Non dialogue script
Download as DOCX, PDF1 like2,029 views
The script depicts a mother grieving the loss of her daughter through a series of flashbacks triggered by visiting rooms in her house. As she walks through the home, memories of caring for her sick daughter emerge, including giving her medication in the kitchen and her daughter playing in the hallway. In her daughter's untouched bedroom, the mother breaks down crying while remembering her reading to her daughter in bed. The script focuses entirely on portraying the mother's mixed emotions of sorrow, sadness, and grief through her journey through the home and flashbacks of her deceased daughter.
1 of 1
Download to read offline
Recommended
Basic sentence patterns weeheey
Basic sentence patterns weeheeyQueen Navallo
Ìý
This document discusses basic sentence patterns in English:
1. The S-V (subject-verb) pattern is the simplest. It includes examples like "Everyone listened."
2. The S-LV-PN (subject-linking verb-predicate nominative) pattern includes a noun or pronoun after the linking verb that renames or identifies the subject, like "The first book of the Bible is Genesis."
3. The S-LV-PA (subject-linking verb-predicate adjective) pattern includes an adjective after the linking verb, like "I am happy about your change of heart."
4. Exercises are provided to help understand and apply these basic sentence patterns.Comparative and superlative of adjectives
Comparative and superlative of adjectivesMrs. F B Kh Mrs. F B Khj
Ìý
This document provides information about the comparative and superlative forms of adjectives in English. It discusses regular and irregular adjectives and how their comparative and superlative forms are constructed. For regular adjectives, it explains how short adjectives of one syllable add "-er" or "-est" and long adjectives of two or more syllables use "more" or "most". It also lists common irregular adjectives like "good", "bad", "far", and "old" and their comparative and superlative forms. Examples are provided throughout to illustrate the different rules.coordinating-conjunctions
coordinating-conjunctionsArif BAKLA
Ìý
This document discusses the use of commas before coordinating conjunctions when joining two independent clauses. There are seven coordinating conjunctions - for, and, nor, but, or, yet, and so. A comma should be used before any of these conjunctions when connecting two complete thoughts or independent clauses. The comma indicates a pause between the two independent clauses. Examples are provided to illustrate the proper use of a comma before coordinating conjunctions.Compound words
Compound wordsAlice Failano
Ìý
The document describes Mark's experience taking a new bus route home. It discusses that Mark saw the bus company had introduced a new route. On the bus, there was an argument between two teenage boys in the back. When Mark got to his stop, he walked down an alley and arrived home, where his dog was barking a welcome. The document then provides examples and exercises on identifying compound words, using context clues, and identifying synonyms and antonyms.Subject verb agreement - Report
Subject verb agreement - Reportpaulsolon
Ìý
This document provides 12 rules for subject-verb agreement in academic writing. It explains that the subject and verb of a sentence must agree in number, and provides examples of how to determine the subject of sentences with collective nouns, compound subjects, inverted word order, and other constructions. Exceptions and tricky cases are illustrated through examples showing how to identify the true subject and select the correct verb form.Phil iri
Phil iriMichaela Muyano
Ìý
This document provides instructions for administering the Philippine Informal Reading Inventory (Phil-IRI) Oral Test. It includes background information for teachers on using informal reading inventories to assess students' reading abilities. The Phil-IRI Oral Test consists of graded reading passages from Grade 1 to Grade 6 that students read orally while being assessed on word recognition, vocabulary and comprehension. Test administrators receive information to help plan reading instruction. The document outlines the test materials, administration procedures, and forms to record and report results at the school, district, division and national levels.
