Frankenstein - a CAE error awareness lesson plan
by Gregory Gobel

Preliminary information

Main Aims:

  • To sensitize learners to the types of mistakes in Eng in Use Part 3 through an outline of the story of Frankenstein (S1, S2) and for learners to successfully practice correcting mistakes in a challenging literature extract from Frankenstein adapted to an Eng in Use Part 3 style. (S5)
  • For learners to demonstrate gist understanding of a complex piece of literature (S4) and to infer the meaning of some literary language (S7).

Subsidiary Aims:

  • For learners to work out story line from lines from the book and with help of teacher’s guiding questions. (S3)
  • For learners to conduct role play based on ideas and interaction of characters in the text. (S6)

Timetable fit:

  • We are just starting Unit 5 in the CAE Gold coursebook. This will be the second class after the holiday break. The theme of the unit is ‘cloning’/‘genetic engineering’. In the previous lesson we established this theme with basic theme-related lexis through playing bingo and manipulating parts of speech for these words, reflecting Paper 3, Part 4 of the CAE exam. We also made use of authentic text that I gathered from the internet (including pros and cons about human cloning from Raelian/Clonaid websites, the Children of God for Life website, truthtree website, BBC news archive, and the American Medical Association website). Learners engaged in a contextualized debate about human cloning based on the information in the authentic texts. For homework, they did the exam practice reading on pages 60-61. This reading focuses on the gapped text exam activity in the context of Dr. Richard Seed, a famous pro-clone doctor.
  • From 18:35 until 19:00 in today’s lesson, we will go over this homework assignment, addressing concerns and questions the learners have about both information and vocabulary in the text and also the gapped text exam activity strategies. The learners will also discuss their personal reaction to the text.
  • Homework from today’s lesson will be another spelling/punctuation correction text from page 64 in the coursebook. Learners will have the chance to transfer their skills from the lesson to this text. I think they will find it a bit easier than the Frankenstein text, thus boosting their confidence about this type of exam task. The following lesson will involve going over the homework and then focusing on ‘cryonic’ (freezing bodies to bring them back to life later in time) with emphasis on CAE speaking exam paper 5, Parts 3 and 4. The film Vanilla Sky, involving cryonics, will also be used to help establish this theme, which is related to cloning and ‘playing God’ as in Frankenstein.

Assumptions:

  • Learners have heard of Frankenstein and may know a bit about the story.
  • Learners need to practice CAE Paper 3, Part 3 spelling and punctuation correction task because we have not practiced it yet in class. Learners will be engaged because of this.
  • Learners will want to do a speaking-based post-reading activity after the demanding reading tasks in the while stages.

Anticipated Problems and Possible Solutions:

Affective:

  • Learners may feel intimidated by the use of an almost 200-year old piece of literature. Solutions: In the planning stage selecting a short piece to try to prevent any intimidation. Encouraging learners throughout when necessary so they feel successful.

Linguistic:

  • Learners will struggle with some of the corrections in the tasks. Solutions: Monitor closely, give hints to help them, prompt them to compare with each other, encourage them throughout the correction activities when needed.
  • Learners may worry about words and phrases they do not know while doing the gist and correction activities. Solutions: Tell them before the activities ‘how’ to read, ie, not to worry about the words or phrases, but just focus on the task at hand, either gist questions or correction. Also, in the planning stages the mistakes are chosen purposefully to avoid what may be new or confusing language so that even if they do not know some of the language they should be able to achieve the tasks.
  • Learners could struggle inferring the meaning of the literary language in stage 7. Solution: Hints are supplied for when/if learners need them to help them be successful.

Classroom aids-related:

  • The lesson is very dependant on multiple handouts. Missing handouts could be disruptive to the lesson. Solution: Organize the handouts carefully before class and make sure they are taken into class.

Time:

  • Stage 3 and stage 5 time limits may be a bit unpredictable. Stage 3 because their knowledge or lack of knowledge of the book may influence time. Stage 5 because they should be able to have enough time to do the corrections comfortably. As this is the first time in class we are doing this type of activity, I do not have other instances to compare and estimate timing more accurately. Solutions: Being flexible in terms of balancing patience with pace. Allowing for plenty of time for the stage 5 in the plan and having contingency activities (stage 7, stage 8B) to make sure there are appropriate and enough tasks in case learners do not need the amount of time allotted.

Number of learners:

  • An odd number of learners so that there are not even pairs. Solutions: Using groups of three so no learner feels isolated or on her/his own.

