3RD QUARTER EXAMINATION REVIEWER

GRADE 9 – SALVADOR BERNAL

BIAS AND PREJUDICE

WHAT IS BIAS?
 Bias is a tendency to present or possess a partial viewpoint, or being in favor of or against a thing, person,
group or stand compared to another, usually in a way not considered fair.
 In other words, it is a single-side or one-side illogical and non-neutral support of a viewpoint in favor against
the other side. 
 It is both of positive (biased towards) and negative (biased against) attitudes which results to unfairness.

Common Types of Bias

 Anchoring Bias – this happens when people rely too much on pre-existing information or the first
information when making decision. When we become anchored on a specific idea, we end up filtering all
new information.
 Media Bias – This happens when journalists and news producers select the events and stories that are
reported and how they are covered.
 Confirmation Bias – The tendency of people to favor information that confirms their existing beliefs.
 Conformity Bias – This happens when one makes a wrong or uncomfortable decision to fit to please the
group of people.
WHAT IS PREJUDICE?
 Prejudice is an unfavorable opinion or feeling formed beforehand or without knowledge, thought or reason. It
simply means to prejudge others.
 The word literally means prejudgment, meaning that before examining any evidence you decide that
somebody is a criminal.
 Usually, a negative attitude
 Results in discrimination

Common Types of Prejudice

 Racism – prejudice, discrimination, or antagonism on the basis of one’s membership in a particular racial or
ethnic group, typically one that is a minority or marginalized.
 Sexism – prejudice, stereotyping, or discrimination, typically against women, based on sex or gender.
 Classism – prejudice based on social classes or grouping of individuals based on wealth, occupation, and
social network.
 Ageism – prejudice based on someone’s age.
 Religious Prejudice – different attitude or treatment towards a person or group of people because of their
religion or belief, or lack of religion or belief.
 Homophobia – a dislike towards LGBTQIA+ people, particularly gays and lesbians.
(Also read about transphobia and biphobia)

ONE-ACT PLAY & TECHNICAL VOCABULARY FOR DRAMA AND THEATRE

WHAT IS ONE-ACT PLAY?

 The one-act play consists of one act only, as distinct from a full-length play that occurs over several acts yet
still contains multiple scenes.
 A one-act play typically runs between 15 minutes to an hour. Any play that is shorter in duration and lasts
around 10 minutes falls under the category of a ten-minute play or also known as the flash drama
 An act is part of a play defined by elements such as rising action, climax, and resolution.
 The origin of one-act play may be traced to the very beginning of drama: in ancient Greece. Cyclops, a satire
play by Euripides, is an early example.
 Here are some of the one-act plays that are noteworthy:
Salome by Oscar Wilde
A Marriage Proposal by Anton Chekhov
Porcelain and Pink by F. Scott Fitzgerald
A Memory of Two Mondays by Arthur Miller
The Twelve Pound Look by J.M. Barrie

FEATURES OF ONE-ACT PLAY

1. CHARACTER
 A one-act play usually will have four or fewer characters that are developed in varying degrees.
 Developed primarily through dialogue.
 Protagonist – the main character in the story.
 Antagonist – the character that opposes the main character.
 Secondary characters – the supporting characters.

2. SETTING
 One-act play is set to be in a single location.
 It is set over a period of no more than one day.

3. PLOT
 A one-act play has one central plot and a conflict that is resolved by the end
 of the play.
 It is a complete, compact drama, with a beginning, middle, and end.
 Contains such elements like
A. Opening situation or exposition – explains the situation with which the story begins.
B. Conflict – the complication or problem in the story
 Internal conflict: man vs. himself
 External conflict: man vs. man, or man vs. nature
C. Rising action – the complication is presented.
D. Climax – the highest point of interest, the most exciting part of the story.
E. Falling action – the solutions to the problem are presented.
F. Ending/conclusion – situation with which the story ends.