Adjectives
AdjectivesIscia Marie Mojica-Logronio
Ìý
The document discusses different types of adjectives including adjectives of quality, quantity, number, demonstrative adjectives, and interrogative adjectives. It provides examples of each type of adjective and how they are used to modify and describe nouns. It then presents exercises for ordering adjectives correctly before nouns.Context clues
Context cluesDanielle Faith Menoza
Ìý
This document discusses context clues, which are hints found within text that help readers understand unfamiliar words. It identifies 5 types of context clues: definition/explanation clues, restatement/synonym clues, contrast/antonym clues, inference/general context clues, and punctuation clues. Examples are provided to illustrate each type of context clue, such as using a definition, synonym, contrasting word, broader context, or punctuation to infer the meaning of an unfamiliar word. The overall document provides an overview of different ways readers can use contextual hints within a text to determine the definition of unknown words.Thesis my documentation
Thesis my documentationcas123
Ìý
The document discusses the background and objectives of using video surveillance systems in schools. It provides context on the history and development of surveillance cameras. Specifically, it outlines safety concerns in schools that surveillance could address, like the example of a shooting at a Philippine university. The conceptual framework shows installing surveillance equipment as an input, monitoring and analyzing footage as the process, and creating a safer learning environment as the output. Overall the document introduces the topic of incorporating surveillance technologies into school security systems.Tenses: past, present, future
Tenses: past, present, futureSarah Tanti
Ìý
The document discusses verb tenses and provides examples of sentences using verbs in the past, present, and future tense. It demonstrates how to identify the tense of a verb based on time indicators like "yesterday", "at the moment", and "tomorrow". For common verbs like run, play, swim, write, draw, and drink, it gives examples of sentences in each tense to illustrate proper tense agreement.Phonemic Awareness Lesson Plan - Beginning Sounds
Phonemic Awareness Lesson Plan - Beginning SoundsChristy Jorgensen
Ìý
This lesson plan teaches phonemic awareness to 1st grade students focusing on initial sounds, specifically the letter "T". The teacher will lead a review of letter sounds and show a video about the letter T. Students will then play games like placing picture cards starting with T on a train and playing Go Fish to practice identifying words starting with T. The lesson aims to prepare students for reading and writing by developing phonological awareness.Comparison adjectives 001
Comparison adjectives 001Jaime Rodriguez
Ìý
Using comparative adjectives. The presentation follows a small story sketch to help learner visualize the use of comparison adjective. Gulayan sa Paaralan Project [GPP] - Project Proposal for FY 2014![Gulayan sa Paaralan Project [GPP] - Project Proposal for FY 2014](https://cdn.slidesharecdn.com/ss_thumbnails/covergppprojectproposal-130817112101-phpapp02-thumbnail.jpg?width=560&fit=bounds)
Gulayan sa Paaralan Project [GPP] - Project Proposal for FY 2014Department of Education - Quary - 1 IS
Ìý
Note taking and outlining
Note taking and outliningKellykhel Parena
Ìý
The document discusses different note taking and outlining methods. It describes the Cornell note taking system which provides a systematic format for organizing notes in class. The outlining method uses indentation to organize major and minor points. Mapping creates a graphic presentation of lecture content. Charting sets up columns to categorize information. The sentence method writes each thought on a separate line. Outlining creates a blueprint to construct a unified essay, with types including topic, sentence, and mixed outlines.Simple Present Tense of the Verb
Simple Present Tense of the VerbJohdener14
Ìý
The document discusses rules for using verbs in the simple present tense in English. It explains that verbs are in the present tense when actions are routine or habitual. It outlines three main rules: 1) add -s or -es to verbs when the subject is singular, 2) do not add endings when the subject is plural, and 3) do not add endings when the subject is a pronoun like I, you, or we. Examples are provided to illustrate each rule. The document concludes with a practice exercise selecting the correct verb form.Pronoun & antecedent
Pronoun & antecedentMrHarris
Ìý
This document discusses pronoun-antecedent agreement errors. It defines pronouns and antecedents, explaining that pronouns replace nouns and antecedents are the words pronouns replace. Pronoun-antecedent pairs must agree in person and number. Common errors occur with indefinite pronouns like "someone" and singular nouns that could refer to either gender, like "a teacher." The document provides examples of agreements and errors.ENGLISH 9 Summative Test and Performance Task 1( BIAS AND PREJUDICE).docx
ENGLISH 9 Summative Test and Performance Task 1( BIAS AND PREJUDICE).docxkierguido2
Ìý
This document contains a summary test assessing knowledge of biases and prejudices. It provides definitions and examples to identify as bias or prejudice. The test has two parts:
1) Identifying 10 situations as demonstrating bias or prejudice.
2) Rewriting 10 biased or prejudiced sentences about surveys and groups of people.
