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Unit 7
Playscripts: A playscript, book and film of the same story
Comparing playscripts and books
Sometimes, stories are so popular that they are made into
playscripts and films. One writer whose stories have made
these transformations is Roald Dahl. He wrote James and
the Giant Peach in 1960, which was adapted for the stage
as a play in 1982 and for a musical film in 1996.
When books become plays or films, sometimes
characters, events or setting are changed because they are
being created as alternative versions from the author's
original ideas.

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Do you remember?
 In a book, the story is written in paragraphs, often with
some direct speech. However, in a playscript, each time a
different character speaks, the words are written on a new
line.
 A book is divided into chapters, but a playscript and a film
are divided into acts and scenes.
 In a story, the narrator describes what the characters do and
how they behave. In a playscript or film, stage directions tell
actors what to do or how to sound.

For example:

name of the character in capital letters lines the actor should say

LITTLE OLD MAN: [Whispering] You see this?

[Waving the bag in the front of JAMES' face]

stage directions

Stage directions help the actor to

understand what a writer wants to happen in a scene.
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Spelling unstressed vowel phonemes:

Unstressed vowel phonemes can often appear at the end
of words. They do not make the same sound as when the
letters are stressed. This means that these spellings may
best be learned by sight.
For example:
 When er stressed, it sounds like e + r as in herb.
When unstressed it sounds like uh as in water.

 When ar stressed, it sounds like a + r as in car.

When unstressed it sounds like uh as in dollar.

 When or stressed, it sounds like o + r as in for.

When unstressed it sounds like uh as in sailor.

 When ur stressed, it sounds like u + r as in fur.

When unstressed it sounds like uh as in lemur.

Ending with unstressed er Ending with unstressed or Ending with unstressed ar

enter tailor calendar
alter sailor beggar
hover emperor particular
offer professor similar
order circular
utter
wager
water

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Lesson 6
Working as a group
Glossary
Mayor of New York: the person in charge of thr city of
New York

Empire State Building: a tall skyscraper

ticker-tape parade: a celebration

open limousine: a long car with no roof

hoisted: lifted

Dictation words
escorted: to go with somebody to protect or show them the way

pulley: a wheel with a rope going round it which is used

to lift things

swarmed: to move around together in a large group

spike: a very high level, usually before a fall

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procession: a number of people who come one after the

other in formal way

crane: a large machine used for lifting and moving

heavy things

hook: a curved piece of metal for hanging things

mayor: the head of the government of a town elected by

the public

parade: a line of people or vehicles that moves through a

public place as a way of celebrating an occasion

go wild: to behave in a very excited uncontrolled way

involved: affected by it

recovering: to get well again after being ill, hurt, etc

New vocabulary
steeplejack: a person whose job is to climb high buildings
in order to repair, paint, clean them
context: the relevant information that helps a reader
understand the meaning of a text
verbal debate: serious discussion of a subject
orchestra: a large group of musicians who play different
instruments together

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Activity: Complete the following sentences:

escorted - involved - recovering – spikes - swarming - crane

1. Tourists were _ _ _ _ _ _ _ _ all over the island.

2.She spent many weeks in hospital _ _ _ _ _ _ _ _ from

her injuries.
3. We used a _ _ _ _ _ _ _ _ to lift the piano into the theatre.

4. The president arrived, _ _ _ _ _ _ _ by twelve soldiers.

5. Many of the crimes _ _ _ _ _ _ _ _ drugs.

6.If price _ _ _ _ _ _ _ _ continue, people will not be able

to afford the new houses they want.
procession - hook – pulleys - parade - went wild – mayor

7. Mary _ _ _ _ _ _ _ _ when she won the championship.

8.The blocks of stone had to be lifted into position with a

system of _ _ _ _ _ _ _ _ _.
9. The boys loved watching the soldiers on _ _ _ _ _ _ _.

10.
The festival will open with a _ _ _ _ _ _ _ _ led by the
mayor.
11.We need a _ _ _ _ _ _ _ _ who is tough enough to
clean up this town.
12. Hang your towel on the _ _ _ _ _ _ _ _.

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Writing

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How to write a playscript

1. Write the title of the play. The Frog and the Emperor (Part 1)
2. Write the characters in the play.
Characters
Narrator 1 Narrator 2 The man
The woman The frog

3. Divide the play into acts & scenes: Act 1

Scene 1

4. Set the scene, Where is it? Who is there?

[Ancient China. The front garden of cottage near the Imperial
Palace.]

