LITER ATUR E 3B

TEACHER’S NOTES
AUTHOR: Robert Louis Stevenson to the text once, allow time to check unfamiliar
TITLE: The Strange Case of Dr Jekyll and Mr Hyde words in the glossary.
(Reading Chapter 8; listening Chapter 9)
THEMES: Science (unit 8), deception, double life Optional extension
Ask some comprehension questions to check general
WRITING: Dialogue
understanding of the text.
THINK STYLE: Themes
3 Students read through the questions. Check for
understanding and remind them to refer closely to
ABOUT THE AUTHOR
the text to find the answers.
Robert Louis Stevenson (1850–1894) was born in Edinburgh,
Scotland. His works include Treasure Island (1883), Kidnapped Answers
(1886) and The Strange Case of Dr Jekyll and Mr Hyde (1886).
Robert Louis Stevenson studied law at university but he had 1 Why did Utterson and Poole break the laboratory door
always wanted to be a writer. He suffered from serious health down/down the laboratory door? 2 What did they find on
problems all his life and for this reason he left Scotland and the floor? 3 Where do Utterson and Poole think Dr Jekyll
travelled to warmer countries, first in Europe and then to is? 4 Why is there a mirror in the laboratory? 5 How do
America and the South Pacific. He wrote travel books and they know Dr Jekyll had been in the laboratory that day?
adventure stories which were inspired by his travels. 6 What does Mr Utterson do with the documents?

4 Students read the text again. Students match the

statements with the quotes from the text. Discuss the
INTRODUCTION quotes with the class.
Ask students if they have heard of Robert Louis
Stevenson or The Strange Case of Dr Jekyll and Mr Answers
Hyde. Write any ideas on the board in note form. Use 1 a 2 c 3 b
the information in the About the author box to provide
an introduction. Ask if students know any of the
novels mentioned. Depending on the class, it may be
appropriate to use L1 at this stage. VOCABULARY
5 Read through the sentences one at a time to check
Optional extension comprehension of any unknown vocabulary. Working
Brainstorm the names ‘Jekyll and Hyde’. Encourage students individually, students complete the sentences with
to contribute what they know about them. the words in the glossary. Ask individual students for
answers to the questions.

Answers
START THINKING …
1 Draw students’ attention to the film still. Elicit
1 will 2 run away 3 contents 4 envelope
5 confession 6 ordinary
responses to the questions: What can you see in the
picture? (a man, some books) What is the man doing?
(He’s thinking about something.) Optional extension
Organise the class into pairs or small groups. Set a Ask students to make another sentence for each item in
time limit of a few minutes for students to discuss the glossary. Explain that writing new vocabulary items in
the questions. Then ask students for their opinions. context is a good way to remember them.
Encourage them to back up their answers with
examples. For example, ‘I think it’s important for all
Optional extension
students to study Science because it’s important to
understand how things work.’ ‘I think science can be Ask students to read the text again and to underline five
more words that are new to them. Ask them to write the
dangerous because sometimes accidents happen in words in sentences. They then read their sentences in pairs
laboratories. Sometimes people use science for bad and correct each other’s mistakes.
reasons.’ Encourage them to give reasons to justify
their answers.
2 Draw students’ attention to the text above the film
still which ‘sets the scene’ and clarify understanding.
Play the audio. When students have read and listened

