READING PROJECT

Jekyll and Hyde by Robert Louis Stevenson

OBJECTIVES
Ss will read one chapter of the novel in class sessions. Ss will read two chapters at home, and will hold
discussions groups every two weeks in class sessions so that they can share ideas, questions, and comments
they have on the novel. Activities will be held in class, such as exercises, role plays, guessing games, further
writing activities, and mainly discussions so that they get further practice on vocabulary and specific grammar
topics regarding the reading and connected to the course they’re taking.

GENERAL ACTIVITIES

CHAPTERS 1–3

While reading (after Chapter 1)

Discuss: Put students in small groups to discuss the following questions: How were Utterson and Enfield
different? What did they like doing together? Why do you think they were friends? Are you different from your
friends in any way? Is it important to be similar to your friends?

After reading
Discuss and research: Get students to look back at the picture on page 3 and discuss how life was different in
this time and place to their lives now. Get feedback and then ask them to do some research to find out about
life in Victorian London. They can do oral or written presentations about their findings.

CHAPTERS 4 –5

Before reading
Guess: Ask students to make predictions about Mr Hyde in pairs: Who is he? What does he do? Why did he have
a cheque from a famous and honest man? Why was he so bad?

After reading
Role play: Refer students back to the paragraph on page 12 that begins ‘You should know something.’ Put the
students in pairs. One is Dr Jekyll and one is Mr Hyde. Hyde tells Jekyll about his meeting with Utterson and
Jekyll asks questions about what happened.

CHAPTERS 6–7

While reading (p. 14, after, ‘she immediately called the police.’)
Role play: Put students in pairs. One is the servant and the other is a police officer. Get them to act out the
conversation that takes place on the phone.

After reading
Discuss: Put students in small groups to discuss these questions: Do you think the handwriting on Hyde’s letter
is really Jekyll’s? How can you explain this? Why do people sometimes protect criminals?

Write: Tell students they are Police Inspector Newcome. Get them to write a report including everything they
know about the murder. They must talk about what the servant and Utterson said, finding the body and the visit
to Hyde’s house.
 CHAPTERS 8–9

While reading (p. 22, after ‘They heard stories about his crimes.’)
Discuss: Put students in small groups to imagine five different crimes that Hyde committed.

After reading
Write, ask and answer: Write ‘What did Utterson do on the eighth of January? ’ on the board and elicit the
answer (He had dinner at Jekyll’s house). Now tell students to write similar questions about Chapters 8–9.
Students then mingle with each other, asking and answering each other’s questions.

CHAPTERS 10–11

Before reading
Guess: Put students in pairs and tell one to look at the picture on page 31 and the other to look at the picture
on page 37. Students describe their pictures to each other and then together predict what is going to happen.

After reading
Pair work: Write the following words on the board: knock, God, note, covered, axe, body, will, drawer, gun. Ask
students to talk about how they were relevant to Chapters 10–11.
Discuss: Ask students to discuss why they think Jekyll changed his will.

CHAPTERS 12–13

While reading (p. 39, after ‘But it was too late to change my double life.’)
Pair work: Ask students to make a list of things that the serious Jekyll perhaps did and things that the fun-loving
Jekyll perhaps did. Get them to discuss if these things are really good or bad and how often they do these
things. Ask them to discuss what people consider to be good and bad behavior nowadays.

After reading
Write and guess: Write ‘Jekyll’s family was poor.’ on the board. Elicit which word is wrong from the students
(rich not poor). Now students choose a sentence from Chapters 12–13 and rewrite it hanging one word.
Students mingle, reading out their sentences and the other students have to identify and correct the mistake.

Game: Write the following characters on the board: Dr Jekyll, Mr Hyde, Utterson, Enfield, Lanyon, Poole. Divide
the students into small groups and give them 10 minutes to think of as many true sentences as they can about
the characters without looking back at the book. Now play the game. The teams take it in turns to say a true
sentence about a character. They are not allowed to repeat. If they are wrong or can’t think of a sentence, they
are eliminated.