 

Lesson Rationale

I have chosen a short extract from a novel for this resources/materials lesson because I generally avoid using novels or novel extracts. We are using Frankenstein because of the theme link (cloning, genetic engineering) with CAE Gold unit 6. Also, it is a well-known novel with which learners may be somewhat familiar – at least with the story and characters. I have chosen a short extract because of the length (19 lines) of the spelling/punctuation correction task in CAE English in Use Paper 3 and because the language is quite complex – I want both my learners and myself to have a successful, positive experience with using literature. The main aim of inferring literary language seems a natural exploitation of this 200 year-old novel and is designed to help learners interpret what they read to encourage more enjoyment and understanding. I have found that learners at this level often appreciate the subtleties of how a writer manipulates language. Gist reading is generally a useful skill for learners and one that, at times, this class has had trouble with, especially with more complex bits of writing. The main aim of proof-reading awareness is specifically designed to help learners with the CAE spelling/punctuation correction task that my prior CAE learners have found deceivingly challenging.

Specific stages

The lesson uses pairs and/or groups throughout to encourage learners to be cooperative, give speaking opportunities, and increase possibilities of success with challenging tasks.

Stage 1 asks learners to stand and move around while they correct mistakes. It will already be 25 minutes into the lesson so this will help re-energize the learners and focus them on typical CAE mistakes.

Stage 2 involves learners in a self-discovery activity, which should help learners work out and remember typical mistakes they will encounter.

Stage 3 involves learners discussing some guided questions that will help them understand the story and see how the passage they will get later fits into Frankenstein as a whole. It will help them understand and empathize with the characters which will help them understand the passage to come.

Stage 4 develops their gist reading skills in the context of how gist reading can help them succeed with the CAE correction task. This gives them a tangible reason to read for gist – more than because the teacher asked them to.

Stage 5 gives learners a controlled opportunity to help each other notice, analyze and correct typical CAE mistakes that I have introduced into the Frankenstein extract. The creative adaptation of literature here to replace an otherwise tedious exam task could increase learners’ motivation.

Stage 6 is optional because, although the intensive questions may help with further comprehension, they are not a main aim and time could become tight.

In stage 7 learners infer the meaning of literary language to help develop their interpretive abilities. I have included hints to increase achievability/decrease frustration and to save time, if needed.

Time may not allow for stage 8’s role play, which can be moved to the following lesson.

Learner Profiles:

