3 Let’s revise the Possessive Case. Look at the examples, then complete the sentences.
Ex. → (the voice/Benvolio) was strong. Benvolio’s voice...
(the door/the palace) was locked. The door of the palace...
a. (the sword/Tybalt)………………… was thirsty for blood.
b. (the parents/Romeo)………………. were worried about him.
c. (the fresh dew/the night) ………………. mixed with his tears.
d. (the daughter/the gentleman) ………………. will be 14 in August.
e. (the mother/Paris) ………… was related to the Prince of Verona.
f. (the liveries/the servants) ………………. were very old.
g. (the meeting place/the noblemen) …………… was Piazza dei Signori.
h. (the sundial/the Torre del Gardello) …………… still marks the time.

WORKING ON SKILLS: Speaking and Writing

5 Class Activity
a. After listening and deciding who is who, two students (preferably a girl and a boy) should stand in front of the class and give an oral description of Romeo, Juliet, Rosaline and Tybalt, as if they were on the stage, introducing the characters to the audience.
The speakers can draw inspiration from the listening activity, add the pieces of information (physical and psychological) they have collected so far, and they should also express their personal viewpoints.
After introducing a character, they can invite other members of the class to contribute with further notes and reflections.

Ex. → Juliet, the heroine of this tragedy, is a real classical beauty with her long fair hair and her perfect oval face. Oh! She looks like an angel. She could charm any young man, though she…

b. At the end of this activity some students will write down the portraits that have emerged from the discussion.