Read the excerpt from juliet’s soliloquy in act iv, scene iii of romeo and juliet.
what if this mixture do not work at all?
shall i be married then to-morrow morning?
no, no; this shall forbid it: lie thou there. [laying down a dagger.]
what if it be a poison, which the friar
subtly hath minister’d to have me dead,
lest in this marriage he should be dishonour’d
because he married me before to romeo?
i fear it is: and yet, methinks, it should not,
for he hath still been tried a holy man.
i will not entertain so bad a thought.
the purpose of this soliloquy is to the audience understand
juliet’s shame at disgracing her family and paris.
juliet’s confusion about whether romeo loves her.
juliet’s anger at the friar for marrying her to romeo.
juliet’s uneasiness about going through with her plan.

D) Juliet’s uneasiness about going through with her plan.

Explanation: In the given excerpt from Juliet’s soliloquy in Act IV, scene III of Romeo and Juliet by William Shakespeare, we can see Juliet hesitating about whether or not drink the mixture that will help her to pretend her death and avoid her marriage with Paris, because she is afraid that she would die for real or that the mixture doesn't work and she has to marry Paris. So the correct answer is option D.

Juliet’s uneasiness about going through with her plan.

Explanation:

In this soliloquy form Act IV in Romeo and Juliet, Juliet douts everything she is doing right now, the intentions of the Friar that already had married her to Romeo, or if ROmeo would get to her on time, or if maybe the potion was real poison, and she could die, she was uncertain of everything that was happening. An she was having second thoughts on going thur with the plan.

below i present a summary with the most relevant aspects of chapter 2, which were taken from karangan bahasa inggeris (english essays) spm: argumentative essays.

tuna wira

credit to mohana ram murugiah.

i hope to be of

teacher smiles at the students who wait for his signal to sit down. he nods briefly and the students sit down and get ready for the lesson to start. there is an air of quiet expectancy when teacher refers to the unusual things found underneath their houses that morning. whispers of bags of rice ran among the students and a student muttered reluctantly that the rice is rent for the landlord. this starts off the discussion on the issue of paying rent for the use of the landowner’s land. da wan raises the question of why the landlord owns the land rather than the farmer although they have spent a lot of time farming it. the three reasons of labour, need and inheritance are listed as reasons for the landlord’s ownership of the land. they are discussed and dismissed as inadequate reasons. they suggested a system of collective farming to the farmers. the headmaster comes down the corridor to observe the lesson. teacher very quickly changed the lesson to a geography wesson. the students followed his cue and no one gave the slightest notice < of the headmaster ‘s presence. when the headmaster leaves, teacher explains the implications of winning the scholarship. it involves bearing respontsibilities and the scholarship holder should master what is useful and return to the village. he should understand the injustices in the present system and change it to a fairer system. then, he announces the wiimnuir of the scholarship to be dawan.