4. DIALOGUE
 The conversation between actors on stage

5. STAGE
 The platform on which the actors perform.

TECHNICAL VOCABULARY TERMS FOR DRAMA AND THEATRE

1. Green Room – common area where performer wait until it is their turn.
2. Audience Blinders – use to create a bright wash of light on the audience.
3. Boom Stand – A microphone with a horizontal attachment that can reach over a keyboard or some actor.
4. Prompt Book – containing all the important information about the play.
5. Jack Knife Platform – a platform that pivots on one another.
 6. Casters – the wheels on a platform.
7. Crossfaders - controls the light simultaneously from one cut to another.
8. Hazer – a machine that creates a thin mist of fog throughout the stage.
9. Stock Scenery – props and platforms that are stored and used in different productions.
10. House Right / House Left - the side of the house in the audience point of view.
11. Personal Props – items that are carried on stage by the actor during a performance.
12. Subwoofer – a speaker designed to play very low, almost inaudible frequencies.
13. Woofer - a speaker that produces low-end frequencies.
14. Set Dressing – decorations that has no function on the set.
15. Callboard – backstage bulletin.
16. Shotgun Mic - a microphone designed to pick up sound only directly in front of it.
17. Valence – a small drapery that runs across the top of the grand drape and hides the hardware.
18. Masking - the draperies or flats that hide backstage from the audience.
19. Wing space – the space on the stage that is not visible to the audience.
20. Backlight – light coming from upstage of an actor.
21. Floor Plan – the diagram showing the placement of the scenery as viewed from above.
22. Douser – the control on a follow spot that fades out the light slowly closing a set of doors.
23. False Proscenium – a portal that gives the set its own “Picture Frame”

PROSODIC FEATURES OF SPEECH

WHAT IS PROSODY?
Study of all the elements of language that contribute toward acoustic and rhythmic effects.

WHAT IS SPEECH?
The power of speaking; form of communication in spoken language

PROSODIC FEATURES OF SPEECH

1. PITCH
 Highness or lowness of a tone or voice

The Four Pitch Levels

Level 1 (LOW): it is indicated by a line far below the syllable. It is used at the end of the sentence and it
indicates finality.
Level 2 (NORMAL): it is indicated by a line below the syllable.
Level 3 (HIGH): it is indicated by a line above the syllable. It is generally used for stressed syllables.
Level 4 (VERY HIGH): It is indicated by a line high above the syllable. It is used to express strong emotions;
fear, anger, excitement, surprise, or suspense. It is used for emphasis.

4 very High
3 High

2 Normal 2 normal

1 Low 1 Low

2. INTONATION
 The variation of the pitch in the spoken language.
 The rise and fall of the voice when talking.
 It is a very important instrument to express one’s feelings and convey meaning.
 INTONATION PATTERN

A. FALLING INTONATION ( 2-3-1 pattern)

In this pattern, the voice normally starts with the normal pitch, then goes up on the stressed syllable which is
the high pitch. Then goes down to the low pitch. This pattern is used in the following.

Statements Requests
Commands WH questions (what, who, where, when, why)

Examples: 3
2
1. That calculator looks expensive. 1

2. Don’t bother me.

3. Please deposit your firearm.

4. What’s the baby chewing?

B. RISING INTONATION (2-3-3 pattern)

The voice starts with the normal pitch, then goes up on the accented syllable and remains up till the end of the
sentence. This pattern is used for questions that are answerable by yes or no.

Example 3 3
2
1. Will technology solve food shortage?

2. Do you have any magazines?

3. May I borrow your dictionary?

3. STRESS
 Degree of force or prominence given to a syllable word
 Extra loudness given to a particular syllable or word.
 Emphasis on a syllable or word.
 A stressed syllable is pronounced longer and with higher pitch.

GENERAL KINDS OF STRESS

A. WORD STRESS – shows which syllable is being stressed in the word.

Remember these rules:

1. Two-syllable verbs are stressed on the last syllable

e.g. beware, collide, deceive.

Exceptions: cover, threaten, notice.

2. Two-syllable prepositions are stressed on the second syllable,

e.g. about, beyond, behind.

Exceptions: under, over, after.

3. Two-syllable nouns of English origin and old borrowings are stressed on the first syllable,
 e.g. window, costume, village.
Exceptions: account, excuse.

Take note:
In English, stress shift may bring about a change in meaning, which the following pairs of words illustrate:

Example:
a. conduct (CONduct) (noun) – stress on the first syllable
Ex: Because of his bad cónduct, he was sent to the principal’s office.
a. conduct ( conDUCT) (verb) – stress on the second syllable
Ex: They condúcted a research on the healing effects of guava leaves extract.

b. object (OBject) (noun) – stress on the first syllable

Ex: The óbject on the table is a toy.
b. object (obJECT) (verb) – stress on the second syllable
Ex: “We can’t buy the chair,” he objécted.

