REMINDER: DO NOT SHARE THIS TO STUDENTS FROM OTHER Prejudice refers to pre-judging before looking at the evidence.
s to pre-judging before looking at the evidence. It is an unfavorable opinion or
SECTIONS. THIS REVIEW MATERIAL IS EXCLUSIVELY DISTRIBUTED TO
G9-AMETHYST, BERYL, CALCITE, AND KYANITE STUDENTS.
REVIEWER IN ENGLISH 9: QUARTER 3
Topic 1: Bias and Prejudice
Bias and prejudice are closely related and often used interchangeably. Both have a negative
impact on our dealings. Let us explore the differences between these concepts.
Bias is a tendency to look at things in a certain way, in preference to another way. It means a
tendency to favor or support or against a particular person, group, thing, or point of view over
another resulting in unfairness.
Some of the most common types of bias are:
1. Anchoring Bias - This happens when people are too relied on current information or the
initial information they find in decision-making.
Example: From what I know, I chose you because I believed others are not as good as you.
2. Media Bias - This happens when the journalists and news producers in the mass media
select what to report and cover.
Example: As a witness to the incident, I can attest that the reported news is far from what I
have seen. The events are reversed, and they are all untrue.
3. Confirmation - This happens when one tends to search for, or interpret, favor and remember
information that supports one’s belief and views. Example:
When he found out that the report did not agree with his views, he immediately researched
facts to prove that he was right.
4. Conformity - This happens when one makes a wrong or uncomfortable decision in order to
fit in just to please the group of people. Example:
Although I did not agree with my will, I still went with them so that they would be happy. I was
ashamed of my own helpless decision.
5. Halo Effect - This happens when one sees the wonderful thing about a person and lets the
perception about that person be distorted.
Example: Among the applicants, only Leo’s papers were completely reviewed because the
manager was so impressed with his awards and commendations.
feeling beforehand or without knowledge, thought or reason. Prejudice can have a strong
influence on how people behave and interact with others, particularly with those who are
different from another group.
The most common types of prejudice include:
1. Racism - This is the idea that groups of people exhibit different personality characteristics
and can be separated on the basis of the dominance of one race over another.
Example: All Chinese in the country are considered virus carriers due to the COVID-19
disease.
2. Sexism - This is a prejudice based on sex or gender.
Example: Women are considered weak and lack the strength and ability to do the work of
men.
3. Classism - This is a prejudice based on social class or grouping of individuals based on
wealth, occupation, income, education and social network.
Example: The poor are uneducated and cannot help our country, they should not be treated
well by the government.
4. Ageism - This is a prejudicial attitude towards older people, old age, and the aging process.
Example: All adults should not be hired because they only become a burden, especially to
those who deserve to retire.
5. Religion - This is the attitude towards a person or group differently because of the particular
beliefs which they hold about a religion.
Example: He lost his job because of his religion which was believed to be in conflict with his
employer.
Topic 1: Practice Exercises: Bias and Prejudice
1. Which of the following is the characteristic of bias?
a. It is a process of prejudging a person without looking into the evidence.
b. It is usually negative having no one is advantaged.
c. It is flexible depending on one’s thinking and instinctive feeling.
d. It is based on group images.
2. Which of following is an example of prejudice?
a. Only his nearest neighbor shared a substantial volume of food.
b. Person with mental condition should be prohibited from schooling. They may not
have the learning potential.
c. I found out that the goods here are cheaper than the other stores, so I chose to
buy here without hesitation.
 d. Of all the women living in that area, only the beautiful ones were given free access
to the new salon.
3. Which of the following is an example of bias?
a. All victims of typhoon Ulysses were given assistance and food because the
government values its people.
b. Handicapped persons are considered impotent. The are incapacitated to accomplish
the things assigned to them especially in physical activity.
c. It is believed that Ana won the contest because of her close attachment to the judges.
d. Only intelligent students are exempted from the requirements. We who have low
grades need to study all the topics and accomplish the five projects in just one week.
4. If you are an organizer in one contest, what will you do to ensure that no bias and fraud