  • The class – As a whole, the class has developed good rapport and a relaxed yet motivated atmosphere that is conducive to learning English. They help each other and try their best on tasks in class. Overall, they are punctual and attend frequently. Attendance is generally good. (There were nine learners out of ten in the first class after the holiday break.) They are generally timely with their homework and understand that a lot of exam-focused homework is necessary and extremely helpful for CAE preparation. That said, this class tends to take a little longer with most classroom tasks than the other CAE class that I teach. They also score consistently 5-10% points lower on practice exams than the other class.
  • Elena G.L. – Elena is taking English lessons primarily to improve her speaking ability. At the beginning of the year she expressed that she was not that interested in taking the CAE, but recently has hinted at reconsidering. Last year she was at the pre-intermediate level, but after traveling in Britain for several months, she was strong enough to jump several levels. Because of this, at times she lacks a bit of confidence because her vocabulary is not as broad as most of the other students in class. Elena is the only class member to fail the first practice CAE reading paper (from October) but both she and I agree that her 59% (1 below passing) was a mighty achievement considering she has jumped up several levels. However, as the school year goes on, I am becoming more and more convinced that, although Elena is able to manage some success at this level, she would probably gain more in a First Certificate class.
  • Elena O. -- Elena O. is an unassuming anchor in class. She does, however, have a tendency to come about 10 or 15 minutes late sometimes due to outside circumstances. Her skills are quite solid but she surprisingly did rather poorly on her practice CAE English in Use homework paper. Although many students find that paper of the exam to be extremely challenging, I really thought she would get above 60%. This was helpful, though, because otherwise I think both she and I would have taken that part of the exam for granted and now we know that a little more work than we thought might be necessary will be.
  • Theresa – Theresa is a pleasure to have in class. She is hard-working with a sense of humor and very willing to actively take part in tasks. Her German skills are also very good as she has been working for a German company and traveling to Germany for work. She is a little bit older than most of the other students but this is never an issue.
  • Javier – Javier quietly and methodically does most things extremely well. At times, he need a little time to think and generate what he wants to say. Javier scored above a 90% in June on the FCE, so is well grounded and confident. He is already scoring high marks on his CAE practice tests. For example, he earned a 75% on the English in Use paper the class did in the middle of November. This is a great achievement considering he only passed the FCE less than 6 months ago.
  • Javier -- Javier loves to take part in class and his favorite thing is to speak, albeit not as accurately as he would like and at times, creatively inventing new ‘words’ along the way, which sometime lead to confusion, but mostly lead to the corrected form that he was attempting to make. Although this means he takes part actively in group/pair work, it also means that at times he can dominate a little bit. Javier was a late addition to the class, joining us in the second week. He fit right in, though, without losing a beat. Like, Theresa, he is a little older than the others, but age difference is not a problem in any way. Javier did not attend Monday’s class, the first after the holiday break.
  • Belen -- Belen and Isabel are good friends from outside class and tend to work well together. Belen is confident, out-spoken when she wants to be, and very helpful with her peers. Her writing is very accurate but I think she could challenge herself a little bit more with the type of language she uses in her writing.
  • Isabel – Isabel and Belen are good friends from outside class. Isabel is quieter and not as sure of herself, but an active participant nonetheless. She tends to make everything into one sentence in her writing, so as the course progresses she will need to work on punctuation and when to start and end sentences, and just how much to include in each. Sometimes Isabel will unnecessarily speak Spanish in class – not too much, but just enough to show that perhaps she is not as confident as some of the other learners at this level. This occurs most when she is seated next to her friend, Belen, so it is important to have a balance of Isabel working with Belen and many other peers throughout lessons.
  • David -- David works at the mint across the street from the school. While many of his colleagues take business English courses, David, like many others, prefers to take the general courses with an exam focus. His smile is contagious. David is a little bit weaker grammatically than the rest of the class, but this does not generally impede his ability to maintain successful communication. David’s attendance is a little lower than most of his peers because of work demands.
  • Victor – Victor is of the ‘let’s talk and talk, and not worry about grammar’ attitude. So, he is quite fluent but makes seemingly more mistakes than his peers. With Victor a little more than the others, more accuracy is a long-term goal. Victor really helped with the rapport of the class from the first day of classes, when he came in a few minutes early and smilingly started chatting in English to one of his new peers. This really helped to set the mood and atmosphere of the class. Victor is attempting to take more control of his learning. One example of that on a bi-weekly basis he checks out an advanced reader from the school’s library. I think this is great, but have even suggested that he could borrow some of my English novels if he wanted to attempt reading the original versions.
  • Nacho – Nacho is a brand new student in the class. This will be only his second class. He mentioned to me after the first class that it has been years since he needed to use English, but he is confident that with some time and effort he will be comfortable with it again. He was a little apprehensive to take the floor on his own in his first lesson on Monday, but was active in pairwork, albeit not as active as his partners. He was able to read through a complex authentic text about the benefits of cloning and able to show understanding through summarizing and arguing some of the points in a debate with his new peers.
  • Christina - Christina, mentioned in the lesson from 15/11/04, finished the fall term but has not rejoined the class as she has no intention of taking the CAE and was unwilling to do the heavy work load that this course demands of the learners.

Classroom Aids:

  • Sentence strips for the walls (Stage 1)
  • Tape recorder (Stage 1)
  • Music tape for background music while learners walk and correct (Stage 1)
  • Handout with correction statements and chart (Stage 2)
  • Board and board pens for chart (Stage 2)
  • Visual of monster (Stage 3)
  • Gist questions handout (Stage 4)
  • Exam strategies handout, on back of gist questions (Stage 4)
  • Main reading text, extract from Frankenstein (Stage 4)
  • Literary language worksheet (Stage 7)
  • Take home handout: Chapter 17
  • Take home handout: Punctuation rules
  • Take home handout: Shelley’s introduction
  • Teacher and peers (all stages)

Frankenstein Reading Lesson Procedure

Stage

Time

Procedure

Aims

1

10 minutes

1A. Learners correct mistakes in sentences that are on the walls. Each sentence contains one typical mistake that might be on the CAE Paper 3, Part 3. Each sentence is taken from the novel, Frankenstein.

  • Interaction pattern: Closed pairs, standing and walking around the room; teacher monitoring to give clues such as ‘spelling in this one’ or ‘yes, it’s punctuation, but not commas here.’
  • Classroom aids: 10 sentence strips attached with blue tack to the walls, tape recorder, tape of a song called Frankenstein
  • Time: 7 minutes

1B. Feedback to the mistakes from 1A

  • Interaction pattern: Lockstep
  • Classroom aids: Handout with the sentences from the walls to make following along in feedback easier
  • Time: 3 minutes

Movement around room for brain oxygenation and increasing learners’ energy and to vary the dynamic.

