Frankenstein

Transcription

Frankenstein - COMPOSTELA

TEACHER'S GUIDE
Didactic Project
BACHILLERATO Y CICLOS FORMATIVOS DE GRADO MEDIO
Frankenstein
Frankenstein
2
INDEX
B
1. JUSTIFICATION OF THE PROPOSAL
3
2. OBJETIVES
3
3. METHODOLOGY
4
4. ACTIVITIES
5
BEFORE THE PERFORMANCE…
Before
A
SESSION 1: SYNOPSIS AND CHARACTERS
ACTIVITY 1: SYNOPSIS
ACTIVITY 2: THE CHARACTERS
ACTIVITY 3: SEQUENCE OF EVENTS
8
8
10
12
SESSION 2: UNDERSTANDING THE PLAY
ACTIVITY 1: TALKING THE TALK
ACTIVITY 2: WHAT IS HAPPENING?
ACTIVITY 3: FAMOUS MONSTERS
13
13
15
17
SESSION 3: THE ENDING
ACTIVITY 1: WHAT HAVE I DONE? ACTIVITY 2: WHAT DO YOU THINK?
ACTIVITY 3: FILL IN THE GAPS
18
18
20
21
AFTER THE PERFORMANCE…
After
SESSION 4: EXPRESS YOURSELF!
ACTIVITY 1: WHAT DID YOU THINK?
ACTIVITY 2: EMAIL A FRIEND
ACTIVITY 3: YOUR TURN!
22
22
23
24
Frankenstein
1. JUSTIFICATION OF THE PROPOSAL
• Theatre as a tool for stimulating and encouraging the student to discover, learn and apply the language he/
she has learned.
• The plays present social content and are also focused on an educational/student environment that will allow
the students to identify with the values contained therein.
• The scripts, apart from allowing the play to be performed in the theatre thus creating the recreational and
aesthetic aspect, also help to develop communicative functions, vocabulary and grammatical structures.
These can be worked on beforehand in class using a series of worksheets to facilitate understanding of
the plot and contribute to language learning. This didactic material is adjusted to the level of the students
according to the objectives stipulated for the relevant level by the Ministry of Education
2. OBJECTIVES:
General:
• Listening to and understanding messages in a variety of verbal exchanges, using the information transmitted
to carry out specific tasks.
• Expressing oneself and interacting orally in simple and common situations, using verbal and non-verbal
procedures and adopting a respectful attitude.
• Writing a variety of texts with different endings, with the help of templates and models.
• Reading a variety of texts in order to understand them, extracting general and specific information for a preestablished goal.
• Valuing a foreign language as a mean of communication and understanding between people with different
places of origin, culture and languages.
• Acquiring knowledge of linguistic, geographic and cultural features of the country where the foreign language
is spoken.
• Understanding that theatre is a source of pleasure and personal enrichment, thus fostering his/her interest
in it.
Specific:
• Fostering an interest in taking part in oral exchanges about routines and situations from daily life in the
foreign language.
• Working on language prosody: aspects of phonetics, rhythm, accentuation and intonation.
• Familiarising the student, from the start, with the plot and different characters in the play, in order to facilitate
comprehension of the performance at the theatre.
• Developing two communicative functions per level, providing the student with all the syntactic, grammatical,
lexical and phonetic knowledge that make up the said functions in order for the student to be able to grasp
them.
• The four basic skills that each reader needs to develop in order to communicate optimally will also be
worked on: listening and reading comprehension (L.C. - R.C.) and written and oral expression (W.E. - O.E).
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Frankenstein
3. METHODOLOGY
Presentation of Material:
The didactic worksheets included with the material, available to both students and teachers, are designed
to be completed over four 60 minute sessions. The idea behind this is for the worksheets to be integrated
into the class routine, reinforcing or applying previous knowledge or introducing new but simple content for a
specific level.
Material Structure:
The objective of the first, second and third sessions is to give the students the necessary preparation in
order for them to be able to watch the play without any comprehension problems on the day of the performance.
The fourth session will be focus on expression. After having seen the play, the students will be allowed to
express their opinions on the performance (comparing the actual ending with the ending they had previously
imagined; comparing the behaviour of the actors with their own).