B. SENTENCE STRESS – shows which word in the sentence is being stressed. A sentence may have a
different meaning once the stress is shifted to another word.

Example:

Sentence Meaning

1. I can’t do it. 1. It is not possible for me to do it now.

2. I can’t do it. 2. I simply cannot afford to do it.
3. I can’t do it. 3. It is not for me to do it.

4. JUNCTURE
It is the manner of moving between two successive syllables in speech. A cue by means of which the listener
can distinguish between two otherwise identical sequences of sounds that have different meanings.
e.g., distinguishing I scream/aɪ+skriːm/ from ice cream /aɪs+kriːm/.

 Interruption or break in continuous flow of speech.

 Pause in speech
 Uses slant lines(/) to indicate pausing

One slant line (/) indicates short pause

Two slant lines (//) long pause
Octothorpe (#) stop or period

Example:
1. Mother/ thought dad/ was already home.#
This sentence means that the mother was already home.

2. Mother thought/ Dad was already home. #

This sentence means that the father was already home.

5. VOLUME
Apart from the slight increase in loudness to indicate stress, volume is generally used to show emotions such
as fear, or anger. It is one of the most vital elements of any speech. In writing, it can be shown by the use of
an exclamation mark, or typographically with capitals or italics (or both)

6. PROJECTION
 Refers to how speakers control the volume, clarity, and distinctness of their voice to be more audible.
 Strength in speaking or singing where the voice is used loudly and clearly.
  Technique employed to command respect and attention

7. PAUSE
 It is a non-fluency feature. However, intentional pauses are used to demarcate units of grammatical
construction, such as sentences or clauses. These can be indicated in writing by full stops, colons, semi-
colons, and commas.

Why Pause?
 Give the listener time to understand your words.
 Emphasize one main word in a group.

TONE, MOOD, & PURPOSE

TONE AND MOOD

 Tone and mood are literary elements integrated into literary works, but can also be included into any
piece of writing.
 Identifying the tone and mood in literature is very important to truly understanding what an author is trying
to say and can be helpful in helping to discern the theme and author’s style. Students often mix up the
two terms and can become confused.

WHAT IS TONE?

Tone is the author’s attitude towards the audience, the subject, or the character.
Tone is shown through
 Dialogue - talking
 Descriptions – author’s diction [word choice]

Lola sat on the old,

lumpy couch crying. WHAT IS MOOD?
She could let it all out
here, alone in her Mood is the feeling the reader gets from a story.
mother’s small, quiet Mood is shown through
apartment in Galesburg,
Illinois. The familiar walls  Setting
were covered in rose pink  Atmosphere
wallpaper. Goldie, her
mother’s eleventh fish,
Lola sat on the
seemed to old, lumpy
stare TONE IS NOT MOOD
couch crying. Sheat could
sympathetically Lola Tone Mood
let it all out here, alone in
through the fishbowl
her mother’s small,
sitting on the counter. The THE PURPOSE OF THE AUTHOR
quiet apartment in
smell of her mother’s
Galesburg, Illinois. The
vanilla candles WHAT IS AN AUTHOR’S PURPOSE?
familiar walls were
comforted her aching
covered in rose pink
heart.  The author’s purpose is his/her reason for writing. There are three main
wallpaper. Goldie, her
purposes for writing: to inform, to entertain, and to persuade.
The tone eleventh
mother’s of the textfish, is
 An author’s purpose is reflected in the way he writes about a topic.
shown
seemed through
to the
stare
description.
sympathetically at Lola
The tone isthe
through heartbroken.
fishbowl 1. TO INFORM
sitting on the counter.
The smell of her
mother’s vanilla
The primary purpose of texts that are written to inform is to enlighten the reader or provide the reader with
information about a topic.
Examples of texts that are written to inform:
 Expository Essays or Articles
 Instructions or Directions
 Encyclopedias or other reference texts
2. TO ENTERTAIN
The primary purpose of texts that are written to entertain is to amuse readers. This does not mean that the text
must be happy: the text could be a tragedy, but the main reason for writing the text is to amuse readers.
Examples of the texts that are written to entertain:
 Stories
 Poems
 Dramas
 Songs
3. TO PERSUADE
In a text that is written to persuade, the author’s primary purpose is to readers to take action, convince them of an
idea through an argument, or to reaffirm their existing beliefs.
Examples of texts that are written to persuade:
 Advertisements
 Campaign speeches
 Persuasive letters or notes