occur?
a. Have a background check of the board of judges and contestants to track the possible
relationship between each other.
b. Ask the contestant to recommend a judge.
c. Simplify the criteria used in the competition so that it could easily be understood to
avoid bias in favor of a contestant.
d. Offer large fees to board judges so as not to be enticed by any request made by the
contestant.
Topic 2: Judging and Evaluating the Truthfulness and Relevance of Ideas and Elements
of a Radio Play
The judgment of ideas, points of view, and arguments presented in texts or other platforms
are important for students' growth as independent thinkers. Learning how to analyze and
critically evaluate information's truthfulness helps you develop a sound framework to test your
arguments and enrich your points of view.
Radio dramas, which were heard on the radio rather than seen, were the 1940s version of
the modern TV show - a story that is either told in half an hour or continues with a new
installment each week.
The elements of radio play are the same as those of stage drama. However, in radio drama,
the playwright needs to let us know about the elements through different means as we
cannot get information through our eyes. Radio drama is essentially heard, not seen.
Writing a radio play is about painting a picture with words and sounds. It is quite
different from writing for a stage production, and some of these differences are outlined
below.
While most of us rarely indulge in listening into a radio play, our way of information gathering,
knowledge expansion, entertainment, discovery, and communication nowadays come from our
cellular phones, telephones, and the internet.
Other communications technology, for example, has created a room for easy access to
almost everything. In this regard, it is significant for us to know how to discern certain
viewpoints, stories, and ideas deemed truthful and relevant while reading them in print or
online. Judgment in reading is the ability to make considered decisions or come to sensible
conclusions while considering the text's details. This generally helps readers in the analysis
of the information presented.
Remember that reading is a goal-directed activity such that a reader seeks to reach a
particular outcome. Thus, text relevance refers to the match between a reader's goal and
information germane to that goal. Consider the following when reading texts online:
✓ Information that closely matches a reader's goal is more relevant, whereas
information that does not match the goal is less relevant, regardless of its
importance.
✓ Relevance differs from importance in that readers assign relevance to information. In
contrast, importance is author-defined and is cued by various characteristics internal
to the text (e.g., first mention, text signals, elaboration) McCrudden, M. T., & Schraw,
G. (2007).
Reading Text: “Sorry, Wrong Number” by Lucille Fletcher
Mrs. Elbert Smythe Stevenson is the only character in Lucille Fletcher's 1943 drama,
which was originally produced for the Suspense radio program. An invalid whose unspecified
health condition keeps her confined to her bed in an upstairs room, Mrs. Stevenson (whose
first name is not provided) is usually attended by a maid. On the night the drama takes place,
she has given the maid the night off. As her husband, Elbert, is still at work, she is alone.
The play opens with Mrs. Stevenson speaking to the telephone operator. She reports
that her attempt to call a particular number was unsuccessful. Surmising that some wires had
gotten crossed, she reports that she was patched into the wrong number. The conversation
between two men that she listened to revealed "the most dreadful thing," a murder plot. She
directs the operator to trace the call. (The audience cannot hear the operator's lines of
dialogue.)
Mrs. Stevenson admits to the operator that it was not her business, but she defends
her actions because the men she heard are "cold-blooded fiends" who are going to commit
murder. The intended victim is a "poor, innocent woman," alone in her house, which is near a
bridge. She pleads with the operator to help her stop the would-be killers. Mrs. Stevenson
speaks sharply to the apparently unsympathetic operator, blaming them for misdialing her
original call. She suggests that the operator repeat their original, careless mistake.
The operator apparently does not comply, as Mrs. Stevenson gets the busy signal of
the number she had originally dialed. Mrs. Stevenson redials the operator again and becomes
more insistent, saying that tracing the call is her "civic duty." She now agrees to be connected
to the chief operator, to whom she repeats her story. Mrs. Stevenson insists that it is absolutely begs the operator to get the police, she hears the click when he hangs up the extension, then
necessary to stop the terrible, cold-blooded murder of an innocent woman. hears him coming up the stairs.