Use of extracts from the novel for authenticity.

Mistakes are purposefully chosen to reflect the CAE exam.

Pairwork for learners to help each other, to increase achievability of the task.

Feedback for closure to the task and to make sure everyone is ready for stage 2.

2

5 minutes

2A. Learners use the same sentences on handout from stage 1B to generalize types of mistakes CAE Paper 3, Part 3 looks for filling in the chart at the bottom.

  • Interaction pattern: Closed pairs; teacher monitors to make sure learners are categorizing correctly and to help with possible unknown terminology such as ‘homophone’, ‘silent letter’, etc.
  • Classroom aids: Handout from stage 1B
  • Time: 3 minutes

2B. Feeback to generalizing task.

  • Interaction pattern: Lockstep
  • Whiteboard, Board pens (see Board 1 below)
  • Time: 2 minutes

To sensitize learners to the types of mistakes in the CAE English in Use Part 3 task.

Pairwork for learners to help each other, to increase achievability of the task.

Feedback for closure to the task and to bring class back together to naturally lead into 3A.

3

8 minutes

3A. Elicit from class that the source of the material is Frankenstein. If they do not know, teacher tells them. Elicit what learners know about Frankenstein.

  • Interaction pattern: Lockstep
  • Classroom aids: Visual of monster!
  • Time: 1-2 minutes

3B. Using the sentence on handout from 1B and a series of guided questions, learners gain a general understanding of the story of Frankenstein, mainly the monster’s history.

  • Interaction pattern: Closed pairs
  • Classroom aids: handout from 1B and handout with guided questions
  • Time: 5 minutes

3C. Feedback to task 3B. (Pacey)

  • Interaction pattern: lockstep
  • Classroom aids: handout from 1B and handout with guided questions
  • Time: 1-2 minutes

To find out what learners know about the theme of the lesson; to activate schemata.

To help set the scene, further activate schemata, and establish the context of the main extract used in stages 4,5,6,7.

Feedback for closure to task.

4

5 minutes

4A. Teachers introduces the main extract and reads exam strategy 1 to learners. (‘Read the text through to get the general idea.’)

  • Interaction pattern: Lockstep
  • Classroom aids: Teacher shows main extract to learners but does not handout yet.
  • Time: less than one minute

4B: Learners read main extract and do 4 gist questions that help them to ‘get the general idea’. Teacher tells learners not to correct the mistakes at this point.

  • Interaction pattern: Closed pairs; teacher monitoring throughout to prompt correction if learners answer incorrectly.
  • Classroom aids: Main extract handout
  • Time: 3-4 minutes

4C. Snappy feedback to the questions

  • Interaction pattern: Lockstep
  • Classroom aids: Main extract handout
  • Time: 1 minute

To help learners focus on their coursebook’s suggested exam strategies for this part of the exam.

Teacher does not hand out text in 4A so learners are not distracted by it.

Learners do gist questions for top-down reading.

Use of pairs so learners can help each other.

Feedback for closure to task.

5

4-5 minutes

(Optional stage; contingent upon time and/or need)

5A. Learners read main extract again and answer 5 more intensive questions.

  • Interaction pattern: closed pairs
  • Classroom aids: handout with questions
  • Time: 4 minutes

To further help learners understand the text.

‘How do you know?’ questions so learners ‘prove’ they understand their answer.

6

16-18 mins

6A. Teacher gives the next two suggested exam strategies to learners. These are:

  • ‘Read the text again. Read sentence by sentence to help you identify punctuation mistakes. Look at each word in turn to help you identify spelling mistakes.’
  • ‘When you have finished, check that no more than five lines are correct.’
  • Interaction pattern: Lockstep
  • Classroom aids: Whiteboard, board pen
  • Time: 1-2 minutes

6B. Learners do exam-style correction activity with the main extract, looking for mistakes, writing the corrections in the spaces provided, consulting with their partner as needed.

  • Interaction pattern: Closed pairs; teacher monitors closely to observe learners’ progress, encourage them, and prompt correction similarly as in stage 1.
  • Classroom aids: main extract
  • Time: 12-15 minutes (time here will be flexible, as much as learners need)

6C. Feedback to the task in 5B. Then, teacher will assign the homework assignment: Learners will transfer skills/strategies from the lesson to the correction activity on page 64.

