St. John Learning Center Inc.

City of Tacurong

Final Requirement

In

English 4

(World Literature)

Submitted by:

Vanessa Joy B. James

4th year St. Lawrence

Submitted to:

T. Karen B. Frediles

English Teacher

A Compilation of Learning in English

I. Introduction

A. Brief History of English Language

English is a West Germanic language that originated from the Anglo-Frisian dialects and was brought to Britain by Germanic invaders or settlers from what is now called north west Germany and the Netherlands. It uses a vocabulary unlike other European languages of the same era. A large portion of the modern English vocabulary came from the Anglo-Norman languages. English is considered a "borrowing" language.

Middle English differed from Old English because of two invasions which occurred during the Middle Ages. The first invasion was by people who spoke North Germanic languages. They conquered and colonised parts of Britain during the 8th and 9th centuries AD. The second invasion was by the Normans of the 11th century, who spoke Old Norman and eventually developed an English form of this, called Anglo-Norman. A new vocabulary introduced at this time heavily influenced many organizations including the church, the court system and the government. European languages including German, Dutch, Latin and Ancient Greek influenced the English vocabulary during the Renaissance.

Old English initially was a diverse group of dialects, reflecting the varied origins of the Anglo-Saxon kingdoms of Britain. The Late West Saxon dialect eventually became dominant. Written Old English of 1000 AD was similar to other Germanic languages such as Old High German and Old Norse in terms of vocabulary and grammar. Written Old English is relatively unintelligible today, in contrast to written Modern English and written Middle English. Close contact with the Scandinavians resulted in much grammatical simplification and lexical enrichment of the English language, which had been based on Anglo-Frisian. These changes did not reach South West England until the Norman invasion in 1066. Old English developed into a full-fledged literary language, based on the most common manner of speaking in London during the 13th century.

English is divided into several historical forms. Each historical form of English had certain characteristics that distinguish it from the forms of English that came before and after it. The Old English period was from the mid-5th century to the mid-11th century, the Middle English period from the late 11th century to the late 15th century, the Early Modern English period from the late 15th century to the late 17th century, and the Modern English period from the late 17th century to the present.

B. English as a Second Language

English as a second language (ESL) is the use or study of English by speakers with different native languages.

English is a language which has great reach and influence; it is taught all over the world under many circumstances. In English-speaking countries, English language teaching has essentially evolved in two broad directions: instruction for people who intend to live there and for those who do not. These divisions have grown firmer as the instructors of these two "industries" have used different terminology, followed distinct training qualifications, formed separate professional associations, and so on. Crucially, these two arms have very different funding structures, public in the former and private in the latter, and to some extent this influences the way schools are established and classes are held. Matters are further complicated by the fact that the United States and the United Kingdom, both major engines of the language, describe these categories in different terms.

C. English as a Subject

The field of English education encompasses three dimensions: (1) the teaching and learning of English, broadly and inclusively defined; (2) the preparation and continuing professional support of teachers of English at all levels of education; and (3) systematic inquiry into the teaching and learning of English. To accomplish this important work, English educators conduct interdisciplinary inquiry by drawing on English studies, education, the scientific study of human behavior, and related

fields. They transform theory and research in these fields into pedagogical-content questions as a basis for enhancing the understanding of the teaching and learning of English in all of its manifestations.

II. The World of Literature

A. Definition of Literature

Literature is any written work; etymologically the term derives

from Latin literatura/litteratura "writing formed with letters", although some definitions include spoken or sung texts. More restrictively, it is writing that possesses literary merit, and language that foregrounds literariness, as opposed to ordinary language. Literature can be classified according to whether it is fiction or non-fiction and whether it is poetry or prose; it can be further distinguished according to major forms such as the novel, short story or drama; and works are often categorised according to historical periods or their adherence to certain aesthetic features or expectations (genre).

Taken to mean only written works, literature was first produced by some of the world's earliest civilizations—those of Ancient Egypt and Sumeria—as early as the 4th millennium BC; taken to include spoken or sung texts, it originated even earlier, and some of the first written works may have been based on an already-existing oral tradition. As urban cultures and societies developed, there was a proliferation in the forms of literature. Developments in print technology allowed for literature to be distributed and experienced on an unprecedented scale, which has culminated in the twenty-first century in electronic literature.

