friar Lawrence agrees to marry them in aneffort to end the fighting between the families. 300

TASK 12 Lights Camera Action!Apply what you have learned in Task 9 through the given activity below.• Group yourselves into three, act out the first part of the play Romeo and Juliet.• You could reduce the number of actors in Shakespeare company, if you don’t have the right number of people, or find another way.• For example, one person may take on several small roles or a puppet or other inanimate object may become a character.• You are given time to work on a rough script (15 minutes) and then to practice (15 minutes). • You must write out the dialogue (in modern English). Refer to your text. MY TREASURE Seeing things in a different way can be an avenue to success and understand-ing. Most of us based our understanding on our personal set of values, experi-ences, and a wide variety of other factors, and develop a unique view of whateverwe come in contact with. We see things a little differently. In those differences lie tremendous value to ourselves and to others. It can be our greatest strength.Complete the following clauses in your notebook.1. My journey through this lesson made me realize that_______________________________________________________________________________________________________________________________________________________________________2. In a loving world, I want my family to____________________________________________________________________________________________________________________________________________________________________3. In order to understand others despite differences in points of view, I promise myself that_____________________________________________________________________________________________________________________________________________________________________ 301

Role Playing RubricDescriptors 43 2 1Content Dialogue and Dialogue and Dialogue and Dialogue and script showed script showed script showed script showedContent excellent com- comprehen- some compre- no compre- prehension of sion of the unit hension of the hension or wasContent the unit stud- studied. unit studied. irrelevant toPresentation ied. the unit studiedPresentation Dialogue was Dialogue and Dialogue was minimal and Dialogue wasAssignment script of con- interesting began to bore inappropriate.Responsibility tent was well and held the the audience.Participation thought out, interest of the interesting, audience. and held the interest of the audience. Situations and Situations and Situations and Situations and dialogue were dialogue were imaginative, relevant and in dialogue were dialogue were relevant, and in good taste. good taste of questionable not relevant relevance and and showed taste. poor taste. Creative use of Use of cos- Little use of No costumes costumes and tumes and costumes and were used to props to por- props to por- props to por- portray charac- tray characters tray characters tray characters ters. Student used Student used Volume and Student could excellent vol- adequate ume, clarity volume, clarity, clarity were not be heard of voice, and and enuncia- enunciation to tion. difficult to hear and presenta- enhance pre- sentation. and understand tion was not clear. Role-play was Role-play was Role-play was Role-play was 3 minutes or shorter than shorter than 2 not presented. longer and pre- 3 minutes but minutes or pre- sented on time. presented on sented late. time. All members Most members Some members Not all mem- contributed contributed contributed. bers participat- equally. equally. ed. 302

LESSON 4WITH FORTITUDEAND DETERMINATION YOUR JOURNEY Have you always made the best decisions? What would your life be if you had decided differently? What if you were consistently able to make wise decisions, wouldn’t the quality of your life improve? Whether you are now in the process of making an important decision or just want to hone your skills, you will find something valuable in this lesson. In this journey you will be able link yourself from the past to the modern times to be able to evade making decisions at fast pace. YOUR OBJECTIVES For you to follow the trails of your journey squarely, you have to: • provide appropriate and critical feedback to a specific context or specific situation • analyze the information contained in the material viewed • analyze literature as a means of connecting to the world • analyze a one-act play • express appreciation for sensory images used • explain literary device used • use infinitives correctly • get familiar with the technical vocabulary for drama and theater • use the appropriate prosodic features of speech when delivering lines in a one-act play • compose forms of literary writing 303

YOUR INITIAL TASKSTASK 1 Listen, Think, and React Whether the text is a piece of writing, an advertisement, a painting, a per-formance, or a film, it can convey information to us, but usually when we read atext we do not respond to the information (or facts). A critical response meansinteracting with ideas. A critical response to a literary or other artistic workmeans using the skills of close textual analysis. Listen to the dialogue taken from Act 1 of the play Romeo and Juliet, payingclose attention to HOW the text makes meaning. How is ambiguity achieved?Give your critical reaction in few sentences.BACKLASH! 1. 2. 3. 4. 5.TASK 2 Audience Point of View Viewing is not only done through the use of videos or slide shares. It couldalso be achieved through a photo gallery. Photos convey stories, through themwe can connect to what they are trying to impart to us. Let us analyze the contentof the pictures and make a vivid representation through story telling.Group yourselves into 3. There are five pictures on the next page. Analyze themcarefully and create a story out of them. Arrange the pictures according to theiroccurrence in order to have a vivid representation of a story. Then, share yourstory in front of the class. 304