  • Interaction pattern: lockstep
  • Classroom aids: board to write ‘page 64, correction activity’
  • Time: 2-3 minutes

To help learners focus on their coursebook’s suggested exam strategies for this part of the exam.

For learners to practice exam strategies and to practice identifying mistakes and correcting mistakes.

Use of extract from the novel for authenticity; to increase learners’ motivation for doing this sort of rather dry exam task.

Use of pairs to increase achievability -- especially important as the task is quite challenging.

Feedback for closure to the task and clarify any pending questions about the corrections.

7

5-7 minutes

7A. Learners work out the meaning of some of the literary language in the passage. Hints are folded over in case learners need some extra.

  • Interaction pattern: closed pairs
  • Classroom aids: main extract, literary language worksheet
  • Time: 4-5 minutes

7B. Feedback to task 7A.

  • Interaction pattern: small groups, combining pairs from previous activity for learner-centred feedback
  • Classroom aids: main extract, literary language worksheet
  • Time: 1-2 minutes

For learners to infer meaning of complex, somewhat dated literary language.

Pairs so learners can help each other.

The hints are available for learners to use if they have trouble working out the meaning so that the task starts out challenging but has a built in way to increase the achievability to prevent learners from getting frustrated.

8

8 minutes

(if time allows)

8A. Teacher explains a little about Victor Frankenstein.

  • Interaction pattern: lockstep
  • Classroom aids: none
  • Time: 1 minute

8B. Learners think about their role (contingent upon time). Learners will either discuss in pairs with a partner who has the same role; or the teacher will ask the whole class questions

  • Interaction pattern: closed pairs or lockstep
  • Classroom aids: none
  • Time: 2 minutes

8C. Learners perform a role play as the characters from the extracts: A=Victor, B=Monster. Communicative purpose: The monster’s task is to try to convince Victor to make him a female monster. Victor’s task is to decide based on his experiences and what the monster says.

  • Interaction pattern: closed pairs; role change/partner change if time allows.
  • Classroom aids: none (the roles and task will be verbally given instead of on role cards)
  • Time: 4-5 minutes, longer if time and learners engaged.

For learners to generate some ideas before doing the role play; thinking time/brainstorming time leading to more effective speaking.

For learners to manipulate the ideas from the texts in a contextualized role play.

To integrate speaking into a predominantly reading-focused lesson.

Board 1 (note: created in stage 2; will be left up until end of stage 6)

Spelling Punctuation
Double letters Commas
Homophones Capital letters
Suffixes (-able/-ible; -ant/-ent) Brackets (parentheses)
Silent letters Full stops (periods)
  Inverted commas (quotation marks)
  Apostrophes

Board 2 (note: created in stages 4 and 5; will be left up until the end of stage 6)

Spelling Punctuation
Double letters Commas
Homophones Capital letters
Suffixes (-able/-ible; -ant/-ent) Brackets (parentheses)
Silent letters Full stops (periods)
  Inverted commas (quotation marks)
  Apostrophes


Exam Stategies:

1. Read for general idea

2. Sentences for punctuation; word by word for spelling

3. No more than 5 correct lines

Wall correction slips / Typical CAE spelling and punctuation mistakes (stages 1 & 2)

1. It is with considerable dificulty that I remember the original era of my being.

2. All the events of that period appear confused and, indistinct.

3. When I looked around I saw and herd of none like me.

4. The gentle words of Agatha and the animated smiles of the charming arabian were not for me.

5. The presence of Safie diffused happiness among its inhabitents.

6. My voice, although harsh,) had nothing terrible in it.

7. “Great God!” exclaimed the old man “Who are you?”

8. He struggled violently. Let me go,’ he cried; ‘monster! You ugly wretch! You wish to eat me and tear me to pieces.’

9. I am alone and miserable; man will not associate with me; but one as deformed and horrible as myself woud not deny herself to me.

Spelling Punctuation
   
   
   
   
   

Developing the story discussion prompt worksheet (stage 3)

Discuss these questions with your partner.

Look at sentences 1, 2, and 3:

  • Who is narrating these events?

  • How does he feel?

  • What do you know about his origin, his ‘birth’?

Look at statements 4, 5, 6, and 7 and consider this background information:

For a while, the monster watches a pleasant but sad family living in a country cottage. He helps them by chopping wood and bringing fruit, etc. The family doesn’t know the monster is there, but are extremely thankful for the gifts.