B. Types of Literature

b. 1 Prose

Definition

Prose is a form of language that exhibits a grammatical structure and a natural flow of speech rather than a rhythmic structure (as in traditional poetry). While there are critical debates on the construction of prose, its simplicity and loosely defined structure have led to its adoption for use in the majority of spoken dialogue, factual discourse and both topical and fictional writing.

Types and Examples

1. Nonfictional Prose: A literary work that is mainly based on fact

although it may contain fictional elements in certain cases. Examples are

biographies and essays.

2. Fictional Prose: A literary work that is wholly or partly imagined or

theoretical. Examples are novels.

3. Heroic Prose: A literary work that may be written down or recited and

employs many of the formulaic expressions found in oral tradition.

Examples are legends and tales.

4. Prose Poetry: A literary work which exhibits poetic quality using

emotional effects and heightened imagery but are written in prose instead

of verse. Example of Hybrid genre of writing.

Famous English Authors

Edwin Abbott Abbott (20 December 1838 – 12 October 1926) was an English schoolmaster and theologian, best known as the author of the novella Flatland (1884). Was the eldest son of Edwin Abbott (1808–1882), headmaster of the Philological School, Marylebone, and his wife, Jane Abbott (1806–1882). His parents were first cousins.

He was educated at the City of London School and at St John's College, Cambridge, where he took the highest honours in classics, mathematics and theology, and became a fellow of his college. In

particular, he was 1st Smith's prizeman in 1861. [This seems to be an error by Venn: Colby's preface to Abbott's Flatland states that Abbott was 7th Senior Optime, Senior Classic and 1st Chancellor's Medallist in 1861; William Steadman Aldis was 1st Smith's Prizeman in 1861.] In 1862 he took orders. After holding master ships at King Edward's School, Birmingham, he succeeded G. F. Mortimer as headmaster of the City of London School in 1865 at the early age of twenty-six. Here he oversaw the education of future Prime Minister H. H. Asquith. He was Hulsean lecturer in 1876.

He retired in 1889, and devoted himself to literary and theological pursuits. Dr. Abbott's liberal inclinations in theology were prominent both in his educational views and in his books. His Shakespearian Grammar (1870) is a permanent contribution to English philology. In 1885 he published a life of Francis Bacon. His theological writings include three anonymously published religious romances - Philochristus (1878), where he tried to raise interest in Gospels reading, Onesimus (1882), and Silanus the Christian (1908).

More weighty contributions are the anonymous theological discussion The Kernel and the Husk (1886), Philomythus (1891), his book The Anglican Career of Cardinal Newman(1892), and his article "The Gospels" in the ninth edition of the Encyclopædia Britannica, emb odying a critical view which caused considerable stir in the English theological world. He also wrote St Thomas of Canterbury, his Death and Miracles (1898), Johannine Vocabulary (1905), Johannine Grammar (1906).

Abbott also wrote educational text books, one being "Via Latina: First Latin Book" which was published in 1898 and distributed around the world within the education system.

John Frederick Baddeley (July 1854 – Oxford, 16 February 1940) was a British traveller, scholar and journalist, best known by his works on Russia and the Caucasus region.

He was educated at Wellington College, Berkshire. After visiting Russia for seven months in 1879, Baddeley became the St. Petersburg correspondent for the London Standard, and began a lifelong relationship with that country, travelling widely and writing several important books on its history. In the summer of 1900 he made his first of several journeys to Siberia and the Russian Far East. He was a Fellow of the Royal Geographical Society, 1902-1940.