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Frankenstein
5
BEFORE THE PERFORMANCE
The sessions are structured as follows:
OBJECTIVES
SESSION 1 Activity 1
• Familiarisation with the plot
• R.C.
• W.E.
• Familiarisation with the characters
• W.E.
• Understanding the play
• R.C.
• Testing Knowledge
• W.E. • Testing knowledge
• L.C. • Talking about the play
• O.E.
• Listening to a song
• W.E.
• L.C. • Giving opinions
• O.C.
• Discriminating sounds
• R.C.
Activity 2
Activity 3
Activity 2
Activity 3
Activity 2
SKILL
Activity 3
Frankenstein
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AFTER THE PERFORMANCE
OBJECTIVES
SKILL
• Talking about the play
• O.E.
Activity 2
• Writing opinions
• W.E.
Activity 3
• Making up the end
• R.C.
• W.E.
• O.E.
Frankenstein
SELECTED APPROACH:
Although our main objectives are to foster interest in theatre and to help the student to grasp two new
communicative functions, our approach is intended to be entertaining, visual and communication-based.
Indeed, on these worksheets, we can find many activities presented in the form of games, which also provide
moments of fun in class. Finally, all sessions require the students to express themselves, with activities focusing
on situations from daily life, or even role play. As such, our goal is to offer activities as an alternative to the
routine of the classroom routine and to make learning a second language more appealing. All of this work is
presented as project of the utmost interest: seeing a play in a foreign language.
ADVICE AND RECOMMENDATIONS:
Before starting on the worksheets and the activities proposed therein, the students must have a copy of
the play in order to go on to read it. Similarly, given that there are many activities requiring useful and modern
resources, there must also be a CD player in the classroom for listening to the scenes and songs. All this
material (play, CD, worksheets) is available on the following website: www.recursosweb.com
In the student section, the sessions are spread out over several worksheets. It is advisable to make as
many copies as there are students as soon as possible. As soon as the students have the worksheets, they
will be able to complete them, following the instructions given for each exercise and with help from additional
materials such as dictionaries and reference manuals in class.
In the teacher’s section, you will find all the activities designed for the students as well as all the correct
answers to the questions.
The activities on the didactic worksheets are designed to train the four basic skills in foreign language
acquisition: Listening Comprehension, Reading Comprehension, Written Expression and Oral Expression.
Through these skills, a range of vocabulary, grammatical structures and phonetic aspects are developed in
order to acquire a series of communicative functions that we consider to be key for understanding the play as
well for applying them to real situations.
In addition to working on the four basic skills, the sessions follow a sequential order. It is important to
complete every session, from the introduction of the plot to the storyline and characters, culminating in the
resolution of the play. It is therefore necessary to complete the didactic worksheets before going to see the
play in order to reinforce overall comprehension and, at the same time, create a sense of anticipation of what
students may feel upon leaving the theatre.
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Frankenstein
B
Before
8
SESSION 1: Synopsis
and characters
Activity 1. Synopsis
Before you read the synopsis of the play, match the correct word to the correct
definition. Two of the words have the same definition.
WORDS
1.CORPSES
2.CEMETERY
3.GROTESQUE-LOOKING
4.HIDEOUS
TERRIFIED
5.
6.ACCIDENTALLY
7.WIFE-TO-BE
8.A CATCH
DEFINITIONS
6
to do something unintentionally 7
a woman who is going to get married
1
dead bodies
5
extremely scared
8
problem
3-4
very ugly
2
a place where dead people are buried
Frankenstein
B
Before
SESSION 1: Synopsis
9
and characters
• Synopsis
The play is set in 18th century. Victor Frankenstein is a young scientist who is doing
an experiment to create a living creature using the body parts of corpses which he
digs up in the cemetery. He is not sure that his experiment is going to work but,
before he knows it, he has created a grotesque-looking creature. The Creature is
so hideous that people are terrified when they see him! The Creature accidentally
kills Victor’s brother while trying to befriend him and, as a result, he asks his creator,
Victor, to destroy him because his life is so lonely and he has no friends. However, the
Creature then meets Victor’s lovely wife-to-be, Elizabeth, and decides that, instead
of destroying him, Victor should create a wife for him too. This way, he believes he
would be happy because he would have someone to share his life with. There is
only one catch, the Creature doesn’t want just any wife, he wants Elizabeth! What
will Victor do…?