She provides her own name and phone number to the chief operator, repeating her
demand that the other call be traced. She again provides the reason that her intent is to prevent
the dangerous men from killing someone, which will occur at 11:15 that night. As the operator
apparently tells her to contact the police directly, she first dismisses the "idiotic" suggestion as
tying her up in "red tape," then hangs up and calls the police.
As she orders over and over that the operator call the police, her voice is drowned out
by the noise of a train crossing the bridge outside. Her scream coincides with the train whistle.
Next, for the first time, the audience hears a different voice. At the police station,
Sergeant Martin is answering a call. He responds to the man on the other end:

Stating that she is reporting a murder, she revises the claim to indicate that it is a "Yes, sir— What, sir? Wrong number? Okay. Good night, sir."
forthcoming murder. The men she heard are planning to murder a woman who lives "in a house Topic 2: Practice Exercises: Judging and Evaluating the Truthfulness and Relevance of
near a bridge." Other details of their conversation include references to the client who hired the Ideas and Elements of a Radio Play
men to kill her with a knife and steal her jewelry. As she provides her name, phone number,
and address, she reveals that her home is near the Queensborough Bridge and Second 1. Which of the statements is TRUE about radio play?
Avenue. She also states that she is invalid, her husband is working late, and it is the maid's a. It is a play that is heard on the radio rather than seen.
night off. She asks that they send a radio car. b. It is also known as a radio drama that requires stage presence.
c. It is a drama that allows people to perform on stage.
As she muses that the neighborhood described sounds like her own, she also admits d. It is a play that is seen on television.
that she is nervous about being alone. She describes her maid, Eloise, as big and strong but
lazy and tells them how much her husband adores her. She has been ill for twelve years. As 2. The following are features of a radio play EXCEPT…
the police officer apparently declines to help, she insists that her situation is a high priority, calls a. dialogue b. sound effects c. voice d. graphics
him an idiot, and slams down the phone.

