Female narratives in films reflect filmmakers' in-depth exploration and critical reflection on women's living dilemmas, spiritual pursuits, social roles, and their marginalized status within the context of patriarchy. As representative works of theatricalized films spanning over the past two decades, Dogville (2003) and Prima Facie (2024) both adopt highly stylized dramatic structures, stage-like scene designs, and concentrated dramatic conflicts. While sharing similar experimental traits, the two films differ in narrative focus. Grounded in a shared rebellious core, they have each developed a distinctive and innovative cinematic style in female narration. The former reveals the evil of human nature and the dual oppression of women by patriarchy through an allegorical town, while the latter exposes pervasive gender injustice within legal discourse via a singular personal story. Employing diverse approaches and perspectives to construct female narrative, the two films establish unique visual languages and narrative strategies, combining storytelling quality, avant-garde spirit, and artistic merit.

Bilingual teaching serves as a pivotal instructional approach in Key English Test (KET) preparation courses for adolescent learners, balancing academic content delivery and second language proficiency development. This study adopts a mixed research method combining classroom observation, teacher interviews and student questionnaires to investigate the current application of bilingual teaching in KET preparation classrooms in a training institution in Nanjing, China. The study analyzes the data mainly through a large language model (DeepSeek) and SPSSAU. By exploring the frequency, links and strategies of bilingual use, analyzing existing problems from both teacher and student perspectives, and proposing targeted optimization strategies, the research aims to fill the empirical research gap of bilingual teaching in adolescent KET preparation scenarios, which is rarely involved in previous studies focusing on higher education. The findings reveal that bilingual teaching is widely applied in KET classrooms but with obvious randomness and lack of systematic planning; the main problems include the absence of bilingual use standards and the mismatch between student needs and teacher supply. Based on the research results, differentiated bilingual use strategies, targeted teacher training, and supporting teaching resources are proposed to optimize bilingual teaching practice. This study expands the scenario boundary of bilingual teaching research and provides empirical evidence for KET teachers to optimize classroom language use.