Romeo and Juliet Photo Gallery What’s the Word A. Fill the gaps in the lines by choosing from the words inside the box.together die stars true eyes love forever live endless 1. Her ____________ are like ___________. 2. We shall be ___________ forever. 3. I’d rather ________ than to _________ without your love. 4. My __________ for you is ___________. 5. This is too good to be ___________. 305

The PastIn Lesson 4, the story of Romeo and Juliet was introduced to you.Salient points like how Romeo met Juliet and how they fell in love with eachother were put into light. How much do you know Romeo and Juliet? Complete the character map below. Juliet, like other young women from wealthy families, has been carefully pre-pared for courtship and marriage. She has been trained to hide her real feelings.She also is expected to be shy and modest with men. Only men are allowed tobe bold and outgoing during courtship. JULIET However, in Scene 2, Juliet does not behave as she has been taught. Noticehow her behavior is different from what is expected of young women of that time. The next scene you are about to read is called the balcony scene, which isvery famous. Romeo secretly enters the Capulet orchard. Juliet comes out on herbalcony alone. Romeo and Juliet then speak of their love for each other. Beforethe lovers part, they will say goodnight “a thousand times.” 306

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TASK 3 Factual Recount What proof of his love does Juliet ask from Romeo? First Thoughts What does Romeo do when he leaves Juliet?How does Romeo reactto what Juliet said?What is Juliet worried Where does Romeoabout while they are hide while talking to talking at the Juliet? balcony? Who knows what they are talking secretly at the balcony? 309

TASK 4 Shaping Interpretations As we finish reading Romeo and Juliet, we need to ponder what it is aboutthis play that has somehow struck a chord in the world concerning amorous love.Importantly, in Romeo and Juliet, Shakespeare explores how much of roman-tic love, as we understand it, is theatrical. After the party, Romeo heads home,but cannot tear himself away from the house where Juliet lives. He turns backand climbs over the wall into the Capulets’ yard. This time, let us go beyond themeaning of the text at the balcony scene.A. Smart Shapes of the Smart MindsGroup yourselves into five and discuss the following questions using the mapbelow. Shakespeare uses images of light and brightness to create certain feelings. Notice how Romeo uses these kinds of images when he talks to Juliet. Cite three lines in which Romeo compares Juliet’s beauty to something that is light. Discuss these lines in your group.ROMEO Why does Juliet say “I have no AND joy of this contract tonight.”JULIET What are her fears?How does the story of Romeo Have you ever had an experienceand Juliet connect to the lives of like Romeo’s or Juliet’s ? Do youteenagers today? Can you relate think teenagers nowadays fall in love easily? Prove your answer.to their situation? Share youranswer. 310

B. Reminisce and SchematizeArrange the sequence of the following events by writing your answer in the op-posite column. The ending is already given.Juliet’s nurse calls her. 1.Romeo tells Juliet to contact him 2.by nine o’clock.Juliet calls Romeo’s name. 3.Romeo leaves and Juliet goes to 4.bed. 5. 6.Romeo enters the garden below 7.Juliet’s window. 8. Romeo leaves and Juliet goes to bed.Juliet tells Romeo that she loveshim.Juliet says goodnight and Romeoclimbs back down.Juliet hears Romeo and he climbsup to her balcony.TASK 5 Connecting with the TextA. Imagery Tree In almost all literary texts, the author uses imagery which calls for imagescreated in your head from a very detailed description of something. Oftentimes,this requires using more than one of the five senses (sight, smell, taste, touch,and hearing. Let us identify the imagery used by William Shakespeare in the balcony sceneof Romeo and Juliet by completing the entries. 311

B. Figurative Languages Shakespeare’s characters often use figurative language to elaborate ideasand amplify imagery. In this lesson you will learn some of the figurativelanguage which were used in the story Romeo and Juliet. 1. Apostrophe is an address to someone who is absent and cannot hear the speaker, or to something nonhuman that cannot understand what is said. An apostrophe allows the speaker to think aloud, and reveals those thoughts to the audience. 2. Metaphor is a comparison of two things that are basically dissimilar in which one is described in terms of the other. 3. Personification is a figure of speech in which an object, abstract idea, or animal is given human characteristics. 4. Hyperbole is exaggeration for emphasis; overstatement. 5. Understatement is the opposite of hyperbole, to make little of something important. 312