The test was prepared by four individuals and aims to differentiate between biases and prejudices.Adjective complement
Adjective complementNicolai Bautista
Ìý
An adjective complement is a phrase that modifies or adds meaning to an adjective. It always follows the adjective and is either a noun clause or prepositional phrase. Some examples of sentences with adjective complements underlined are "She was hesitant to tell her parents" and "Are you afraid of spiders?". In addition to adjective complements, there are also subject complements, object complements, and verb complements that can modify nouns and verbs.master of ceremony script for Prom
master of ceremony script for PromCarie Justine Estrellado
Ìý
This document summarizes a high school ball event held by Gaudete Study Center. It describes the opening remarks and prayers led by students. Performances included dances from junior and senior students, as well as the announcement of prom king, queen, and other awards. The event highlights bringing together former classmates who have gone on to successful careers. It concludes with hopes for the students' continued success in the future.Conjunction game
Conjunction gamehidayatbane
Ìý
The document contains 10 multiple choice questions about identifying the correct conjunction to use in different sentences. Each question has a value of money associated with getting it correct, with the values increasing from $1000 to the million dollar question. The questions test the use of conjunctions like "and", "but", "or" to join two independent clauses or list items.lesson plan for stress and verb pairs
lesson plan for stress and verb pairsYsa Garcera
Ìý
This lesson plan aims to teach students about stress in words and its importance in communication. It will have students identify stress changes that alter word meaning through a chant. Students will learn that stress on the first syllable makes a word a noun, and on the second syllable makes it a verb. An activity challenges students to use sample words correctly as nouns or verbs. The lesson evaluates and reinforces the concepts through exercises identifying stressed syllables and word functions in sentences.Demonstratives Pronouns Game
Demonstratives Pronouns GameGenevieve Michelena Santa Cruz
Ìý
This document provides instructions for a card game where participants are shown incomplete sentences with accompanying images and must hold up the card with the pronoun - "this", "these", "that", or "those" - that best completes the sentence based on the image. Players will receive cards with these four pronouns and take turns matching cards to images and sentences as they are displayed on screen.English lesson 25
English lesson 25MARY JEAN DACALLOS
Ìý
This document outlines a lesson plan to teach students how to manipulate individual phonemes by substituting the final phoneme in words. The lesson involves games and activities where students practice changing the final sounds in words like "back" to "pack" and "lake" to "lape". Students will work in groups using picture cards to remove final phonemes and match words. The lesson reinforces that changing the last sound of a word forms a new word. For assessment, students write new words formed by changing final phonemes in words like "dot" and "can". order of adjectives
order of adjectivesPrince Royce 'Live Life Smiling'
Ìý
This document discusses the positioning of adjectives in English. It provides examples of different types of adjectives and the typical order they appear in phrases and sentences. Some key rules covered include using commas to separate multiple adjectives before a noun, using "and" between adjectives of color, and placing certain adjectives after the noun for emphasis. The document concludes with an activity to test understanding of adjective ordering.Language in argumentative essays
Language in argumentative essaysAnaAlbi
Ìý
This document discusses language that can be used in argumentative essays to acknowledge other researchers' opinions, agree or disagree with their views, and suggest alternatives. It provides words and phrases like "although" and "while" to qualify agreements or disagreements, and advises using conditional sentences to justify positions by suggesting alternative actions and results. The document aims to help writers incorporate evaluative language and structure into their work.Script
Scriptrasina10
Ìý
The Doctor has gathered several characters together to share unusual experiences they've recently had. Character one saw a mysterious figure watching them from a train platform that disappeared. Character two saw a similar figure on a bus that wasn't visible in a selfie but vanished when they turned around. Character three spotted a black silhouette at their window that disappeared when they closed the curtains. The figures left something behind with each person. When the characters realize one is behind them again, the black figure reveals it has been waiting for them.Script for english meeting
Script for english meetingroseate92
Ìý
The English Language Department meeting discussed two main issues: 1) the decline in English SPM trial results and 2) improving facilities in the English laboratory. For the SPM results, the department voted to hold a motivation camping program after a mentor-mentee initiative. For the laboratory, they agreed to get a new TV, survey LCD TV prices, and add an Astro package to enhance English learning.Script For The Dialogue And Titles
Script For The Dialogue And TitlesNangeh
Ìý
The document appears to be a script for a film, listing dialogue exchanges between characters and title cards. It includes lines spoken by a Boss emphasizing family and loyalty, lines from the character Tony expressing his desire to become a gangster and boss, and title cards introducing the filmmaker Martin Scorsese and actor Joe Pesci. The Boss also refers to another character as a "loose cannon" and tells someone to "take care of it".