Can you use the high-lighted words from the text to make your own sentences?
corpses
cemetery
grotesque-looking
hideous
terrified
accidentally
wife-to-be
catch
Frankenstein
B
Before
10
SESSION 1: Synopsis
and characters
Activity 2. The Characters
After reading the synopsis, you already know about three of the main characters
from the play – Victor Frankenstein, the Creature and Elizabeth. Below is a list
of all the main characters:
VICTOR FRANKENSTEIN: A young scientist
BOY: Finds Victor Frankenstein’s diary from 18th
century
THE CREATURE: Victor’s creation
ELIZABETH: Victor’s wife-to be
HENRY: Victor’s friend
WILLIAM: Victor’s brother
JUSTINE: A gypsy girl
ERNST: A policeman
The following sentences provide information about each character. • Write questions using the sentences as the answers. The information you
need to ask for is highlighted in bold. Use the words - who, what, where,
how etc. Sometimes there is more than one possible answer. The first
example has been done for you.
VICTOR FRANKENSTEIN: A young scientist
Victor Frankenstein has done a fateful experiment.
e.g. Who has done a fateful experiment?
Frankenstein
B
Before
SESSION 1: Synopsis
11
and characters
BOY: Finds Victor Frankenstein’s diary from 18th century
The young boy is from the present.
(From) When is the young boy (from)?
THE CREATURE: Victor’s creation
He was created from dead people’s body parts.
How was the Creature created?
(From) What was the creature created (from)?
ELIZABETH:
Victor’s wife-to be
Elizabeth is going to marry Victor soon.
What is Elizabeth going to do?
HENRY: Victor’s friend
Henry is a scientist, like Victor.
What is Henry?
What does Henry do?
What is Henry’s job?
Who is Henry?
WILLIAM: Victor’s brother
William was murdered by the Creature
(By) Whom was William murdered (by)?
JUSTINE: A gypsy girl
Justine witnessed the death of Victor’s brother.
What did Justine witness?
ERNST: A policeman
Ernst is investigating the death of Victor’s brother.
What is Ernst investigating?
Frankenstein
B
SESSION 1: Synopsis
12
and characters
Before
Activity 3. Sequence of Events
• Now that you know the synopsis of the play and the characters, as a class,
read the following extracts and number them in the correct order of events
from 1 - 5.
A. CREATURE: I’m as good as you are, so I deserve a wife like yours. I’ve seen
5
the way you treat Elizabeth. You don’t deserve her. She will be happier by my
side. I love her.
1
B. BOY: (Reading Victor’s diary) First day of the experiment: I have collected
almost all of the human pieces I need to start the experiment. Finding a
compatible human brain seems to be harder than I thought.
3
C. CREATURE: I’ve suffered. I ´m suffering. You have created me, but your work
is not finished. You have created me…and now, you must destroy me. 2
D. SILENT SCENE: The Creatures gets closer to him and tries to talk to him.
William gets scared of his face and starts screaming in panic. The Creature
tries to cover his mouth but he cannot control his strength and strangles little
William.
4
E. CREATURE: I’m alone and a miserable. People are afraid of me. But someone
as deformed and horrible as I am would not hate me. I want a wife. My wife
must be alike and she must have the same defects as I have. You must create
her. I demand a wife for me.
Frankenstein
B
Before
SESSION 2: Understanding The Play
Activity 1. Talking the Talk
• Read the beginning of the play as a class (Track 2). You will notice some
colloquial phrases high-lighted in bold.
(We see a BOY sneaking into an abandoned chateau. It is the old house of VICTOR
FRANKENSTEIN. It is full of dust, spider webs and the furniture is covered with sheets.)
BOY: Holy smoke! This place is soooooo cool! Looks like it’s been abandoned for a while…
(The BOY examines the room and enters the laboratory. On the laboratory table he finds
a book full of dust.)
BOY: (Reading the title page.) Victor Frankenstein. Medicine student… What a nerd! I
wonder who this Victor Frankenstein was…
(The BOY moves to one side.)
BOY: (Reading.) November 19th 1819….