Let us apply what you have learned.Match each of the quoted lines with the corresponding literary device from thegraphic organizer shown below. “Come, night; come, Romeo; come, thou day in night.” “I am no pilot; yet, wert thou as far/As that vast shore wash’d with the farthest sea,/I would adventure1 for such merchandise.” “Every cat and dog/And little mouse, every unworthy thing, Live here in heaven and may look upon/her.” “So tedious is this day/As is the night before some festival/To an impa- tient child…” But, soft! what light through yonder window breaks?It is the east, and Juliet is the sun. Mercurio tells Romeo that his wound is “a scratch, a scratch” understatement metaphor_________________________ __________________________________________________ __________________________________________________ _________________________ FIGURATIVE LANGUAGES hyperbole personification_________________________ __________________________________________________ __________________________________________________ _________________________ 313

TASK 6 Language at WorkMaking Use of InfinitivesIn the previous lesson you learned about infinitives as the subject in the sentence.This time, you will learn how infinitives work as the object in the sentence.A. Read and take note how the infinitives to + verb work in each sentence. I know not how to tell thee who I am: I don’t want to say my name because you hate me. I want to take back the words but I can’t. I’d like to pull you back like a bird in a string. I don’t want them to find you here.B. Complete the following sentences using the infinitive as the object. 1. Elsa wants ________________ 2. She loves _________________ 3. Everybody likes ____________ 4. The teacher reminds us ___________ 5. The priest requests the townspeople ____________C. Get a partner and tell each other about the following using infinitives as a direct object. 1. your family plan for Christmas 2. what you intend to do on Valentine’s Day 3. what gift you have decided to give your teacher. 4. what you will not forget to do 5. what you hope to hear from your special someoneTASK 7 Speak Up What would be an utterance without intonation? Intonation makes it easier for the listener to understand what the speaker istrying to convey. Intonation is used to carry a variety of different kinds ofinformation. It signals grammatical structure, though not in a one-to-one way;whilst the end of a complete intonation pattern will normally coincide with theend of a grammatical structure such as a sentence or clause. Even major gram-matical boundaries may lack intonation marking, particularly if the speech is fast.You will work in groups to perform the intonation activities for oral fluency. 314

Group 1 Practice the dialogue with appropriate intonation, substitutingthe words belowPolice! Police! There’s a rhinoceros in my backyard!Waiter! Waiter! There’s a spider in my spaghetti!Mommy! Mommy! There’s a kangaroo in the living room!Daddy! Daddy! There’s a gorilla in the garage!Teacher! Teacher! There’s a scorpion in my school bag!Help! Help! There’s a hippopotamus in the bathtub!Jimmy! Jimmy! There’s a lizard in my slipper!Mr. Hopkins! There’s a crocodile in the cafeteria!Waitress! Waitress! There’s a worm in my hamburger!Ms.Chivous! There’s a fish in the cash register!Principal! There’s a giraffe in the gymnasium!Mrs. Harper! There’s a snake in the snack bar!Grandma! Grandma! There’s a rabbit in the refrigerator!Teacher! Teacher! There’s a rat in my backpack!Grandpa! Grandpa! There’s a bird in the attic!Uncle George! There’s a stork in the auditoriumAunt Martha! There’s a pig in the parlor!Mr. Lee! Mr. Lee! There’s a bull in the china shop!Tammy! Tammy! There’s a bat in the belfry!http://www.eslgold.com/pronunciation/intonation_practice.html ESLgold.com Group 2 Read aloud each of the sentences below. Pay special attention to the intonation patterns. 1. Is that John over there? 2. You know it as well as I do. 3. This room is more expensive than that one. 315

4. Do you know John, dear? 5. Good morning, Mr. Smith! 6. Young man, we’ll see you later. 7. My friend, I want to tell you something. 8. You want a chair, don’t you? 9. Shall we meet here, or in your room? 10. I looked down, and there were my keys.Group 3 Read aloud the sentences below as naturally as possible. Payspecial attention to the weak pronunciation of some words and the into-nation to be used in each sentence. 1. I ordered an apple, not a pear. 2. Pass me the onion near the sugar bowl. 3. Are you coming to our party? 4. Is he the man you talked to me about? 5. I already know him, but I haven’t met him yet. 6. Ask them all the questions you want. 7. Where were your glasses? 8. John’ll do the work for you? 9. I was cleaning the house when he arrived. 10. There are eighteen students in my class.Group 4 Read the following passage aloud.Concentrate on what into-nation to be used and when to use weak pronunciation. There’s a little game I want us to play that I used to play at school. It’s called Forget-Me-Not. I’m going to call out some words - just anything at all and as I say each word, you’re all to write down the first thing that comes to your mind. Is that clear? For instance, if I should say “grass,” you might write “it’s green,” or anything else you think of. Or if I call out “bridge,” you might write down “a card game.” It’s an interesting game because it shows the reactions of people to different things and tells you a lot about the people themselves. You see how simple and easy it is? 316