Discuss: Ask students to discuss in groups the meaning of the story.

CONTROLLED ACTIVITIES

CHAPTERS 1–3

I Match the sentence halves to make full statements.

a. Enfield caught the man by the neck ….. 1) to pay.

b. The doctor came ….. 2) and brought him back.
c. All the people around the girl ….. 3) and said the girl was OK.
d. The people told him to give money ….. 4) surprised Enfield.
e. At first he didn’t want to give the girl’s father any 5) but the people around him looked dangerous.
money ….. 6) to the child and her family.
f. At last he agreed ….. 7) unlocked the door of the ugly place and went in.
g. The man pulled a key out of his pocket, ….. 8) were angry with the little man.
h. After some time, he came out ….. 9) with ten pounds in money and a cheque for the
i. The signature on the cheque, ….. rest.

II Complete the story with the words in the box

cheque square famous friend key

lawyer little signature story unpleasant

Mr Utterson was a (a) …………… and Mr Enfield was his (b) …………… . Enfield told Utterson a terrible (c) …………
about a very (d) …………… man who hurt a (e) …………… girl. The man had the (f) …………… to a very ugly house.
He went in and came out with a (g) …………… with the (h) …………… of a (i) …………… man on it. This famous
man had a house in a (j) …………… .

CHAPTERS 4–5

III Are these sentences right (R) or wrong (W)?

1 Utterson was worried about Dr Jekyll’s will. ___

2 Utterson liked people to do things in an ordinary way. ___
3 Dr Lanyon wasn’t pleased to see Utterson. ___
4 Lanyon knew Hyde very well. ___
5 Utterson wanted to see Hyde’s face. ___
6 My Hyde was sometimes polite and sometimes rude to Utterson. ___
7 Dr Jekyll liked talking about his will. ___
8 Utterson promised to help Hyde with the will. ___

IV Unscramble the underlined words to complete the sentences

a Utterson took an voeneple ………………….. out of his safe.

b Dr Lanyon was a happy, ahtyleh ………………….. man with a red face.
c Utterson watched the door at night under the gonhtliom ………………….. .
d My Hyde comes and goes through Jekyll’s romokrow ………………….. .
e Dr Jekyll gave one of his enstalap ………………….. dinner parties.
f The doctor didn’t like talking about the bcuejts ………………….. of his will.
 g Utterson thought he could help Jekyll get out of eoburtl ………………….. .
CHAPTERS 6–7

V What happened first? Number the sentences, 1–8.

a) ___ Jekyll showed Utterson a letter from Hyde.

b) ___ A police inspector took a letter to Utterson.
c) ___ A young woman was looking out the window thinking about love.
d) ___ Utterson’s head clerk looked carefully at the handwriting on the letter.
e) ___ The police looked around Hyde’s room and found a broken stick.
f) ___ The police received a phone call about a murder.
g) ___ Utterson took the police to an address in Soho.
h) ___ Utterson talked to Jekyll about Danvers Care

VI Answer the questions.

a Why did the servant girl know Mr. Hyde?

………………………………………………………………………………………………………………………………………………………………..
b How did Hyde kill the old man?
………………………………………………………………………………………………………………………………………………………………..
c Why didn’t the servant girl ring the police immediately?
………………………………………………………………………………………………………………………………………………………………..
d What did the police find in the murdered man’s pockets?
………………………………………………………………………………………………………………………………………………………………..
e What was in the fireplace in Hyde’s room?
………………………………………………………………………………………………………………………………………………………………..
f What did Jekyll do in his workroom?
………………………………………………………………………………………………………………………………………………………………..
g What did Jekyll promise Utterson?
………………………………………………………………………………………………………………………………………………………………..
h Why did Utterson show Hyde’s letter to his clerk?
………………………………………………………………………………………………………………………………………………………………..