5. Write: Speaker name, Colon (:) and Dialogue. No speech

marks are needed!

NARRATOR 1: Once upon a time, a very long time ago, there

was a man and a woman who lived just outside a great city in
China.

THE MAN: Love that child, whatever it is.

6. Write stage directions and character directions within

speech between two brackets. [Entering the garden]
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Story setting examples

Down below are some great story setting
examples from a range of popular books:
Dracula: Set in the late 1800s, in a castle within a
forest in Transylvania and Victorian London, mostly
during misty evenings or moonlit nights. The
central protagonist often hears the distant howling of
wolves and the fluttering of bats.
Harry Potter: The Harry Potter books are
interesting as the setting they begin in is
contemporary England, in a regular suburban
house. Then the character is transported through a
fictional train platform through the very real King’s
Cross Station in London into a fantastical school for
witches and wizards.
The Road: Is set in a post-apocalyptic America in
the future, where little grows, the scenery is bleak,
barren, grey, and there is little solace in indoor
settings.
James and the Giant Peach: Set inside a giant
peach! His evil aunts’ house, locked in his bedroom,
afloat at sea, and then finally arrives in New York
City where the peach lands atop the Empire State
Building.

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Apostrophe for possession and omission:

Apostrophe for possession:

 To show that something belongs to someone, we add a
possessive apostrophe and an s to a name, For example:
glow-worm's light
 When a noun ends with s, there is no need to add
another s with the apostrophe, For example:
the hippopotamus' large mouth …

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Apostrophe for omission:

(Contractions):
Apostrophes for omission show that a letter has been taken away.

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Activity:
Choose the correct possessive to fill in the blank.

1- My rooms are always a mess.

a. sister's
b. sisters'

2- The tail was wagging.

a. puppy's
b. puppies'

3- That ears are huge.

a. elephant's
b. elephants'

4- The three shirts were all the same color.

a. friend's
b. friends'

5- All the uniforms got dirty at the game.

a. boy's
b. boys'

6- The teacher looked at all the work and chose the best
artist.
a. student's
b. students'

7- One of that wheels fell off.

a. wagon's
b. wagons'

8- My birthday is next week.

a. brother's
b. brothers'

9- In the forest, all the branches were waving in the

wind.
a. tree's
b. trees'

10- Where have I seen that face before?

a. girl's
b. girls'

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Activity:
Insert apostrophes in the following sentences.

a) Its a beautiful day.

b) The handle on my teachers briefcase is broken.

c) James book is sure to be a best seller.

d) I cant understand why they arent here yet.

e) Australias climate is one of its major attractions.

f) Its a pity its garden is so neglected.

g) Lets see if youre right.

h) The singers voices blended beautifully.

Choose the sentence that is written correctly.

a. Alisons dog can do tricks.

b. Alison's dog can do tricks.
c. Alisons' dog can do tricks.

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Direct and Reported

Speech:
 Playscripts use direct speech. For example:

AUNT SPONGE: I look and smell as lovely as rose.

Direct speech is also used in books to show a

conversation. For example:

Sinbad said, 'I am glad to be home.'

However, in books, writers sometimes use reported speech

to show what another person has said. For example:

Aunt sponge said that she looked as lovely as a rose.

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 To change direct speech to reported speech:

 the verb tense changes to a different time (see the table
below)
 the pronoun may change from:

I  he/she  we  they  our  their

For example:
Verb tense Direct speech Reported speech
I like spaghetti. He said that he liked spaghetti.
present I am living in She said that she was living in India.
India.
I bought a new He said that he had bought a new bike.
bike.
past I was reading my She said that she had been reading her
books. book.
I haven't found my He said that he hadn't found his
glasses. glasses.
future I will see you later She said that she would see me later.

 Most modal verbs (will, must, should, would,

could, might, can, may, ought) do not change from
direct to reported speech. For example:
Direct speech: centipede said, 'I should polish my boots.'
becomes:
Reported speech: centipede said that he should polish
his boots.

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 Sometimes the characters in the play give

each other commands using direct speech.
For example: EARTHWORM: Tell us quickly!
In reported speech, this becomes:
Earthworm told James to tell them quickly.

 In a story, direct speech records the word

that a character says. The spoken words are
placed between speech marks. The reporting
clause is separated from the speech by a
punctuation mark.
For example:

Reporting clause Comma to separate reporting clause and direct speech

Earthworm shouted , ' I can't do this! ' Speech marks

'Yes, you can ,' encouraged Miss Spider.

Comma to separate reporting clause and direct speech Reporting clause

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