His most outstanding work was Russia, Mongolia, China; being some record of the relations between them from the beginning of the XVIIth

century to the death of the Tsar Alexei Mikhailovich, A.D. 1602-1676; rendered mainly in the form of narratives dictated or written by the envoys sent by the Russian tsars, or their voevodas in Siberia, to the Kalmuk and Mongol khans & princes, and to the emperors of China; with introductions, historical and geographical; also a series of maps showing the progress of geographical knowledge in regard to northern Asia during the XVIth, XVIIth & early XVIIIth centuries. The texts taken more especially from manuscripts in the Moscow Foreign Office Archives; the whole by John F. Baddeley; a monumental work, published in 1919 in two volumes as a limited edition of only 250 copies, with an elaborate frontispiece ("the book epitomisedin a series of pictures", said Baddeley) drawn by Amédée Forestier and engraved by Emery Walker. It bore a dedication to my friend of many years The Right Honourable Sir William Mather, stating that the production of the book was due to his generosity alone. It earned Baddeley the Victoria Medal of the Royal Geographical Society, and has been later republished as facsimile.

Other Baddeley's works are The Russian Conquest of the Caucasus (1908), Russia in the 'eighties', sport and politics (1921) and The rugged flanks of Caucasus (1940).

Brian Callison (born 1934) is a UK novelist known for his best-selling thrillers and sea stories. Born in Manchester, England in 1934, he was educated at the High School of Dundee, and went to sea at the age of 16 as a midshipman with the Blue Funnel Line, sailing aboard cargo ships between ports in Europe and East Asia. Callison subsequently left the sea, studied at Dundee College of Art in Scotland, and went into business. His first published novel, A Flock of Ships, appeared in 1970 to widespread critical and popular acclaim. It became an international bestseller, and established Callison's reputation as a leading writer of sea stories. In 2008 he completed a three-year appointment as a Fellow of The Royal Literary Fund at the University of Dundee, mentoring staff and students in all aspects of practical writing.

Virtually all of Callison's novels are set on or near the sea, but they vary widely in plot, character, and tone. The following categorization, though hardly definitive, illustrates the diversity of his work. A Plague of Sailors and its sequel A Frenzy of Merchantmen, along with A Web of Salvage and Spearfish, are straightforward present-day thrillers similar to the work of Desmond Bagley and Hammond Innes. They pit a tough, competent hero against more-numerous and better-equipped enemies that only he can stop.

A Flock of Ships, The Sextant, and The Stollenberg Legacy, like several works by Duncan Kyle, are driven by a present-day hero's attempt to make sense of shadowy events that unfolded during World War II. Though

characterized by violence, danger, and the uncovering of secrets, they are as much mysteries as thrillers. The Dawn Attack and The Bone Collectors are military adventure stories set entirely in odd corners of World War II, like the work of John Harris and Nicholas Monsarrat. The former is a grimly realistic depiction of a commando raid on occupied Norway, the latter the story of a rescue ship attached to North Atlantic convoys. A Ship is Dying, The Auriga Madness, A Thunder of Crude, and Ferry Down are modern sea stories dealing with the last days (or hours) of doomed ships.

The five-book (to date) "Captain Trapp" series, begun by Trapp's War, is broad farce: the adventures of the cheerfully amoral title character, his decrepit tramp steamer, and his colourfully degenerate crew. The series begins in World War II and extends into the 1990s, departing further from reality with every instalment. Essentially, however, his "heroes" are Merchant Seamen. The lead character in the thrillers, Brevet Cable, is a Merchant Navy Mate, the present day character solving the old mysteries is again a Merchant seamen, with a personal connection to the past mystery, and the heroes of the Trapp series are Trapp himself, a Merchant Seaman and Royal Navy Reserve Officer, and the more morally bound narrator, also a Merchant Navy and Royal Navy Reserve Officer. "The Bone Collector" is a "military adventure" only in that it is set during the Battle of the North Atlantic. It is really about the ordinary people, civilians, caught up in that horrific episode. Finally, all of the others, the "doomed ships" series, reflect the author's feeling about the Merchant Navy in general.

b.2 Poetry

Definition

Poetry is a form of literature that uses aesthetic and rhythmic qualities of language—such as phonaesthetics, sound symbolism, and metre—to evoke meanings in addition to, or in place of, the prosaic ostensible meaning.