BOY: Is this for real? This book is crazy old, man! I wonder if they had Facebook back then...
BOY: (Reading.) First day of the experiment: I have collected almost all the human parts I
need to start my experiment. Finding a compatible human brain seems to be harder
than I thought.
BOY: What the...? This dude collected dead body parts?! What a freak! Why would you want
to hang around stiffs? Those things reek! My grandma is 80 and she smells like BO...
Imagine one of those dudes... whatever...
BOY: (Skipping a few pages.) December 13th 1819. Sixth day of the experiment: Everything
is ready in the laboratory. The musician’s brain is perfect for the skull that I already
had, the nervous system has been adjusted properly. I hope the electrical power will
be enough to bring the Creature alive. Now I just have to wait for the perfect storm.
(A roll of thunder is herd, the BOY is scared.)
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Frankenstein
B
Before
14
(Lights up. We see VICTOR FRANKENSTEIN working. It is an image from the past. The
BOY continues to read.)
(The laboratory lights up and we see VICTOR FRANKENSTEIN working. It’s an image
from the past. The BOY keeps reading in the present.)
BOY: Oh shoot! It’s started to rain! That sucks! Maybe I should just hang out in this crib till
it stops... this book, man! I had never read anything beyond the cover... but this is, like,
addictive! There’s something about it... I can’t put it down... I’ll read a little bit more...
• Now that you have read the extract, can you guess what each of the highlighted words or phrases means in context? Match them up with following
synonyms and definitions.
1. HOLY SMOKE!
12
house
1
Wow!
2
great
2. COOL
3. NERD
4. CRAZY
3
somebody who studies all the time and doesn´t
have many friends
5. DUDE
4
very
6. FREAK
10
7. HANG AROUND
8. STIFFS
9. REEK
10. BO 11. THAT SUCKS!
12. CRIB
9
body odour - the smell when someone has not
washed for a long time.
smell bad
7
spend time
5
a guy
8
dead people
6
a strange or different person
11
What a pity!
Frankenstein
B
Before
15
• Do you have any colloquial expressions to say the same thing in your
language?
Activity 2. What is happening?
• Listening to the dialogue between Victor Frankenstein and the Creature
(Track 15) and answer the following questions:
1.How will Victor kill the Creature?
 He will shoot him.
 He will bury him.
4He is not sure, he needs Henry’s advice.

Frankenstein
B
Before
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2. Does the Creature want to live or die?
4Live.

 Die.
 He is not sure.
3. What does the Creature demand from Victor?
 A friend.
4A wife.

 A quick and painless death.
4. How did the Creature get the idea for his demand?
 By reading about it in Victor’s diary.
4By listening to a conversation between Victor and Elizabeth.

 By listening to conversation between Victor and his friend, Henry.
5. What does the Creature threaten to do if Victor refuses his demand?
4He will destroy Victor.

 He will run away.
 He will kill himself.
6.Does Victor agree to his demand?
4Yes.

 No.
 He says he needs time to think about it.
Frankenstein
B
Before
17
Activity 3. Famous Monsters
• Can you name these famous monsters or monstrous characters?
Dracula
Frankenstein
Werewolf
Zombie
Mummy
• Can you think of any other famous monsters?
• Now it’s your turn!
Imagine you are a brilliant scientist like Victor Frankenstein, and can create a monster of
your own. How would you bring your monster to life? What materials would you use to
create it? Think about how it would look, speak and move. Also consider where it would
live, what it would do – would it terrorise people, or would it be a friendly monster?
In groups, brainstorm some ideas and present them to the rest of the class.
Frankenstein
B
Before
18
SESSION 3: the
ending
Activity 1. “What Have I Done?”
What is rhyme?
• Read the lyrics from the song and try to predict the missing word. Each
missing word rhymes with the previous high-lighted word. The first example
has been done for you.
What have I done?
oh, what have I done?
Become a killer in the night
run
Become a dog on the ____________
(1)
And have I fallen so far
And is the hour so late
hate
That nothing remains but the cry of my ____________
(2)
The cries in the dark that nobody hears
years
Here where I stand at the turning of the ____________?