More Related Content
What's hot (18)
Context clues
Context cluesDanielle Faith Menoza
Ìý
This document discusses context clues, which are hints found within text that help readers understand unfamiliar words. It identifies 5 types of context clues: definition/explanation clues, restatement/synonym clues, contrast/antonym clues, inference/general context clues, and punctuation clues. Examples are provided to illustrate each type of context clue, such as using a definition, synonym, contrasting word, broader context, or punctuation to infer the meaning of an unfamiliar word. The overall document provides an overview of different ways readers can use contextual hints within a text to determine the definition of unknown words.Thesis my documentation
Thesis my documentationcas123
Ìý
The document discusses the background and objectives of using video surveillance systems in schools. It provides context on the history and development of surveillance cameras. Specifically, it outlines safety concerns in schools that surveillance could address, like the example of a shooting at a Philippine university. The conceptual framework shows installing surveillance equipment as an input, monitoring and analyzing footage as the process, and creating a safer learning environment as the output. Overall the document introduces the topic of incorporating surveillance technologies into school security systems.Tenses: past, present, future
Tenses: past, present, futureSarah Tanti
Ìý
The document discusses verb tenses and provides examples of sentences using verbs in the past, present, and future tense. It demonstrates how to identify the tense of a verb based on time indicators like "yesterday", "at the moment", and "tomorrow". For common verbs like run, play, swim, write, draw, and drink, it gives examples of sentences in each tense to illustrate proper tense agreement.Phonemic Awareness Lesson Plan - Beginning Sounds
Phonemic Awareness Lesson Plan - Beginning SoundsChristy Jorgensen
Ìý
This lesson plan teaches phonemic awareness to 1st grade students focusing on initial sounds, specifically the letter "T". The teacher will lead a review of letter sounds and show a video about the letter T. Students will then play games like placing picture cards starting with T on a train and playing Go Fish to practice identifying words starting with T. The lesson aims to prepare students for reading and writing by developing phonological awareness.Comparison adjectives 001
Comparison adjectives 001Jaime Rodriguez
Ìý
Using comparative adjectives. The presentation follows a small story sketch to help learner visualize the use of comparison adjective. Gulayan sa Paaralan Project [GPP] - Project Proposal for FY 2014
Gulayan sa Paaralan Project [GPP] - Project Proposal for FY 2014Department of Education - Quary - 1 IS
Ìý
Note taking and outlining
Note taking and outliningKellykhel Parena
Ìý
The document discusses different note taking and outlining methods. It describes the Cornell note taking system which provides a systematic format for organizing notes in class. The outlining method uses indentation to organize major and minor points. Mapping creates a graphic presentation of lecture content. Charting sets up columns to categorize information. The sentence method writes each thought on a separate line. Outlining creates a blueprint to construct a unified essay, with types including topic, sentence, and mixed outlines.Simple Present Tense of the Verb
Simple Present Tense of the VerbJohdener14
Ìý
The document discusses rules for using verbs in the simple present tense in English. It explains that verbs are in the present tense when actions are routine or habitual. It outlines three main rules: 1) add -s or -es to verbs when the subject is singular, 2) do not add endings when the subject is plural, and 3) do not add endings when the subject is a pronoun like I, you, or we. Examples are provided to illustrate each rule. The document concludes with a practice exercise selecting the correct verb form.Pronoun & antecedent
Pronoun & antecedentMrHarris
Ìý
This document discusses pronoun-antecedent agreement errors. It defines pronouns and antecedents, explaining that pronouns replace nouns and antecedents are the words pronouns replace. Pronoun-antecedent pairs must agree in person and number. Common errors occur with indefinite pronouns like "someone" and singular nouns that could refer to either gender, like "a teacher." The document provides examples of agreements and errors.ENGLISH 9 Summative Test and Performance Task 1( BIAS AND PREJUDICE).docx
ENGLISH 9 Summative Test and Performance Task 1( BIAS AND PREJUDICE).docxkierguido2
Ìý
This document contains a summary test assessing knowledge of biases and prejudices. It provides definitions and examples to identify as bias or prejudice. The test has two parts:
1) Identifying 10 situations as demonstrating bias or prejudice.
2) Rewriting 10 biased or prejudiced sentences about surveys and groups of people.