RELEVANCE & TRUTHFULNESS

RELEVANCE AND TRUTHFULNESS OF IDEAS

How do we know if the ideas are relevant? A relevant idea should contain information that supports the point or
subject of the material. These are in the form of an article, conversation or even pictures. It is important to note
that relevant information consists of factual data. For instance, in the business world, any data that can be applied
to solve a problem on the financial statements of a company in the time of pandemic can be treated as relevant
information.
How do we know if the information is truthful? With an avalanche of information coming from news media,
critical thinking is an essential skill that allows you to hand-pick truthful information. In order to save time
searching for initial sources and reading the studies on which an article was based, fact checking must be done.
This only means that the ideas or information are considered truthful once it is verifiable and repeatable.

Points to Remember

In this world of social media, our capability to judge the truthfulness and relevance of ideas around us is
imperative. Let us always take into account that before we believe articles or materials that we read, we must
check it first if it is factual or not, and in order to do so, let’s have the following tips:
First, consider the sources. Investigate the site that you are viewing or reading. In doing so, you will know if
what you are reading is giving factual information.
Second, read beyond. Headlines of articles or materials can be outrageous in an effort to get clicks. But the
question is --- what is the whole story? We have to read and look for details in articles that we view. This will help
us to identify if it is truthful or not. Statistics and data are some of the details we can all use in a material.
Lastly, check the author. Have a quick search of the author’s background to find out if they are real and credible.

INFINITIVES

WHAT IS AN INFINITIVE?
Infinitives are a type of verbals which are based on a verb but functioning as a different part of speech. An
infinitive is formed by placing to in front of a verb (in its simplest "base" form).

Examples: to swim, to think, to read, to cut, to turn

An infinitive can also appear in an infinitive phrase. An infinitive phrase usually begins with the infinitive form of a
verb plus any complements and modifiers.

Examples: to join hands with the others, to maintain a healthy lifestyle

FUNCTION OF THE INFINITIVE IN THE SENTENCE

1. INFINITIVES AS NOUNS

Keep in mind that a noun can be a person, place, or thing.

NOUN THAT ACTS AS THE SUBJECT (doer of the action or the one that is being talked about)
1. To join hands with others is necessary.
a. In this sentence, “is” is the verb, and “to join” is the infinitive as it answers
the question about what is so necessary?
b. Here the infinitive phrase “to join” is the subject of the sentence.
c. This is an indication that the infinitive acts as a noun.
2. To wait seemed foolish when decisive action was required.
3. To swim in that sea may be dangerous.

NOUN THAT ACTS AS THE DIRECT OBJECT (receiver of the action; answers the question “WHAT?”)
1. I like to watch movies alone.
a. Here “like” is the verb.
b. “To watch” is the infinitive as it receives the action of the verb.
c. “To watch” acts as a direct object of the sentence.
d. Here, the infinitive acts as a noun that expresses a thought.
2. Everyone wanted to go.
3. He needs to concentrate on his studies.
4. Our family wants to open new stores in Digos City.

NOUN THAT ACTS AS THE SUBJECT COMPLEMENT (follows be verbs)

1. His ambition is to fly.
a. In this sentence, the infinitive is “to fly” which gives additional information about the subject
“ambition”.
 b. Here the infinitive phrase “to fly” acts as the subject complement which usually comes after a verb
be (is, was, are, were, etc.)
c. This is an indication that the infinitive acts as a noun in this example.
2. My advice is to file a complaint at once.
3. What is essential is to maintain a healthy lifestyle.
4. His goal was to become a well-known writer.

2. INFINITIVES AS ADJECTIVES

An adjective is a word that describes a noun or a pronoun. An infinitive acts as an adjective if it modifies or
describes a noun or pronoun in a sentence.
1. Joyce needs a table to read on.
a. Here “needs” is the verb, and “table” is the subject (noun).
b. “To read” is an infinitive, and it acts as an adjective.
2. He lacked the strength to resist.
3. I have a paper to write before class.
4. Roses are flowers to give to your loved ones.

3. INFINITIVES AS ADVERBS

An adverb is a word that modifies or describes an adjective, verb, or adverb. It provides additional information
regarding an adjective, verb, or adverb. At times, adverbs can answer the question “why”.
1. The mourners were surprised to hear that the deceased had been resurrected.
a. Here “to hear” is the infinitive. It gives additional information about the adjective “surprised.”
b. “To hear” is an infinitive and it acts as an adverb in the sentence.
2. We must carefully observe to understand. (The infinitive “to understand” modifies the verb “observe”.)
3. We must study to learn.