Types of Poetry

Lyric Poetry

A lyric poem is a comparatively short, non-narrative poem in which a single speaker presents a state of mind or an emotional state. Lyric poetry retains some of the elements of song which is said to be its origin.

Narrative Poetry

Narrative poetry gives a verbal representation, in verse, of a sequence of connected events, it propels characters through a plot. It is always told by a narrator.

Descriptive and Didactic Poetry

Both lyric and narrative poetry can contain lengthy and detailed descriptions (descriptive poetry) or scenes in direct speech (dramatic poetry).

Elements of Poetry

Prosody

is the study of the meter, rhythm, and intonation of a poem.

Rhythm The methods for creating poetic rhythm vary across languages and between poetic traditions. Languages are often described as having timing set primarily by accents, syllables, or moras, depending on how rhythm is established, though a language can be influenced by multiple approaches. 

Meter

In the Western poetic tradition, meters are customarily grouped according to a characteristic metrical foot and the number of feet per line.

Metrical PatternsDifferent traditions and genres of poetry tend to use different meters, ranging from the Shakespearean iambic pentameter and the Homeric dactylic hexameter to the  anapestic tetrameter used in many nursery rhymes.

Rhyme, alliteration, assonanceRhyme, alliteration, assonance and consonance are ways of creating repetitive patterns of sound. They may be used as an independent structural element in a poem, to reinforce rhythmic patterns, or as an ornamental element.

Rhyming schemesIn many languages, including modern European languages and Arabic, poets use rhyme in set patterns as a structural element for specific poetic forms, such as ballads, sonnets and rhyming couplets.

Lines and stanzasPoetry is often separated into lines on a page. These lines may be based on the number of metrical feet, or may emphasize a rhyming pattern at the ends of lines. Lines may serve other functions, particularly where the poem is not written in a formal metrical pattern.

Visual presentationEven before the advent of printing, the visual appearance of poetry often added meaning or depth.

Diction

Poetic diction treats the manner in which language is used, and refers not only to the sound but also to the underlying meaning and its interaction with sound and form.

Famous English Poet

Kingsley Amis Novelist, poet, critic, and teacher, father of the writer Martin Amis, generally grouped among the "angry young men" in the 1950s, though he denied the affiliation. 

Thomas Blackburn English poet, novelist, and critic whose verse is notable for haunted self-examination and spiritual imagery.

Rebecca Anne Elson was a Canadian-British astronomer and writer. 

b.3 Fiction and Non Fiction

Fiction Fiction is the classification for any creative informational work—almost always a narrative—whose creator does not claim responsibility for the work's faithfulness to reality.

Non Fiction

Nonfiction or non-fiction is the classification for any informative work (often, a story) whose creator, in good faith, assumes responsibility for the truth or accuracy of the events, people, and/or information presented.

C. Denotation and Connotation

DenotationDenotation is a translation of a sign to its meaning, more exactly, to its literal meaning. Denotation is sometimes contrasted to connotation, which translates a sign to meanings associated with it.

Connotation Connotation is a commonly understood cultural or emotional association that some word or phrase carries, in addition to the word's or phrase's explicit or literal meaning, which is its denotation.

D. Figurative Language

SimileA simile compares two things using the words “like” and “as.” Examples include:

busy as a bee clean as a whistle brave as a lion stand out like a sore thumb as easy as shooting fish in a barrel as dry as a bone as funny as a barrel of monkeys they fought like cats and dogs like watching grass grow

MetaphorWhen you use a metaphor, you make a statement that doesn’t make sense literally, like “time is a thief.” It only makes sense when the similarities between the two things become apparent or someone understands the connection.

Examples include:

the world is my oyster you are a couch potato time is money he has a heart of stone America is a melting pot you are my sunshine

PersonificationPersonification gives human characteristics to inanimate objects, animals, or ideas. This can really affect the way the reader imagines things. This is used in children’s books, poetry, and fictional literature. Examples include:

opportunity knocked on the door the sun greeted me this morning the sky was full of dancing stars

the vines wove their fingers together to form a braid the radio stopped singing and stared at me the sun played hide and seek with the clouds

HyperboleHyperbole is an outrageous exaggeration that emphasizes a point, and can be ridiculous or funny. Hyperboles can be added to fiction to add color and depth to a character. Examples are:

You snore louder than a freight train. It's a slow burg. I spent a couple of weeks there one day. She is so dumb, she thinks Taco Bell is a Mexican phone company. I had to walk 15 miles to school in the snow, uphill. You could have knocked me over with a feather.