Next, she calls the operator again and has them call her husband's number, which is 3. “Sorry, Wrong Number” is an example of a _________ radio play.
still busy. Then the phone rings. When she answers, there is no one there. This happens once a. romance b. suspense c. science fiction d. comedy
more; then she redials the operator. Admittedly very nervous, she berates the young female
4. The following are elements of a radio play EXCEPT…
operator for the inefficient service and her "unpardonable rudeness." Stressing her own a. dialogue b. sound effects c. voice d. graphics
"suffering," she explodes: "You're so stupid!"
5. What lifeline was used by the protagonist in the radio play “Sorry, Wrong Number” by
After she hangs up, the phone rings again, and again no one is there. The next time Lucille Fletcher?
she picks up, however, the call is from Western Union with a telegram from Elbert: he is not a. computer b. telephone c. cellular phone d. e-mail
coming home but going to Boston on business at 11 p.m.
6. How did Mrs Stevenson feel about the operator whom she called for help?
Now Mrs. Stevenson is truly distraught; she thinks that if she has to stay home alone, a. frantic b. sad d. joyful d. lonely
she will "go mad." She decides to hire a nurse to stay with her. From the operator, she gets the
number of Henchly Hospital, then dials them direct, asking for the Nurses Registry and telling 7. Which of the statements is TRUE about radio play?
the reception that she wants "a trained nurse," whom she will "hire immediately . . . for the a. It is a play that is heard on the radio rather than seen.
night." However, the woman she must speak with, Miss Phillips, had gone to dinner at 11 p.m. b. It is also known as a radio drama that requires stage presence.The
In this way, Mrs. Stevenson—now shouting into the phone—learns that the time is 11:14 p.m. c. It is a drama that allows people to perform on stage.
While still on the line, she hears a click, indicating that someone is on the extension phone d. It is a play that is seen on television.
downstairs in the kitchen. She hangs up with the hospital and once again dials the operator.
8. In the radio play “Sorry, Wrong Number”, why was Mrs. Stevenson clinging to the
As the play ends, she whispers into the phone, urging the operator to believe that she telephone?
is in "desperate trouble" and cannot speak louder because someone could overhear. Someone a. Because she was left alone and was locked inside her room
is in the house; she insists—the murderer. She knows he is listening on the extension. As she b. Because she was invalid and it was her lifeline
c. Because she knew there were murders in the nearby city
d. Because she cared about her husband and her nurse
9. Which of the following actions will help Mrs. Stevenson save her life?
a. Hide in a secret place of the room and keep quiet for murderer not to notice.
b. Call husband from time to time.
c. Keep eyes closed and sleep deeply.
d. Shout at murderer’s face until he leaves peacefully.
Topic 3: Making Generalizations
A generalization is a broad statement about a group of people or things and states something
they have in common. A generalization deals with what is true at all times.
Good writers give their readers proof or supporting evidence when they create generalizations.
The supporting details should be relevant. When the paragraph consists of material relevant to
the generalization, the reader will consider it logical and will accept what the writer is saying is
true.
For example, you write: Filipinos belong to the Malayan race, or The Philippines is the "Pearl
of the Orient Seas." The reader expects you to provide specific supporting details. The following
words generally, speaking, on the whole, most, many may be used in making generalizations.
Still, words like all, every, never, always should never be utilized for they are logically difficult
to prove.
You have to make sure that the generalizations you make are valid, factual, and supported by
relevant data.
A good generalization is supported by specific pieces of evidence that are significant to the
generalization.
Generalization: The President of the Philippines has many powers.
This generalization came from the four (4) specific supporting pieces of evidence below. Notice
that all the statements have one thing in common: the different powers the President of the
Philippines has. All the supporting data mention the President's specific powers, which strongly
prove the idea of the generalization. The supporting pieces of evidence are all factual because
you can check them in the Philippine Constitution.
Based on the supporting evidence, we can create an appropriate generalization.
Supporting Evidence:
1. The President can veto bills passed by Congress.
2. The President has control over the executive branch.
3. The President is the Chief of the Cabinet.
4. The President is Commander-in-Chief of the Armed Forces.
Relevant and Irrelevant Data
Generalizations to be accepted as true must be backed up by relevant data. The relevant data
are proofs that what the generalization claims is indeed accurate. They are considered relevant
because they can be proven and checked. On the other hand, irrelevant data don't show any
connection with what the generalization says.
Let's take a look at the example below:
Generalization: The national government has imposed strict health protocols to prevent
the contamination of COVID-19.
Supporting Evidence:
a. Social distancing in public places
b. Wearing of masks and face shields
c. Only 18 up to 65 years old given permit to go out
d. Washing of hands with soap and water for 20 seconds
e. High demand for online food deliveries
Now, let's examine all the supporting evidence whether they have any connection with the
generalization. Statements a, b, c, and d have a connection with the generalization. They are
all safety rules being strictly implemented to avoid the spread of the virus. So, statements a, b,
c, and d are relevant data. When the truth of the generalization is being questioned, cite the
supporting evidence that can be verified and checked with the Department of Health or the
Task Force Zamboanga. These statements support the truth of the generalization.
Statement e talks about the high demand for online food deliveries during the COVID-19
pandemic. It has no connection with health safety rules at all. It is out of the topic. Since this is
not part of the health protocols, this statement is irrelevant material.
Topic 3: Practice Exercises: Making Generalizations:
1. Many children find fractions difficult. This statement is:
a. a fact
b. an opinion
c. a generalization
2. What is the clue word in the following generalization? Teachers typically check test
papers over the weekend.
a. over
b. check
c. typically
d. weekend
3. Miguel showed his report card to his father. Miguel received 90 and above grades Resolution is not always a happy ending, but it does complete the story. It can leave a reader
on his report card. His adviser remarked that he is happy having Miguel in his class. with questions, answers, frustration, or satisfaction.
Which of the following statements is a generalization?
a. Miguel enjoys going to school. Topic 4: Practice Exercises: Elements of Plot:
b. Miguel received 94% in science.
c. Miguel is the adviser’s favorite student. 1. Which of the following events happened first in the Radio Play “Sorry, Wrong
d. Miguel is a boy.
Number”?
4. The canteen workers have observed that when they serve bitter gourd (ampalaya), A. She accidentally overheard a conversation between two men planning a murder.
the bitter gourd often remains uneaten. When they serve squash, however, most of
the squash is gone when the students return their plates. Which of the following B. Desperate to prevent the crime, she began a series of calls to the operator, to the
statements is a generalization? police, and others.
a. Squash is a vegetable. C. Mrs. Stevenson is an invalid confined to her bed and her only lifeline was the
b. Most students don’t like bitter gourd. telephone.
c. All students at the school eat squash than bitter gourd. D. One night, while she was waiting for her husband to return home, she picked up
d. Bitter gourd tastes bitter as its name indicates. the phone and called his office.