CHAPTERS 8–9

VII Underline the wrong word and put the right ones.

a The police hear about the love people feel for Mr Hyde. …………………
b When Utterson goes to see Dr. Lanyon, he looks healthy. …………………
c Dr. Lanyon says he only has a few years to live. …………………
d Jekyll says in his letter that his door is open to Utterson. …………………
 e Utterson puts Lanyon’s letter in a drawer. …………………
f Utterson and Enfield stand in the garden and look up at Jekyll’s window. …………………
g Utterson asks Jekyll to go for a drink with him and Enfield. …………………
h Utterson and Enfield see a look of happiness on Jekyll’s face. …………………

CHAPTERS 10–11

VIII Circle the extra word in each of the sentences below.

1 Poole arrived to at Utterson’s house one evening.

2 Poole was knocked on Jekyll’s front door in a special way.
3 An angry voice came from the another other side of the door.
4 The man went down secret secretly into the workroom.
5 The servants took some big sticks for to protect themselves.
6 There were cupboards fill full of chemicals in the room.
7 The new will spoke of Jekyll’s death or disappear disappearance.
8 Lanyon was waiting waited in his office with a gun.

IX Find words in Chapters 10–11.

a When there is no noise (p. 27) ……………

b You give these when you tell somebody to do something for you. (p. 28) ……………
c A thing you use to close a door. (p. 30) ……………
d To put something in a place so that nobody can find it. (p. 33) ……………
e Crazy. (p. 35) ……………
f To make somebody think that something is funny. (p. 36) ……………
g The opposite of narrow. (p. 37) ……………
h When your body is moving because you are frightened or cold. (p. 37) ……………

CHAPTERS 12–13

X Finish the sentences.

a Dr Jekyll’s worst problem was …………….. .

b Jekyll learned that a man has a good side and. ..……………………………………………
c Edward Hyde was smaller and younger. ..……………………………………………
d At times, Jekyll was shocked and frightened by …………………………………………. .
e Slowly Hyde’s actions got …………………. .
f It was necessary to make the liquid stronger to change Hyde ………………………………. .
g Tears poured down Jekyll’s face and he asked God ……………………………………….. .
h As Jekyll got weaker, Hyde ………………… .
XI Put the words in the right place to make a sentence.

a) good Dr front seemed have to Jekyll future a

……………………………………………………………………………………………………………...………………………………………………
b) a shape Some can chemicals person’s change
……………………………………………………………………………………………………………...………………………………………………
c) need felt escape body I a younger into greater to the
……………………………………………………………………………………………………………...………………………………………………
d) in half-covered hair hand thick My was
……………………………………………………………………………………………………………...………………………………………………
e) the paid I servant hotel take a at letters the to
……………………………………………………………………………………………………………...………………………………………………
 CONSTRUCTIVIST PROJECT

Movie: Jekyll and Hyde, the musical

OBJECTIVES
Ss will watch a musical theater movie version of the novel they just read to reinforce the plot, vocabulary and
grammar they were exposed to in the novel. Ss will listen to songs and to specific information. Ss will discuss
good and evil.

Brainstorming
Ss brainstorm good and evil attitudes people normally have towards each other. They join other pairs to discuss
the results they got from their first pairs.

Elicitation
Ss are asked to share their ideas with the whole class. Ss discuss in lockstep what characteristics from the ones
they brainstormed the two main characters in the novel have.

Presentation
Ss are given vocabulary words they might encounter in the movie, Ss study the words and get clarification of
the meanings.

Ss watch the feature taking notes as needed.

Discussion
Ss discuss in groups the main differences between the motion picture and the novel. Ss report to the class their
results.

Controlled activities
Ss are to unscramble one of the songs presented in the movie. Ss listen to check their answers in lockstep.
Ss are given a handout where they have to fill in the blanks with words from a song of the movie as they listen
to it.
Ss listen to another featured song from the movie in pairs. Ss dictate to other pairs the situation and scenario of
the song. Ss who received the information get together to discuss the pieces of information they got and report
to class. Ss listen to the song in lockstep to find out whether they were accurate or not.

Free activity
Ss get in different pairs to create an alternative ending to the musical. They write down ideas, as they write
they’re stopped and they are to switch papers with other pairs. Ss read stories aloud and they decide what the
best story is.