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Friday, August 18, 2000

INTRODUCTION

Acting it out

student performers These students at Satrinonthaburi School near Bangkok prepared a short play as part of a demonstration lesson conducted recently at their school by the staff of our Educational Services department.

Over the years, I’ve used many methods to help students understand and enjoy what they read. The method I choose depends very much on the type of story. With a rather difficult and long story, for example, I might have my students first look to see how it is organised. If a story has a lot of action, I might have the students make a series of illustrations or cartoons.

That approach might even work well with the short story below. Read it and think of two or three pictures that you might draw to illustrate what happened.

Unwitting heir flees police

La Paz – A homeless man living on the streets of Santa Cruz de la Sierra, Bolivia fled police who were bringing him news of a $6-million inheritance, a radio report said on Thursday.

Tomas Martinez, 67, apparently thought the police were about to arrest him for his alcohol and drug habits, according to Panamericana radio.

The man had disappeared without a trace, causing Bolivian newspapers to speak of him on Thursday as a "new millionaire paradoxically not knowing his fortune".

The inheritance comes to Mr Martinez from his ex-wife, Ines Gajardo Olivares, who inherited it herself from family members. She evidently did not blame him for leaving her several years ago.


unwitting
without knowing

inherit
To receive money or property (called an inheritance) from someone who has died

heir
a person who receives an inheritance

without a trace
with no sign or evidence at all

paradoxically
seeming strange or impossible

evidently
apparently; seemingly

Actually, I found the above story while looking for material for a demonstration class I taught at Satrinonthaburi School. I liked it because it has some interesting vocabulary, particularly the set of words based on "inherit". As I thought about the story, however, I came up with an idea that I felt sure would make for a lively and productive classroom activity.

Why not adapt it into a play? While the story itself does not contain enough information for a play, all I needed to do was to use a little imagination to fill in the holes. In fact, that is what playwrights do all the time. You can see the result in the next section of this page.

Try it yourself

First, read through the play to make sure that you understand it. Notice that most of the events are imaginary and they come before the events described in the news story. I did this to make the story more interesting and to give you an idea of the whole inheritance process.

Next, make a list of all the characters in the play and choose which members of your class will play them. Have the class members read through the play out loud and discuss how they should act and what kind of emotions they should portray as they act. Since this is a funny play, it is perfectly appropriate to exaggerate the emotions.

Finally, practice, practice, practice. It takes many run-throughs to achieve a good performance.

Below are some words you should understand before you begin to read the play.

will (last will and testament)
a legal document which expresses what is to be done with a person’s money and property after that person dies

look expectantly
to have an eager look on your face as if something good is about to happen

weeds
useless plants

stagger
to move unsteadily as if about to fall



The unwitting heir

Scene 1

student performers "Mrs Olivares? Mrs Olivares! Are you all right?"

Mrs Olivares lies on her deathbed. Next to her sits her lawyer. Mrs Olivares has just finished dictating her will to the lawyer.

Mrs Olivares: Did you get everything?

L: Yes, madam.

Mrs O: Are you sure you got everything exactly right?

L: Yes, madam.

Mrs O: I don’t feel very well. (Her face shows pain and she closes her eyes.)

L: Mrs Olivares? Mrs Olivares! Are you all right? (She doesn’t answer.) Oh no, I’d better get the doctor. (L rushes out.)

The doctor and lawyer reappear.

D: (Feels Mrs O’s head and wrist). I’m sorry, but there’s nothing I can do. She’s dead.

Scene 2

student performers "Excuse me, but isn't there more for me?"
The second lawyer sits at a desk with the will. Mrs. O’s son and daughter enter the room together with Mrs O’s maid. All are crying and looking very sad. The former husband is in a far corner of the room (i.e., on the street), drinking beer and injecting himself with drugs.

L2: We are gathered here today for the reading of the last will and testament of Mrs Ines Gajardo Olivares. May I begin?

Son, daughter and maid: Please do.

L2: To my beloved son Miguel, I leave my closest companion, my dog Brittney. Please take good care of her.

Son: Oh yes, my dear mother. I’ll give Brittney all my love and attention. (He looks expectantly for the next part of his inheritance.)

L2: To my dearest daughter Rosita …

S: (Interrupting.) Excuse me, but isn’t there more? For me, I mean.

L2: No, I’m sorry there’s not.

S: (Stands up in great anger.) What? Nothing but the dog? That’s shameful. That’s why I always hated that old woman. (Sits down again.).

Daughter: (Looking expectantly.) Please continue.

L2: To my dearest daughter Rosita, I leave my farm.

D: (Stands up, looking shocked.) What, that old worthless piece of land? Why you can’t even grow weeds there! Surely there must be more.

L2: I’m sorry but there’s not.

D: Why that old witch! She’s cheated me again. (Sits down in anger.)

Maid: (Smiling.) We’re ready to continue now.

L2: And to my faithful maid, Carla, I leave all my clothes.