SymbolismSymbolism occurs when a word which has meaning in itself but is used to represent something entirely different. Examples are:

Using an image of the American flag to represent patriotism and a love for one’s country.

Using an apple pie to represent an American lifestyle. Using an apple to represent education.

AlliterationAlliteration is the easiest of the examples of figurative language to spot. It is a repetition of the first consonant sounds in several words. Some good examples are:

wide-eyed and wondering while we wait for others to wakenand tongue twisters like:

Betty bought butter but the butter was bitter, so Betty bought better butter to make the bitter butter better.

OnomatopoeiaOnomatopoeia is the use of words that sound like their meaning, or mimic sounds.  They add a level of fun and reality to writing. Here are some examples:

the burning wood hissed and crackled the words: beep, whirr, click, whoosh, swish, zap, zing, ping, clang,

bong, hum, boom, munch, gobble, crunch, pow, smash, wham, quack, meow, oink, and tweet.

IdiomAn idiom is an expression that has a meaning that is only known to a particular group of people. For example:

Kick the bucket Raining cats and dogs Whistling Dixie

A Definition of Grammar

Grammar is the set of structural rules governing the composition of clauses, phrases, and words in any given natural language. The term refers also to the study of such rules, and this field includes morphology, syntax, and phonology, often complemented by phonetics, semantics, and pragmatics.

B. Rules in Subject-Verb Agreement with Examples

1. Subjects and verbs must agree in number. This is the cornerstone rule that forms the background of the concept.

The dog growls when he is angry. The dogs growl when they are angry.

2. Don’t get confused by the words that come between the subject and verb; they do not affect agreement.

The dog, who is chewing on my jeans, is usually very good.

3. Prepositional phrases between the subject and verb usually do not affect agreement.

The colors of the rainbow are beautiful.

4. When sentences start with “there” or “here,” the subject will always be placed after the verb, so care needs to be taken to identify it correctly.

There is a problem with the balance sheet. Here are the papers you requested.

5. Subjects don't always come before verbs in questions. Make sure you accurately identify the subject before deciding on the proper verb form to use.

Does Lefty usually eat grass? Where are the pieces of this puzzle.

6. If two subjects are joined by and, they typically require a plural verb form.

The cow and the pig are jumping over the moon.

7. The verb is singular if the two subjects separated by and refer to the same person or thing.

Red beans and rice is my mom's favorite dish.

8. If one of the words each, every, or no comes before the subject, the verb is singular.

No smoking or drinking is allowed. Every man and woman is required to check in.

9. If the subjects are both singular and are connected by the words or, nor, neither/nor, either/or, and not only/but also the verb is singular.

Jessica or Christian is to blame for the accident.

10. The only time when the object of the preposition factors into the decision of plural or singular verb forms is when noun and pronoun subjects like some, half, none, more, all, etc. are followed by a prepositional phrase. In these sentences, theobject of the preposition determines the form of the verb.

All of the chicken is gone. All of the chickens are gone.

11. The singular verb form is usually used for units of measurement or time.

Four quarts of oil was required to get the car running.

12. If the subjects are both plural and are connected by the words or, nor, neither/nor, either/or, and not only/but also, the verb is plural.

Dogs and cats are both available at the pound.

13. If one subject is singular and one plural and the words are connected by the words or, nor, neither/nor, either/or, and not only/but also, you use the verb form of the subject that is nearest the verb.

Either the bears or the lion has escaped from the zoo. Neither the lion nor thebears have escaped from the zoo.

14. Indefinite pronouns typically take singular verbs.  *

Everybody wants to be loved.

15. * Except for the pronouns (few, many, several, both, all, some) that always take the plural form.