The test was prepared by four individuals and aims to differentiate between biases and prejudices.Adjective complement
Adjective complementNicolai Bautista
Ìý
An adjective complement is a phrase that modifies or adds meaning to an adjective. It always follows the adjective and is either a noun clause or prepositional phrase. Some examples of sentences with adjective complements underlined are "She was hesitant to tell her parents" and "Are you afraid of spiders?". In addition to adjective complements, there are also subject complements, object complements, and verb complements that can modify nouns and verbs.master of ceremony script for Prom
master of ceremony script for PromCarie Justine Estrellado
Ìý
This document summarizes a high school ball event held by Gaudete Study Center. It describes the opening remarks and prayers led by students. Performances included dances from junior and senior students, as well as the announcement of prom king, queen, and other awards. The event highlights bringing together former classmates who have gone on to successful careers. It concludes with hopes for the students' continued success in the future.Conjunction game
Conjunction gamehidayatbane
Ìý
The document contains 10 multiple choice questions about identifying the correct conjunction to use in different sentences. Each question has a value of money associated with getting it correct, with the values increasing from $1000 to the million dollar question. The questions test the use of conjunctions like "and", "but", "or" to join two independent clauses or list items.lesson plan for stress and verb pairs
lesson plan for stress and verb pairsYsa Garcera
Ìý
This lesson plan aims to teach students about stress in words and its importance in communication. It will have students identify stress changes that alter word meaning through a chant. Students will learn that stress on the first syllable makes a word a noun, and on the second syllable makes it a verb. An activity challenges students to use sample words correctly as nouns or verbs. The lesson evaluates and reinforces the concepts through exercises identifying stressed syllables and word functions in sentences.Demonstratives Pronouns Game
Demonstratives Pronouns GameGenevieve Michelena Santa Cruz
Ìý
This document provides instructions for a card game where participants are shown incomplete sentences with accompanying images and must hold up the card with the pronoun - "this", "these", "that", or "those" - that best completes the sentence based on the image. Players will receive cards with these four pronouns and take turns matching cards to images and sentences as they are displayed on screen.English lesson 25
English lesson 25MARY JEAN DACALLOS
Ìý
This document outlines a lesson plan to teach students how to manipulate individual phonemes by substituting the final phoneme in words. The lesson involves games and activities where students practice changing the final sounds in words like "back" to "pack" and "lake" to "lape". Students will work in groups using picture cards to remove final phonemes and match words. The lesson reinforces that changing the last sound of a word forms a new word. For assessment, students write new words formed by changing final phonemes in words like "dot" and "can". order of adjectives
order of adjectivesPrince Royce 'Live Life Smiling'
Ìý
This document discusses the positioning of adjectives in English. It provides examples of different types of adjectives and the typical order they appear in phrases and sentences. Some key rules covered include using commas to separate multiple adjectives before a noun, using "and" between adjectives of color, and placing certain adjectives after the noun for emphasis. The document concludes with an activity to test understanding of adjective ordering.Language in argumentative essays
Language in argumentative essaysAnaAlbi
Ìý
This document discusses language that can be used in argumentative essays to acknowledge other researchers' opinions, agree or disagree with their views, and suggest alternatives. It provides words and phrases like "although" and "while" to qualify agreements or disagreements, and advises using conditional sentences to justify positions by suggesting alternative actions and results. The document aims to help writers incorporate evaluative language and structure into their work.Gulayan sa Paaralan Project [GPP] - Project Proposal for FY 2014
Gulayan sa Paaralan Project [GPP] - Project Proposal for FY 2014Department of Education - Quary - 1 IS
Ìý
Viewers also liked (14)
Script
Scriptrasina10
Ìý
The Doctor has gathered several characters together to share unusual experiences they've recently had. Character one saw a mysterious figure watching them from a train platform that disappeared. Character two saw a similar figure on a bus that wasn't visible in a selfie but vanished when they turned around. Character three spotted a black silhouette at their window that disappeared when they closed the curtains. The figures left something behind with each person. When the characters realize one is behind them again, the black figure reveals it has been waiting for them.Script for english meeting
Script for english meetingroseate92
Ìý
The English Language Department meeting discussed two main issues: 1) the decline in English SPM trial results and 2) improving facilities in the English laboratory. For the SPM results, the department voted to hold a motivation camping program after a mentor-mentee initiative. For the laboratory, they agreed to get a new TV, survey LCD TV prices, and add an Astro package to enhance English learning.Script For The Dialogue And Titles
