The missing motorcycle(Part 1)
__________: Please help me.
__________: Okay. Take a deep breath and tell me what happened.
__________: My motorcycle has been stolen.
__________: Are you sure?
__________: Of course I’m sure. It was there and now it’s not.
__________: Not what?
__________: Not there.
__________: Where is it?
__________: I don’t know.
__________: So you think it was taken?
__________: Of course it was taken. It didn’t ride away by itself.
__________: Okay. Where did you see it last?
__________: It was in front of my apartment building.
__________: Was it locked?
__________: Yes. I locked it with a chain and a strong lock.
__________: What kind of motorcycle is it?
__________: A gray Bangmyhead NX200
__________: Ooh. Nice bike. What time did you last see it?
__________: At about 3:00pm this afternoon.
__________: Can I get your name and address?
__________: Yes. It’s here in my wallet. Ooops. Sorry. That’s my family.
__________: You have a big family. Does anyone in your family have a key for the motorcycle?
__________: My grandmother does.
__________: Have you seen your grandmother this afternoon?
__________: Let me introduce you to a woman we just arrested for speeding.
Allow your students to assign names or occupations to the speakers.
Although there are two more parts to this adventure, have the students create their own scenario. What happens next?
This is a good chance to try an activity on intent and inflection. Call a student aside and tell them to be happy when they read, tell the other to be angry. Next time try one sad and one happy. Try energetic and really tired. Ask the audience to judge how effectively the speakers communicated. Don’t let the audience in on what the subtext is all about. With time, they can identify things for themselves.