1 Think Level 2 Literature 3B Teacher’s Notes © Cambridge University Press 2015

ROLE PLAY at this and I told him to drink it in front of me. I had been
involved in this story for a long time and I wanted to see the
6 Organise the class into pairs. Read the instruction end of it.
and check that students understand what they
Hyde picked up the glass and quickly drank the potion. He
are going to do. Ask two students to read the first started to shout then before my eyes, the man’s body started
part of the conversation. Set a time limit of 5–10 to expand and grow bigger and his face changed. In a minute,
minutes. Monitor and offer support while students Mr Hyde had gone and Dr Jekyll was standing in his place. I
are preparing their role play. Students should write was so terrified that I felt ill and I still can’t sleep at night.
their scripts. Encourage as many students as possible Some of the things that Dr Jekyll told me afterwards are too
to perform their role plays. Consider asking groups terrible to repeat.
to perform to each other. The ‘audience’ groups
can monitor language use and make corrections
if necessary. This can also be done as a full-class CRITICAL THINKING
exercise.
Ask the students the question: Does Dr Jekyll use his
scientific knowledge for good or for bad? Elicit that the
LISTENING things he does are bad. Then ask them: How can doctors
7 Before listening, explain that students are going to change the human body today? Elicit that they can use
hear about what happened when Dr Jekyll’s friend, cosmetic surgery to change our appearance. Now write
Dr Lanyon, finds out about Dr Jekyll’s secret. Play the the following on the board: Is cosmetic surgery a good or
recording twice. The first time, encourage students bad development? Working individually, students write
to listen without taking notes. The second time, they at least one reason why it is a good thing, and at least
put the words in the order they hear them. one reason why it isn’t. If students struggle to think of
reasons, encourage them to think not just about beauty.
Answers When students have finished, ask them to work in small
1 notebook 2 experiments 3 visitor 4 glass groups to compare their ideas. You can then bring their
5 potion 6 terrified arguments together on the board and discuss their ideas
as a class.
8 Students read through the questions. Encourage
students to answer from memory. Play the recording Suggested answers
again for students to complete their answers and Good: it can help people who have been injured or badly
to check. burned, it can improve people’s confidence, people should
have the choice to change how they look
Answers Bad: people should be more tolerant of people who look
different, looks shouldn’t be important, confidence isn’t just
1 bottles 2 midnight 3 small 4 Hyde 5 potion about beauty
6 bigger 7 changed 8 terrified

Optional extension WRITING: DIALOGUE

Tell a very simplified form of the story to the class. Then, in 9 Ask students to explain what features they usually
pairs, students tell the story to each other, using the words find in a dialogue (speech marks, speakers’ names,
and ideas in Exercises 7 and 8 to help them. synonyms for say and tell, reported speech). Read
through the Writing skills box. Students can write
their dialogue in class or for homework. Students
AUDIOSCRIPT (adapted and abridged from then swap their dialogues with a partner. They read
Dr Lanyon’s Narrative Chapter 9) each other’s work and highlight any mistakes. They
My good friend Dr Jekyll sent me a letter. I was worried when assess whether the student has completed the task
I read it because he sounded desperate. He asked me to fully and whether they have followed all of the
go to his laboratory to collect some things: a notebook, a points in the box. They then return the dialogue to
bottle of a chemical that looked like salt and another bottle the original student who looks at the comments and
containing a strange red liquid. I looked inside the notebook
and it seemed to be a diary of all his experiments. Next
redrafts their work. Ask some students to read their
to some of them, he’d written notes like ‘double’ or ‘total dialogues out loud to the class.
failure’.
I returned home and waited for the visitor that Jekyll said Optional extension
would come to collect the things. I began to think that Jekyll Give students two minutes to write as many synonyms
was mad. for say and tell as they can. They can use a dictionary to
At exactly midnight, the visitor arrived. He was a small man help them.
with an evil face. He was wearing clothes that were much
too big for him. I thought it might be Mr Hyde, but I wasn’t
Suggested answers
sure because I had never seen him before. He was nervous
and excited, and immediately asked to see the things I had asked, shouted, requested, whispered, screamed, demanded,
collected from Jekyll’s laboratory. He asked for a glass and called, cried, yelled, pleaded
mixed the ingredients from the two bottles in it. The result
was a purple liquid that then changed to green. Hyde then
asked me if he should go away to drink the potion or if he
should stay and drink it in front of me. I was a bit annoyed

Think Level 2 Literature 3B Teacher’s Notes © Cambridge University Press 2015 2

 THEMES
10 Read and check that students understand the
meaning of relationships and hate. Ask them to
contribute examples of themes in books they have
read in their own language. Then ask them to work
in groups to think of a novel or film for each of the
themes in the list.

Students’ own answers

Additional reading or internet research topics

● Science in the 19th Century
● The Strange Case of Dr Jekyll and Mr Hyde themes
● The life of Robert Louis Stevenson

3 Think Level 2 Literature 3B Teacher’s Notes © Cambridge University Press 2015