5. Aaliyah observed that all but two teachers in the elementary school are female. 2. Which of the following is not a part of the plot?
However, the majority of her brother’s high school teachers are male. Which of the A. Exposition C. Falling Action
following statements are generalizations? B. Conflict D. Dialogue
a. Male and female teachers usually teach upper grade levels.
b. Male teachers usually teach upper grade levels.
3. Mrs. Stevenson overhears two men planning a murder.
c. Most female teachers prefer working with younger children. a. rising action c. climax
d. Both b and c are generalizations. b. falling action d. resolution

4. Mrs. Stevenson is trying to call her husband, but the line is busy.
Topic 4: Elements of Plot
a. rising action c. climax
The plot is a sequence of events that force a character to make increasingly difficult decisions, d. falling action d. resolution
driving the story toward a climactic event and resolution. It is further divided into sub-elements.
5. George tells the police, “Sorry, wrong number.”
Elements of Plot
a. rising action c. climax
Exposition or introduction to a story- including the primary characters' names, setting,
b. falling action d. resolution
mood, and time.

Rising action, which reveals the conflict, in all of the events that lead to the eventual climax,
including character development and events that create suspense.
The climax or turning point is the most exciting point of the story and is a turning point for
the main character's plot or goals.
Topic 5: Elements of One-Act Play
A one-act play is a play that has only one act, as distinct from plays that occur over several
acts. It is a short piece of drama that consists of only one act. Usually, it has one or more
scenes but does not exceed one act.

Falling action is everything that happens as a result of the climax, including the wrapping-up Characters – are the people, or sometimes animals, subjected in the drama and are
of plot points, questions being answered, and character development. portrayed by the actors and actresses in the play. They are one of the main components that
move the action of the play forward. Characters can be categorized into three types
according to the roles they play. The main character of the play is known as the protagonist.
The antagonist is the character who opposes the protagonist. The other characters that are
neither the protagonist nor the antagonist are called the secondary characters. They may
have a major part of a minor involvement in the drama.
Dialogue – The question of style in a play is confined to dialogue. The dialogue should be
spoken and heard with ease. It is intended to be spoken by the character and heard by an
audience who understands what it is all about. The effectiveness of the dialogue depends on
the following:
a. the dialogue must preserve its basic relation to the plot and action;
b. the dialogue should be clear so that the reader can easily get what the writer wants to
communicate;
c. the dialogue must reveal the nature of the characters;
d. the dialogue must carry the action forward; and
e. the dialogue must be interesting in itself.
Theme – Most plays have a theme or main ideas, such as the value of prayer, the rewards of
showing patience, or the healing power of love. The play's outcome implies some lessons or
morals about the theme or affirms some meaningful observation or conclusion about life. 6.
Topic 6: Persuasive Texts
What is Persuasion?
Persuasion is convincing others to change their point of view, agree to a commitment, purchase
a product or service, or take a course of action. Oral and written persuasive skills are valued.
Persuasion is an innate personality trait in some, but it's also a skill that can be learned and
improved. Aristotle's "modes for persuasion" – otherwise known as rhetorical appeals – are
known by the names of ethos, pathos and logos. They are means of persuading others to
believe a particular point of view. They are often used in speech writing and advertising to sway
the audience.
Types of Persuasive Methods
● Ethos (sometimes called an appeal to ethics), then, is used as a means of convincing an
audience via the authority or credibility of the persuader, be it a notable or experiences figure
in the field or even a popular celebrity.
● Logos: (appeal to logic) is a way of persuading an audience with reason, using facts and
figures.
3