  • How does he feel about them?

  • What does he want to do?

  • The old man in the cottage is blind. Why do you think he gets scared?

Consider this background information:

After the depressing experience of being rejected by the family, the monster leaves and goes to Geneva to hunt down his creator, Victor Frankenstein. He camps out in a woods near Geneva. A young boy finds him. Coincidentally, the boy is the Victor Frankenstein’s brother!

  • Now, look at 8. What is happening? What do you think the monster does?

Look at sentence 9.

  • Who do you think the monster is talking to?


Spelling and punctuation correction worksheet (stage 4, 5 & 6)

extract from Frankenstein by Mary Shelley (1818)

The being finished speaking and fixed his looks, upon me in the

expectation of a reply. But I was bewildered, perplexed, and unable

to arrange my ideas suficiently to understand the full extent of his

proposition. He continued ‘You must create a female for me with

whom I can live in the interchange of those sympathies neccessary

for my being. This you alone can do, and I demand it of you as a

write which you must not refuse to concede.’

The latter part of his tale had kindled anew in me the anger, that

had died away while he narrated his peacful life among the cottagers,

and as he said this I could no longer suppress the rage that burned

within me.

‘I do refuse,’ I replyed; ‘and no torture shall ever extort a

consent from me. You may render me the most miserible of men,

but you shall never make me base (in my own eyes. Shall I create

another like yourself, whose joint wickedness might desolate the

world? Begone! I have ansered you; you torture me, but I

will never consent.’

‘You are in the wrong, replied the fiend; ‘and instead of threatening,

I am content to reason with you. I am malicious because I am

miserable.

Am I not shunned and hated by all mankind?’


In most lines of the text, there is either a spelling or punctuation mistake. For each numbered line 1-16, find the errors and correct them. Five lines are correct. Indicate these with a tick ( 3 ). The exercise begins with three examples (0), (00) and (000).

0 looks upon (no comma)

00 OK

000 sufficiently (double ‘f’)

1 _____________

2 _____________

3 _____________

4 _____________

5 _____________

6 _____________

7 _____________

8 _____________

9 _____________

10 ____________

11 ____________

12 ____________

13 ____________

14 ____________

15 ____________

16 ____________


Literary language worksheet (stage 7)

Working out the meaning of literary language.

Find the following words or phrases in the text and discuss what they might mean.

1. (line 00-1). What is one adjective that summarizes this: ‘ I was bewildered, perplexed, and unable to arrange my ideas sufficiently to understand the full extent of his proposition’ ?

2. (line 2): What does the monster mean by ‘ the interchange of those sympathies necessary for my being’ ?

3. (line 5): What do you think ‘had kindled anew in me the anger’ means?

4. (line 12): What does ‘Begone!’ mean?

Hints if needed:

1. the word begins with a ‘c’

2. humans are social creatures

3. kindling is small dry sticks or other material used to start fires

4. separate ‘Begone’ into two words


Optional detailed reading questions (stage 5)

Read the text again and answer these questions.

1. How many people can create the female monster? How do you know?

2. What emotion does Victor Frankenstein have? How do you know?

3. Does Victor accept the request of the monster? How do you know?

4. Is the monster physically violent toward Victor? How do you know?

5. Why has the monster been violent in the recent past? How do you know?

Read the text again and answer these questions.

1. How many people can create the female monster? How do you know?

2. What emotion does Victor Frankenstein have? How do you know?

3. Does Victor accept the request of the monster? How do you know?

4. Is the monster physically violent toward Victor? How do you know?

5. Why has the monster been violent in the recent past? How do you

now?

Gist questions worksheet (stage 4)

General ideas questions:

1. Who is the narrator of the story now?

2. What does the monster want and how does the narrator respond?

3. How does the monster want to resolve the problem?

4. How do we know that Frankenstein had some sympathy for the monster?


Exam strategies as suggested by Advanced Gold (back of gist reading worksheet)

Exam strategies for doing the spelling/punctuation correction activity

  • Read the text through to get the general idea.

  • Read the text again. Read sentence by sentence to help you identify punctuation mistakes. Look at each word in turn to help you identify spelling mistakes.

  • When you have finished, check that no more than five lines are correct.

Biodata

Greg Gobel lives in Madrid both teaching at Chester School of English and as a freelance teacher trainer. He has been an English language teacher since 1997 and a teacher training since 2000. After more than 7 years in Prague, he moved to Madrid in autumn, 2004. You can contact Greg at gobelgj@hotmail.com

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