GERUNDS

WHAT IS A GERUND?
Gerunds are a type of verbals which are based on a verb but function as a noun. A gerund is formed by adding -
ing to a verb.
Example: singing, dancing, swimming, studying
Gerunds also appear in gerund phrases, which combine the gerund with other words that add more information.
For example, the phrase “singing on stage” is a gerund phrase.

As a noun, gerund can have different functions in a sentence:

A. GERUND AS SUBJECT
The subject of a sentence is the person, place, or thing that is performing the action of the sentence. It also
represents what or whom the sentence is about.
Examples:
1. Swimming strengthens our core muscles.
2. Dancing is my hobby.
3. Writing poems stimulates my mind.

B. GERUND AS DIRECT OBJECT

The direct object of a sentence is the thing that the subject acts upon. It is the receiver of the action of the
sentence.
It answers the question “WHAT?”
Examples:
1. I love swimming. (What do I love? --- singing)
2. My sister likes dancing to music. (What does my sister like? --- dancing to music)
3. They appreciate my writing of poems.

C. GERUND AS SUBJECT COMPLEMENT

A subject complement is something that completes the idea of the subject of the sentence by giving additional
information about it. It usually comes after a be verb.
Examples:
1. My favorite sport is swimming.
2. My hobby is dancing.
3. What keeps me awake at night is writing poems.

D. GERUND AS OBJECT OF PREPOSITION

A preposition is a word or word phrase used before nouns or noun phrases to describe qualities such as
direction, location, time, or spatial position. An object of a preposition is the word that comes after the preposition
and describes the who, what, when, why, or how of that preposition.
Examples:
1. You cannot ignore the benefits of swimming. (“Swimming” follows the preposition “of”.)
2. The troupe was renowned for dancing Filipino folk dances. (“Dancing” follows the preposition “for”.)
3. She is good at writing poems.

E. GERUND AS APPOSITIVE

An appositive renames a noun and gives more information about it. When a gerund or gerund phrase functions
as an appositive, it usually follows the noun that they modify and there must be a comma before and after it.
Appositives can be “lifted” or omitted from the sentence and the sentence still makes sense.

Examples:
1. My favorite sport, running, takes a great deal of effort.
2. Psychology, studying the human mind, has become a popular major at the university.
3. His habit, laughing in the face of danger, often gets him into trouble.

PARTICIPLES

WHAT IS A PARTICIPLE?
Participles are a type of verbals, which means they are derived from verbs but function differently. They have two
different purposes, namely:
1. Turn verb into an adjective to modify nouns.
Example:
Look at the eating cat. (The participle “eating” describes the noun “cat”.)
Jian buys a refreshing drink.

2. Connect with auxiliary verbs to create different tenses, such as the present continuous tense.
 Example:
I am going to eat lunch now.
Ethan is walking to the market.

TYPES OF PARTICIPLES

Present Participle
The present participle is used in the continuous tenses or as an adjective describing an action that is currently
taking place. To form the present participle of most verbs, you simply add -ing to the root form of the verb. For
example, the present participle of show is showing.
Example:
Mary bought a new pair of running shoes.
(The participle running” describes/modifies the noun “shoes”.)

Angel finds public speaking overwhelming.

(The participle “overwhelming” describes the noun “public speaking”.)

The work is exhausting, but it’s also satisfying.

(The participles “exhausting” and “satisfying” describe the noun “work”.

Past Participle
The past participle is used in the perfect tenses or as an adjective describing an action that has already been
completed. A past participle is typically formed by adding -ed, -en, -d, -t, -n, or -ne as in the words asked, eaten,
saved, dealt, seen, and gone.
Example:
Shaken, Gleziel walked away from the wrecked car.
(The participle “shaken” describes the noun “Gleziel”, while the participle “wrecked” describes the noun “car”.)

We were exhausted after cleaning up the shed.

(The participle “exhausted” describes the noun “we”. “Cleaning” is NOT A PARTICIPLE in this sentence, but
a GERUND and it is the object of the preposition “after”.)

Christelle turned in her completed paper.

(The participle “completed” describes the noun “paper”. “Turned” shows an action; therefore, “turned” is a
VERB, NOT A PARTICIPLE.)