Script For The Dialogue And TitlesNangeh
Ìý
The document appears to be a script for a film, listing dialogue exchanges between characters and title cards. It includes lines spoken by a Boss emphasizing family and loyalty, lines from the character Tony expressing his desire to become a gangster and boss, and title cards introducing the filmmaker Martin Scorsese and actor Joe Pesci. The Boss also refers to another character as a "loose cannon" and tells someone to "take care of it".English dialogue yang mengandung unsur Pain,relief,annoyance&pleasure 
English dialogue yang mengandung unsur Pain,relief,annoyance&pleasure Nafiah RR
Ìý
The group is discussing a movie they saw called Habibi and Ainun that some enjoyed and one person missed due to illness. They discuss the plot and characters of the movie. Their discussion then shifts to school homework on pH solutions that some are struggling with and exaggerating how far they have completed, while planning to do it together.Shopping
Shoppingmiriamteacher
Ìý
The document provides an example shopping dialogue in English to demonstrate typical shopping interactions and vocabulary. It includes a dialogue between a customer and assistant with blanks to fill in common shopping phrases like "Can I try this on?" and "Do you have this in a larger size?". After listening to the dialogue, students check their answers and then work in pairs to create new dialogues using what they learned. They are encouraged to record their roleplays to build a collection of sample shopping conversations.Going shopping
Going shoppingIrina K
Ìý
The document provides an overview of a lesson on shopping vocabulary and expressions. It begins by outlining the objectives of the lesson which are to learn vocabulary related to shopping, buying and selling expressions, read and understand a text about shopping, listen to dialogues in shops, and watch shopping videos. It then defines different types of shops like supermarkets, corner shops, department stores, shopping centers, markets, and specialist shops. The document provides examples of what can be bought at different food and non-food shops. It includes useful shopping expressions and concludes by outlining a reading comprehension activity about a character going shopping at a department store.Conversation with other people by some basic question
Conversation with other people by some basic questionstella joyce
Ìý
A series of short conversations are provided as examples of basic English conversations covering situations like asking for and providing directions, asking for and lending items, asking for and telling the time, conversations at a restaurant, train station, shop etc. The conversations demonstrate common polite phrases used in daily interactions and conversations in English.Biz english #3 business settings, meetings ,daily situations (dialogues and ...
Biz english #3 business settings, meetings ,daily situations (dialogues and ...englishmate ...
Ìý
for higher level of students taking up business English.
- business settings
-business meetings
-daily situationsTroy script
Troy scriptaliciajertrudis
Ìý
1) Paris fell in love with Helen and took her back to Troy, starting the Trojan War.
2) Achilles was convinced by his mother to join the Greek forces fighting Troy, where he became the greatest warrior.
3) During the war, Hector killed Achilles' cousin Patroclus, enraging Achilles and leading him to kill Hector in revenge.
4) After many years of fighting, the Greeks pretended to sail away but left a large hollow wooden horse, from which warriors emerged and conquered Troy.Formal vs informal English
Formal vs informal EnglishAnnika Bergström
Ìý
A short lecture on differences between formal and informal English.
Made for Swedish students of English 6.Activities to improve spoken english
Activities to improve spoken englishibmslideshare1011
Ìý
This document provides examples of conversations and activities to improve spoken English skills. It includes a dialogue where Rosy describes her friend Nancy to her uncle so he can pick her up from the train station. It also includes tasks to find descriptive words used in the dialogue and for students to describe someone else using provided words. The document provides additional conversation examples between friends discussing a cricket match, planning a trip to the police station, and booking a train ticket to practice conversational skills.Filipino script (nena at neneng)
Filipino script (nena at neneng)Janine Naval
Ìý
Ito na po yung kumpletong script. Na-check na ni Ma'am Naag 'to. Print niyo nalang para may kopya kayo. Salamat.The Birth of Jesus Reader's theater script
The Birth of Jesus Reader's theater scriptKathy Page-Applebee
Ìý
The document contains the scripts for several readers' theater performances summarizing key events in the birth of Jesus from the Bible. The performances recount the annunciation to Mary, Mary visiting Elizabeth, the birth of Jesus in Bethlehem, the visit from the shepherds and wise men, and Jesus being presented at the temple. The document also provides links to interactive Bible games on the related Christmas stories.More from Elliot Metaireau (20)
Evaluation question4
Evaluation question4Elliot Metaireau
Ìý