Genre – is the type of play. The examples of the play's genre include tragedy, comedy,
romantic, mystery, and historical play. 7. Audience –is a group of people who watch the play.
An audience can be the most important element of drama to be considered since it is the
audience that determines whether the play is successful. Many playwrights also write the
drama's plot with great concern regarding their groups of the audience rather than their
interests.
Topic 5: Practice Exercises: Elements of One-Act Play
1. Which of the following words is the synonym of playwright?
A. Singer C. Dramatist
B. Actor D. Poet
● Pathos: (appeal to emotion) is a way of convincing an audience of an argument by creating
an emotional response to an impassioned plea or a convincing story.
Persuasive Writing Techniques
The best way to understand how persuasive language can be used to convey a point of view
is by reading persuasive techniques examples. Read the newspaper daily, particularly the
editorials and opinion pages. This will not only help you keep abreast of current events, it will
also help you develop the language skills necessary to do persuasive writing yourself.
To sound persuasive in writing, authors use techniques such as everyday language, statistics
and facts, repetition, specific and precise language, calls to actions, power words, etc. All they
help to make texts more interesting and memorable.

2. A performance is usually divided into segments called ___________. Topic 6: Practice Exercises: Persuasive Texts
A. Monologue C. Acts and Scenes
B. Setting D. Dialogue 1. What is the persuasive technique known as ethos?
a. A reference to religion, mythology, historical events, pop culture, literature, etc
3. What do the characters produce when they are in a state of disagreement? b. An ethical appeal, means to convince an audience of the author’s credibility or
A. Climax C. Exposition character.
B. Conflict D. Discussion c. An emotional appeal, means to persuade an audience by appealing to their
4. When two actors are talking onstage, what do they deliver? emotions
A. Dialogue C. Exposition d. An appeal to logic, means to convince an audience by use of logic or reason
B. Conflict D. Falling Action 2. About 157,423 people die from lung cancer each year, What kind of persuasive device is
5. Which of the following genre contains humor usually ends happily either used in this statement?
with a marriage or big problem solved? a. rhetorical question b. allusion c. statistics d. opinion
A. Tragedy C. Romance
B. Drama D. Comedy
3. Which technique presents facts in the form of numbers?
a. opinion b. cliche c. statistics d. Topic 7: Practice Exercises: Verbals
alliteration
4. What is the main purpose of a persuasive text? 1. Which of the following sentences contains a gerund that functions as
a. To inform the reader about a topic. an object of the preposition?
b. To entertain the reader with a story or narrative. a. I love listening to acoustic slow rock music.
c. To persuade the reader to take a certain action or adopt a certain viewpoint. b. We are appreciated most for being kind and courteous.
d. To describe the physical attributes or features of a person, place, or thing. c. We enjoyed bathing under the rain when we were small.
d. Her dream, traveling with her family, has finally come true
5.Which of the following is NOT a strategy commonly used in persuasive writing? 2. For most people seeing is believing. How is the underlined words
a. Emotional appeals, such as using pathos to evoke feelings of sympathy or empathy. used in this sentence?
b. Logical appeals, such as using statistics or facts to support an argument. a. Subject of the sentence c. Direct object
c. Ethical appeals, such as using the credibility of the author or source to persuade the b. Subjective complement d. Object of the preposition
reader. 3. My father’s pastime, troubleshooting computers, proved to be helpful
d. Narrative appeals, such as telling a story or anecdote to engage the reader. in our studies nowadays.
a. Subject appositive c. Direct object
Topic 7: Verbals b. Subjective complement d. Object of the preposition

4. The feeling is so nice when one gets to travel.

Gerunds are verb forms ending in –ing (v + ing) used as nouns. They are identical to the
a.Noun B. Adjective C. Adverb
present participle in form but differ in function. A gerund plus a word or words makes gerund 5. To learn about other’s language is wonderful too.
phrases.
a. Noun b. Adjective c. Adverb
Examples of gerunds: speaking jogging skimming
listening jumping reading

Gerund phrase: speaking to elders

listening to music
skimming the text reading novels
Infinitives are verbals introduced by the preposition to + simple or base form of the verb. They
are used as nouns, adjectives, and adverbs. When used as a noun, it functions as a subject,
predicate nominative/predicate noun, direct object, object of a preposition and as appositive.

Examples of Infinitives: to respect

to observe
to travel
to wear
to take

Infinitives phrase: to respect parents

to observe silence
to be a contestant
to wear a smile
Participles are verbal adjectives. They are used to describe nouns and pronouns.
There are two (2) kinds of participles: the present participle and the past participle.