MRS. PETERS. But I’m awful glad you came with me, Mrs. Hale. It would be lonesome of me sitting here alone. MRS. HALE. It would, wouldn’t it? (Dropping her sewing). But I tell you what I do wish, Mrs. Peters. I wish I had come over sometimes she was here. I— (Looking around the room.)—wish I had. MRS. PETERS. But of course you were awful busy, Mrs. Hale—your house and your children. MRS. HALE. I could’ve come. I stayed away because it weren’t cheerful—and that’s why I ought to have come. I—I’ve never liked this place. Maybe because it’s down in a hollow, and you don’t see the road. I dunno what it is, but it’s a lonesome place and always was. I wish I had come over to see Minnie Foster sometimes. I can see now—(Shakes her head.) How would a film version most likely emphasize the women’s emotions during this scene? by focusing on the lighting in the background by focusing on the different props being used by focusing on the women’s varied costumes by focusing on the women’s facial expressions

By focusing on the women’s facial expressions

Explanation:

When we're expressing our emotions, we don't use only our words (verbal communication). Nonverbal communication is also very important. Things such as facial expressions, gestures, posture, and tone of voice are all parts of nonverbal communication and represent powerful communication tools. They often reveal more than words. For example, if someone is sad and says they are not, we can still conclude how they truly feel based on their facial expressions and voice.

A film version of the given passage would emphasize the woman's emotions by focusing on her facial expressions. The rest of the options have nothing to do with that as they focus on the scene and costumes.

answer; ///(a)//the death of his

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.