The target audience for the media product is teenagers, based on interviews with two teenage boys. The 14-year-old brother Luca enjoys comedy but also watches thrillers and action movies occasionally. The 15-year-old friend Tim prefers action and thriller genres. Both indicated that the violence at the beginning of the film fit with the thriller genre. A secondary audience could be adults and children ages 10-12, but the primary focus is teenagers due to the genre and their ability to understand the plot.Evaluation question 5 part 2
Evaluation question 5 part 2Elliot Metaireau
Ìý
Our editing focused on improving the opening credits, color correction, and incorporating more short cuts to make the film more thrilling for our target teenage audience. We used parallel editing between scenes of the character Mary getting killed and another character Elliot looking in a briefcase to build suspense. Transitions like fading to black were also used to increase a sense of unease and mystery about what was happening. Quick cuts were timed with changes in camera angles and shots to keep the film thrilling, like between Mary running and getting shot and then cutting to Elliot in a different setting.Evaluation question 5 part 1
Evaluation question 5 part 1Elliot Metaireau
Ìý
We targeted our teenage audience for the thriller film by using certain filming techniques. The dark lighting and ominous objects like the suitcase created tension and unease. We included a loud gunshot sound effect and fast-paced, ongoing music to appeal to teenagers' preferences for action and suspense in thrillers. Brief cuts in the music at important moments, like a character death, allowed for more focus on impactful sounds. Through these stylistic choices, our film attracted our target teenage audience who enjoy thriller movies that build suspense.Evaluation1 part3
Evaluation1 part3Elliot Metaireau
Ìý
The document compares a scene from the film being created to a similar scene from The Bourne Identity. In the film scene, the main character Elliot is caught by an agent and appears to have no chance of escape. This is similar to a scene in Bourne Identity where Matt Damon is nearly caught. However, there are key differences - Elliot is in close proximity with no means to flee, while Matt Damon is farther away and may still have an opportunity to escape, as he is a highly skilled fighter.Evaluation1 part2
Evaluation1 part2Elliot Metaireau
Ìý
The document discusses two examples of thriller film tropes used in a student film: a briefcase that represents danger and importance, and characters lying down unsure of what to do with the briefcase. It notes that while the briefcase is a typical convention, the student film challenged expectations by having the antagonist chase the protagonist for an extended time with the briefcase rather than immediately killing those who obtain it. This increased the suspense for the audience around what is in the briefcase and who will ultimately obtain it.Evaluation question1 part1
Evaluation question1 part1Elliot Metaireau
Ìý
This document discusses how the media product uses and challenges conventions of real media forms. It provides an example of how the opening scene mirrors a James Bond film by including an immediate murder. However, it challenges conventions by setting the murder in the woods rather than indoors, making it feel more scary. It also keeps the killer ambiguous by only showing a close-up of the corpse. The document argues this confusion draws in the target audience and creates an uneasy but thrilling experience.Final video shots
Final video shotsElliot Metaireau
Ìý
This document discusses location shots for a final video project. It describes three shots taken at a location near a rugby club: 1) a shot of the author lying in an open wood, 2) a road allowing for escape from the woods, and 3) a bridge connecting the woods to the road. The location utilized different areas to make it seem like multiple places and provided an outdoor setting for thriller content, improving upon their preliminary video.Camera shots main task
Camera shots main taskElliot Metaireau
Ìý
This document provides a shot-by-shot breakdown of the camera shots, scenes, and durations for a film sequence. It includes various shots like establishing shots, close-ups, mid shots, long shots, and point-of-view shots. The sequence follows characters Elliot and Mary, with shots of Elliot looking distressed, Mary running, Elliot opening a case and her dying inside of it, then him hiding and running away while being followed by Dan.Final idea
Final ideaElliot Metaireau
Ìý
The document discusses potential ideas for a final product after scrapping an initial ghost effect idea due to technical limitations. The first idea involves an agent hunting a criminal carrying an important briefcase, with the agent murdering victims and a race to see if the criminal can escape. A second idea involves doctors at a hospital who murder patients for money, with the question of whether an ill patient can escape being murdered. This idea was scrapped for having a weak storyline and requiring many props and advanced locations.Ideas for final video
Ideas for final videoElliot Metaireau
Ìý
The document discusses initial ideas for a final video task, including:
1) A cloaked man spying on and potentially killing a family of three.
2) A paranormal scene where lights turn off and unknown footsteps are heard, scaring two characters in a house.
3) A troubled mother developing issues after her child dies, possibly seeing what the dead daughter saw.