M: (Smile changes to shock and anger.) What? What do I want with the clothes of a stupid 80-year-old woman? And that’s all there is, I suppose.

L2: No, there’s one more thing, something very big…

M: (The smile returns.) And what is that?

L2: But it’s not for you, I’m afraid.

S, D, and maid: Who is it for?

L2: (Continues reading.) To my beloved husband Tomas, I leave my entire life savings, six million dollars.

S: Shame, shame! He’s nothing but a drunk!

D: And a drug addict!

M: And no one even knows where he is. Give us the money instead.

L2: I’m sorry, but that is impossible. This meeting is closed.

Scene 3

Three police officers walk through the room, looking for Tomas Martinez.

P1: Tomas Martinez!

P2: Mr Martinez, we have something for you.

P3: Tomas Martinez, you are now a rich man.

P1: Where are you, Tomas?

P2: Tell us where you are.

P3: You don’t have to live in the street anymore, Tomas. You’re the richest man in town.

Tomas hears the police and sees them coming. He looks afraid. He puts down his bottle.

T: Oh, no. The police are after me again. I’d better get out of here. (He staggers away.)

P1: There he is!

P2: Wait! We want to talk to you.

T: I don’t want to talk to you. (He keeps running.)

P3: Wait! You don’t understand.

T: Yes, I do.

P1: No really!

P2: You’re a rich man, Tomas.

T: I’m not stupid you know!

P3: We have six million dollars for you!

T: You can’t fool me! (He escapes.)

The police throw up their hands.

P1: Now what do we do?

P2: Keep looking. Maybe he’ll give us some of the money.

P3: Good idea.

Follow-up
Below are three more short stories. Decide if any or all of them would be good to adapt into a play similar to the one I wrote. If you are really ambitious, you might try to write a play of your own.

Bank glitch makes man rich

Oslo – A Norwegian man briefly became the richest person in the world after a mystery bank error dumped 9,999,999,973,885.24 Norwegian kroner (around US$1,122 billion or 44,880 billion baht) into his account.

The Norwegian daily Verdens Gang said Ole Andresen, 29, from Oslo noticed the astronomical sum when checking his account via the Internet and reported it to his bank, Den Norske Bank (DnB).

DnB, which said it had no explanation for the error, withdrew the fortune. The cash would far eclipse the wealth of the world’s richest man, Microsoft chairman Bill Gates. – Reuters



Non-drivers unable to flee in hijacked taxi

Panama City – Two women with .38-calibre pistols tried to make away with a stolen taxi on Monday but were caught because neither knew how to drive.

Sharon Morales and Giselle de Baroso hailed the taxi in the Santa Ana area and ordered Ernesto Galarraga, the driver, to take them to the suburbs.

But when the driver switched streets and headed towards the populous Baraza quarter, the two women handcuffed him and pushed him out of the taxi.

A frightened Mr Galarraga notified police, who captured the women as they fervently tried to drive the vehicle and make their getaway. – AFP



Death notice doesn’t work

An Australian machinist who wanted time off work to look for another job placed a notice in a newspaper announcing his father’s death.

But the unusual quest for "bereavement leave" backfired when the father of 26-year-old Jason Miller complained to police that news of his death was false, the Sydney Daily Telegraph said yesterday.

The newspaper said Miller wanted time off from his job at Newcastle Lampworks. So he paid A$16.80 (410 baht) for a death notice in the Newcastle Herald saying his father, Paul, would be a "much missed, father, grandfather and friend".

The next day his father met a friend who had seen the notice, and the scheme was discovered. Miller faces up to three months in jail for the offence.

"I am alive and well but this thing has left me shaken," Miller’s father was quoted as saying.

TEACHER'S NOTES
The first time I ever used a play with a group of students was about 30 years ago at what was then Wittayalai Khru Suan Dusit. Actually, it was not my idea at all. I was asked to help get the students ready for a performance at an upcoming festival.

The first run-through was not very encouraging. The students didn’t understand the story very well and they had no idea how to perform. Worse yet, I couldn’t understand a word they were saying. The intonation and stress were totally wrong.

As we practised over the next several weeks, I was amazed at the changes that took place. The students became real actors and many of them ended up sounding almost as if they were native speakers. Best of all, we all enjoyed the experience immensely and we were very proud of how enthusiastically the audience reacted to their performance.

One of the aspects of the experience that impressed me the most was how closely-knit a team we became – not just the actors, but all those involved in the production. As a director, I could not just dictate what the students were to do. We had to discuss each action and we often adopted ideas suggested by the students themselves.

This lesson can give you a small taste of my experience at Suan Dusit. Encourage you students to actively consider how the play should be carried out. And instead of having the class produce a single version of the play, it might be better to divide the class into two or three groups to produce competing versions. Chances are, they will be quite different.

Next week: Investing in the stock market

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•This lesson was prepared by Acharn Terry Fredrickson, BA Stanford, MA (TESL) University of Minnesota, Manager of the Educational Services Department at the Bangkok Post and general editor of this programme.

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Last modified: August 17, 2000