Few were left alive after the flood.

16. If two infinitives are separated by and they take the plural form of the verb.

To walk and to chew gum require great skill.

17. When gerunds are used as the subject of a sentence, they take the singular verb form of the verb; but, when they are linked by and, they take the plural form.

Standing in the water was a bad idea. Swimming in the ocean and playing drums are my hobbies.

18. Collective nouns like herd, senate, class, crowd, etc. usually take a singular verb form.

The herd is stampeding.

19. Titles of books, movies, novels, etc. are treated as singular and take a singular verb.

The Burbs is a movie starring Tom Hanks.

20. Final Rule – Remember, only the subject affects the verb!

C. The 8 Parts of Speech

1.  NOUNA noun is the name of a person, place, thing, idea, or quality.Examples:  John, Mary, boy, girl, children; Pasadena, CEC;  classrooms, notebooks; freedom, intelligence; hope, anger, joy 2.  PRONOUNA pronoun is usually a substitute for a noun. The noun is called the "antecedent" (but an indefinite pronoun has no antecedent). Examples:  a.  Personal pronouns:  I, mine, me; you, yours; he, his, him; she, hers, her; it, its; we, ours, us; they, theirs, them.  b.  Interrogative pronouns:  who, whose, whom, which, what  c.  Relative pronouns (include):  who, who, whose, which, that;  whoever, whomever, whichever  d.  Demonstrative pronouns:  this, that, these, those  e.  Indefinite pronouns (include):  all, another, any, anybody, anyone, anything, both, each, either, everybody, everyone, everything, many, neither, nobody, no one, none, one, others, some, somebody, someone, such  f. Intensive or reflexive pronouns:  myself, yourself, himself, herself, itself, ourselves, themselves 3.  VERBA verb expresses an action or a condition (a state of being).Examples:  Robert will eat the hamburger.  (action)           Sara is happy.  (condition or state of being)                    Robert won’t eat the hamburger.                  Sara isn’t happy.                    Will Robert eat the hamburger?                   Is Sara happy? 

4.  ADVERB     An adverb describes a verb, adjective, or other adverb. Adverbs usually tell how (for example: slowly), when (e.g., lately), where (e.g., there), how much (e.g., very), or why (e.g., therefore).Example:  He always chews his gum loudly. 5.  ADJECTIVEAn adjective describes or limits a noun.Examples:  tall, young, pretty, light, blue, new, white  (The tall, young, pretty girl is wearing a light blue dress with her new white shoes.)  (NOT:  ...a light dress blue with her new shoes white.) Adjectives and adverbs have three degrees of comparison:  positive, comparative, superlative.  Examples:Mary has a smart child.  Sara has a smarter child.  Nancy has the smartest child.Robert is an intelligent student. William is more intelligent than Robert.  Kim is  the most intelligent  student.The red car is expensive.  The white car is less expensive.  The blue car is the least expensive.I’m a good painter.   She’s a better painter.   He’s the best painter.I’m a bad singer.  She’s a worse singer.   He’s the worst singer. 6.  PREPOSITIONA preposition usually  shows the relationship between a noun or pronoun and another part of a sentence.There are many prepositions, including:  about, above, across, after, against, along, among, around, as, at, before, behind, below, beneath, between, beyond, beside, besides, by, down, during, except, from, for, in, inside, into, like, near, next, of, off, on, out, out of, outside, over, past, round, since, than, through, till, to,  toward, towards, under, underneath, unless, until, upon, up, with, within, without.Examples:  My pencil is under my desk by my foot.         Martha drove from LA to NY.  7.  CONJUNCTIONA conjunction connects words, phrases, and clauses.Coordinate conjunctions connect words, phrases, and clauses of equal value:  and, or, nor, but (and sometimes for).  e.g., The dog and the cat are hungry.Correlative conjunctions occur in pairs:  both-and, either-or, neither-nor, not only-but also.  e.g., Both the fish and the snake are thirsty.Subordinate conjunctions connect unequal clauses (dependent clauses with independent clauses). They include:  after, although, as, because, before, if, since, than, though, unless, until, when, where, while.   e.g., After they ate, they had dessert. 8.  INTERJECTION

An interjection is a word that expresses feeling or emotion; usually it is followed by an exclamation mark.Examples:  Oh!  Ah!  Wow!  Darn!  Gosh!  Golly!  Gee!  Ow!  Ouch!  Yikes!  Holy moly!  Yippee!  Hooray!  Boo!   Whew!    