The document ends by noting the troubled mother idea seems stereotypical.Prelim feedback
Prelim feedbackElliot Metaireau
Ìý
The teenager provided feedback on the preliminary video, saying it was enjoyable to watch despite depicting a murder, which added thriller elements. However, he noted the camera quality could be improved as some shots were unfocused, and the video looked old-fashioned due to its brown and white coloring. After reviewing this feedback, it was clear the video quality needs work and color correction should be more modern to appeal to current audiences. The murder subplot was engaging, but improvements could make the final product better.Prelim shots
Prelim shotsElliot Metaireau
Ìý
The document provides location shots and context for a preliminary video project. It describes shooting footage in a school music office, with doors used to simulate characters leaving or escaping. It also shows an 180 degree angle shot of a table where most of the video would take place, taken before one character murders another in the scene. The creator notes they could have found a better location but wanted improvements for the final product.Questionnaire feedback and analysis
Questionnaire feedback and analysisElliot Metaireau
Ìý
The document analyzes the results of a questionnaire given to 4 people ages 11 to 17. [1] Older participants watched more TV and downloaded more films than younger ones. [2] Most had recently watched a comedy rather than a thriller, showing comedies have changed more over time. [3] Spending on media varied significantly by age, with the oldest spending the most and the youngest spending nothing. This highlights how independence and media interests change with age.Media questionnaie4
Media questionnaie4Elliot Metaireau
Ìý
This document is a media questionnaire asking Elliot Metaireau about his favorite movie genre. It provides examples of genres that others enjoy, such as Tom and Zac who like thriller, comedy and action movies while Luca and Josh prefer horror and sci-fi genres.Media questionnaire3
Media questionnaire3Elliot Metaireau
Ìý
The document is a media questionnaire with responses from four individuals - Luca, Zac, Tom, and Josh. For the question about preferring reading or watching media, Luca and Zac prefer watching while Tom and Josh prefer reading. For the question about how many TV series they watch per week, Luca watches 4, Zac watches 3, Tom watches 2, and Josh watches 1.Media questionnaire
Media questionnaireElliot Metaireau
Ìý
The document is a media questionnaire that was completed by 4 individuals - Luca, Zac, Tom, and Josh. It shows that Luca and Zac watch the most TV/films per week at 8 hours, while Tom watches 6 hours and Josh watches 4 hours. It also indicates that only Luca does not regularly download movies online. Finally, it reveals that the most recent genres watched were comedy by Luca and Zac, horror by Tom, and action by Josh.Media camera angles
Media camera anglesElliot Metaireau
Ìý
This document outlines different types of shots used in filmmaking and their effects, including wide angle shots that capture everything in frame, low angle shots that depict power dynamics, high angle shots that make characters seem vulnerable, two shots that show character interaction, and point of view shots that adopt a character's perspective. Close ups focus on facial expressions while establishing shots set the scene and framing shots direct viewer focus.Clip analysis 
Clip analysis Elliot Metaireau
Ìý
The document analyzes lighting, sound, camera movements, and editing techniques used in a fighting scene from the film The Bourne Identity. It notes the use of dark color correction and daylight to set mood, fast-paced music without character sounds to increase suspense. Camera movements are jerky and focused on the fight. Editing uses very fast pacing with short shots to increase tension and thrill audiences trying to make sense of the quick cuts.Thriller audicene
Thriller audiceneElliot Metaireau
Ìý
The thriller genre appeals to different audiences depending on the sub-genre. Psychological thrillers and horror-thrillers tend to attract younger and more female audiences, while R-rated films like Silence of the Lambs appeal more to young adult males. Legal and crime thrillers target a mature audience. However, for a generic thriller film, the core demographic is typically young adults aged 18-25, as they enjoy intrigue, mystery and surprises.Media poster2
Media poster2Elliot Metaireau
Ìý
The document summarizes a movie poster for the final installment in the Saw film series. Key details that stand out include the title "Final Chapter" in gold writing to indicate it is the last film, dark color tones used throughout to set a chilling atmosphere, and text at the bottom providing release date and production credits in a font matching the horror theme of the movie title. Iconic graphics and the word "Saw" signal to viewers that it is part of the popular horror franchise.Non dialogue script
- 1. Non – dialogue script (final video) Information: Originally a family of 3 with a dead daughter. However the script is mainly pointed at the mother and her mixed emotions. NO DIALOGUE. Mother: Standing over the 6 photographs, gazing at them with sorrow and Sadness, as one by one is inspected it reveals everything. Mother:As she dramatically walks down the stairs through the house, a certain amount of flashbacks occur. Mother: (whimpering) she enters the kitchen first, whereby a flashback of her giving medication to the ex-child happens (standing over the table in despair). Mother: Now slowly walking down the corridor, a flashback of her daughter running across the hallway as a child (standing in despair again). Mother: (almost crying) the mother moves into the lounge, the 3rd flashback of her daughter being ill before rushed to hospital occurs, she picks up a different picture of her from that room and study’s it (silently crying now). Mother: Vacating the lounge now, she goes back upstairstowards the bedroom of her dead daughter (very slowly walking). Mother: (emotionally entering the bedroom) the mother stands in the middle of the room, whereby it hasn’t been touched or removed ever since the death of her daughter, (crying heavily now)she study’s everything to remember the past. Mother: One final flashback of the daughter in bed being read a story, (mother breaks out in tears screaming) a 180 degree rule turning round the mother in a 360 degree angle to show all her emotions and to so that everything is focused on her.