Group 5 Read the following sketch. Pay special attention to what into-nation to use and when to use weak pronunciation. The Terrible Horrible Giant Act 1 QUEEN: Eat your egg, King Egbert. KING: I’m too tired, Queen Bess. That terrible horrible giant roared all night. I didn’t sleep at all. GIANT (from far away): Ooooh! Oooooh! (King jumps under a chair.) QUEEN: Just listen to that terrible horrible noise. Where are you, dear? KING: I’m here under the chair, Bess. GIANT: Oooooh! Oooooh! QUEEN: That noise has to stop. You are the king, so you must do something about it. (King gets up. Princess runs in.) PRINCESS: Oh, Mother! Do you hear those terrible horrible noises? QUEEN: Don’t worry, Daughter. Your father will do something about it. KING: I will? What? QUEEN: Something! You must think of something, because you are the king. KING: That’s so. All right, quiet, Bess. I am going to think. (King stands on his head to think, but keeps falling over.) KING: I have it, I have it! QUEEN and PRINCESS: What is it? KING: I’ll ask the Wizard to tell me what to do. PRINCESS: Oh, please don’t do that. He gets things mixed up. Once I asked him to make a flying horse for me. Do you know what he made for me? A crying horse. GIANT (very loudly): Ooooooooh! KING: That noise must stop! Daughter, go get the Wizard. (Princess goes out of the room.) KING: Well, what do you think, Bess? 317

QUEEN: Oh, yes, dear. It always makes me proud when you do that. KING: Thank you, Queen Bess. (The Princess and the Wizard come in. The Wizard carries a book.) Reference: Universidad de Los Andes Facultad de Humanidades y Educación Escuela de IdiomasModernos Prof. Argenis A. Zapata Fonética y FonologíaInglesa I Semestre B-2009 http://webdelprofesor.ula.ve/humanidades/azapata/materias/phonetics_1/intonation_exercises.pdf TASK 8 Figure It Out Moving About Fill up the boxes with the missing letters to form a word related to theater based on the definition on the right. The planning and working outb k g of the movements of actors on stage rs A movement from one part of the stage to another st The direction an actor is facing n relative to the audience, but from the actor’s perspective 318

gs r An expressive movement of the body or limbsbeu A silent and motionless de- piction of a scene created by actors, often from a pictureYOUR DISCOVERY TASKSTASK 9 Shanty CraftGroup yourselves into five and compose a two stanza song using different figu-rative language.Group 1 Metaphor SongGroup 2 Apostrophe SongGroup 3 Hyperbole SongGroup 4 Personification SongGroup 5 Simile SongTASK 10 Modern RevisionGroup yourselves into three. Rewrite the balcony scene in everyday speech ormodern dialogue. Be sure to preserve the original intent and meaning of thebalcony scene.TASK 11 A TwistGroup yourselves into three (3). Re-enact the balcony scene of Romeo and Julietusing the modern dialogue you have written. Your classmates may best under-stand the information and action of your scene if you give it a twist. 319

Group 1 Melodrama / Soap Opera -> perform your scene as over the top as Got to Believe Group 2 Disco -> bell bottoms and a whole lot of grooviness Group 3 Musical-> the singing and dancing version of this classic love story YOUR FINAL TASKTASK 12 Get It on PaperFlipbook A flip book.or.flick book.is a.book.with a series of pictures that vary graduallyfrom one page to the next, so that when the pages are turned rapidly, the picturesappear to animate by simulating motion or some other change. Flip books are often illustrated booksfor children, but may also be gearedtowards adults and employ a series ofphotographs rather than drawings. Flipbooks are not always separate books,but may appear as an added feature inordinary books or magazines, often inthe page corners. Software packages andwebsites are also available that convertdigital video files into custom-made flipbooks. 320