(3)
If there’s another way to go
ago
I missed it five minutes ____________
(4)
My life was a war that could
good
never be won this girl with a ____________
(5)
heart came to my home
with good intentions and she is going to find herself dead
head
we’ll kill her in order to use her ____________
(6)
Frankenstein
B
Before
19
SESSION 3: the
ending
I am reaching, but I fall
And the stars are black and cold
What have I done?
What have I done?
Become a killer in the night
run
Become a dog on the ____________
(7)
And have I fallen so far
What have I done
God on high
Hear my prayer
In my need
You have always been ____________(8)
there
She is young
she is afraid
Let her rest
blessed
Heaven ____________
(9)
• Now, listen to song (Track 22) and check your ideas.
Frankenstein
B
Before
20
SESSION 3: the
ending
Activity 2. What do you think?
• As a class, read this dialogue between the Creature and Victor (Track 24). The
dialogue takes place after the Creature sees the wife that Victor has created for him.
(The CREATURE examines JUSTINE’s face and body finally he speaks.)
CREATURE: I don’t want her.
VICTOR:
You don’t want her? What were you expecting then? She is more than
what you deserve.
CREATURE: What I deserve? I’m as good as you are, so I deserve a wife like yours.
VICTOR:
What do you mean?
CREATURE: I’ve seen the way you treat Elizabeth. You don’t deserve her. She will be
happier by my side. I love her.
VICTOR:
Never! This is going too far. I have created you, and now I must destroy you.
HENRY:
Victor calm down.
CREATURE: Be quiet! I will kill you, Victor Frankenstein.
• Who do you feel more sympathy for? Who do you see as the victim? Victor,
or the Creature? Do you think The Creature deserves to have Elizabeth as
his wife?
• Discuss your ideas as a class, giving reasons for your opinions.
Use the following phrases to help you…
In my opinion…
From my point of view…
I believe that…
The way I see it…
Frankenstein
B
Before
21
SESSION 3: the
Activity 3. Fill
ending
he Gap
• In the following scene (Track 26), the policeman, Ernst, comes to give instructions
to Victor and Elizabeth. Complete the gaps by using the words below. **Tip: First decide what type of word you need to fill each gap. For example, a noun,
a verb, an adjective etc.
CONTROL
TORTURE
FEARS
TRUST
SURROUNDED
AFRAID
SAFE
DANGER
CLEVER PLEASURE
JUDGE
ASSURE
(The next day. VICTOR and ELIZABETH are in the living room.)
surrounded
The Police has the chateau (1) ____________________.
VICTOR:
safe
ELIZABETH: Then we are (2) _____________.
Perhaps.
VICTOR:
Never keep anything from me.
ELIZABETH: Victor, you must always (3) ___________me.
trust
afraid
I was (4) _____________
.
VICTOR:
ELIZABETH: Of what I would think?
fears
Of what you would say. A thousand other (5) ________too.
Most of all that
VICTOR:
you would (6) ____________
me mad.
judge
torture
must have been for you…
ELIZABETH: What (7) _______________it
You can never know.
VICTOR:
ELIZABETH: Poor darling.
(ERNST enters.)
I (8) ______________
you Victor, the Creature will not escape. I have a
ERNST:
assure
thousand police officers surrounding the chateau.
You don’t know him as I do. He’s very (9) _____________
.
VICTOR:
clever
then?
ELIZABETH: There is no (10) _______________
danger
pleasure
It will give me (11) _______________
to destroy him. Everything is under
ERNST: control
(12) ______________.
There’s only one thing missing: Justine, The gypsy
girl. We cannot find her.
Frankenstein
A
After
22
SESSION 4 : Express Yourself!
Activity 1. What did you think?
Now that you have seen the play, let’s talk about the experience….
1.What was your general impression of the play?
I thought it was …..
because…
2.What did you like the most?
The best part was…
The funniest part was…
The most entertaining part was…
The most enjoyable part was…
funny
exciting
boring
entertaining
clever
inspiring
enjoyable
Frankenstein
A
After
23
Activity 2. Write your own review!
• Imagine you are a journalist for your local newspaper. You need to write a
review of the play giving your opinion about the following …
• The plot
• The actors
• The script
• The costumes
• The scenery
• The music
Below is the opening paragraph of the review. Continue with your own thoughts and ideas.