IV. English is Fun

A. Rebus Puzzles These are popular word picture puzzles with hidden meanings to solve from the pictogram.

 

B. Palindromes

Palindrome is a word, phrase, number, or other sequence of characters which reads the same backward or forward.

Single Word Palindromes Stressed or desserts Rewarder or redrawer Departer or retraped Stop or pots Snap or pans Evil or live Star or rats Diaper or repaid Never odd or even

Multiple Word Palindromes Red rum, sir, is murder Step on no pets Eva, can I see bees in a cave?

No lemon, no melon

C. Anagrams

Anagrams is a type of word play, the result of rearranging the letters of a word or phrase to produce a new word or phrase, using all the original letters exactly once.

Mother-in-law = Hitler woman

Debit card = Bad credit

Dormitory = Dirty Room

The earthquakes = The queer shakes

Astronomer = Moon starrer

Punishments = Nine Thumps

School master = The classroom

D. Pangrams

Pangrams are words or sentences containing every letter of the alphabet at least once.

Two driven jocks help fax my big quiz.

Pack my box with five dozen liquor jugs.

The five boxing wizards jump quickly.

Bright vixens jump; dozy fowl quack.

Jackdaws love my big sphinx of quartz.

John quickly extemporized five tow bags.

Waltz, nymph, for quick jigs vex Bud.

Quick wafting zephyrs vex bold Jim.

Brown jars prevented the mixture from freezing too quickly.

Fred specialized in the job of making very quaint wax toys.

V. Reflection 1

A. Most Challenging Lesson

The most challenging lesson I have encountered in English 4 is the International Phonetic Alphabet or IPA. It is because it could be confusing and hard to identify the correct symbol because other people have different ways on each words being pronounced. It is also the most challenging lesson for me it is because I don’t know the pronunciations of the other words like “champagne”. It is also takes a lot of time to understand and to make it easy.

B. Easiest Lesson

The easiest lesson I have encountered in English 4 is the Pronoun. I learned that pronoun takes the place of a noun. For me, it is the easiest because I already encountered that since I am elementary. Another lesson which has easy for me is the Noun because like the Pronoun, I also about Noun when I was elementary. But now my knowledge in Noun and Pronoun was more developed.

C. Most Unforgettable Lesson

One of my most unforgettable lesson was the lesson about the Greek Mythology. Because we had an activity which is to portray a Greek god and goddess. In our activity, I was picked to portray goddess Nemesis the goddess of balance, justice, retribution and vengeance. In our activity I quoted “I enjoy tearing down the proud and powerful, and there are none who deserve tearing down like Gaea and her giants. Still, I must warn you that I will not suffer undeserved success. Good luck is a sham. True success requires sacrifice. Let the punishment fit the crime.” It was really unforgettable because I had enjoyed and it was a fun experienced at all.

VI. Reflection 2

I learned in English!

Summary of what I learned in English

I know, English is one of the most important subject in school. As a 4th year student, I wanted to learn more about the English subject and the things follow. There are new things I learned about English. I’ve got to know different god and goddess. We just not tackled about them but we got to know them better by an activity to acted like the god and goddess. And to do what they are doing and tell some quotes that they usually said. I also learned about the different kinds of Figurative Language. We already tackled it before but it gives me more information and example to understand it well. I also enjoyed while learning in guessing the puzzle on the picture called Rebus Puzzle. I also learned about the International Phonetic Alphabet or

IPA. It is a most challenging lesson for me but its help me to identify the correct symbol to use. And what will be the right pronunciation when pronouncing those words. In this lesson it encourages me to learn more about English to help me to become a better student for the near future.