Last night I was lucky enough to be invited to the premier of “Frankenstein”. The theatre was
buzzing with excitement as the curtain went up, the audience ready to be entertained! …
Frankenstein
A
After
Activity 3. Your turn!
• As a class, read the ending of the play again (Track 28). Now, in groups,
pretend you are the writers of the play and invent your own ending. Write
your own script and act out your new endings for your class mates.
(The lights fade, ELIZABETH shouts in panic.)
ELIZABETH: Aaaaah!!! Who is there? Why did you switch the lights off? Ernst? Victor?
(She lights a candle, we see a shadow standing at the door.)
CREATURE: (He is holding a gun.) We have met before, haven’t we?
ELIZABETH: You…. You are the monster. Victor! Victor! (Crying.) Please! Don’t harm me.
(ELIZABETH cries and screams in panic.)
CREATURE: (With malice.) Even your cries for mercy give me pleasure. You must die, and
Frankenstein must suffer.
ELIZABETH: Who are you? You, you… are the Creature, but I remember this voice… it sounds
so familiar to me.
CREATURE: We met some time ago.
(With a quick movement the CREATURE grabs ELIZABETH from behind Now she cannot
move.)
ELIZABETH: Please! Victor! Let me go please… Don’t harm me!
CREATURE: I’m sorry Elizabeth; it’s not your fault. It’s my fate which makes me cover my
hands with blood over and over again. This face, the infection which poisons our
love. This face which only got slight from others is responsible for everything,
but soon you’ll forget, we’ll forget. You’ll be a wonderful wife Elizabeth. The
best wife anyone could ever imagine…
(Enter VICTOR.)
Elizabeth!!!
VICTOR:
CREATURE: We have a guest, Elizabeth! Good night Victor, welcome to the show. Now, my
wish comes true. You have truly made my night! Your suffering will now be so
cruel that you will never forget…
Free her! (CREATURE laughs.) Do what you like, just let her go! Have you no
VICTOR:
pity?
CREATURE: Pity? Mercy? (To ELIZABETH.) Your lover seems strange. Pity… Did you ever
show pity to me? Why should I show pity to you when you never had it with
me? Don’t make me laugh again Victor, please!
(CREATURE laughs.)
24
Frankenstein
A
After
I love her! Does that mean nothing? I love her! Show some compassion!
VICTOR:
CREATURE: The world showed no compassion to me! Nothing can save you now, except,
perhaps, Elizabeth...
She will never be yours!
VICTOR:
CREATURE: There’s nothing you can do to avoid it… Just make her my wife. Kill her and
afterwards you’ll turn her corpse into my new creature, my wife. That way she
will live forever.
Buy her freedom with your love! Refuse my request, and you send your lover to
her grave! If you don’t do it she will pay for your disobedience with her death
and of course your death too. This is the point of no return!
How can I know that after killing her you will not kill me as well?
VICTOR:
CREATURE: I still need you. I need your help to make her my wife. I cannot do it without you.
Once you’ve done it, I won’t need you anymore. I will keep my word: Once I have
my wife I will go away forever with her. You will never see us again. I will never
bother you again…
VICTOR:
(Doubting.) But… What if…
CREATURE: I know. You will suffer forever. Whatever choice you take your suffering will be
immense. There’s no right choice Victor, but in one of the choices Elizabeth will
live forever… Make her my wife or send her to her grave.
VICTOR:
I can’t do it!
CREATURE: You try my patience! Make your choice!
(The CREATURE is about to kill ELIZABETH, but suddenly she turns to face the CREATURE and
gently touches his face.)
ELIZABETH: Why do you want to kill me? You think I cannot love you just the way you are…
CREATURE: Elizabeth…
VICTOR:
(Shocked.) Liz…
ELIZABETH: I have always loved you… You don’t need Victor to make me your wife, let’s
escape from here, let’s start a new life together. Pitiful creature of darkness,
what kind of life have you known? God give me courage to show you, you are
not alone...
(She kisses the CREATURE passionately.)
(The CREATURE collapses and let the gun fall from his hand. With a quick movement, VICTOR
grabs the gun from the floor, and ELIZABETH runs into VICTOR’s arms. The CREATURE realises
how pathetic the scene is, he takes a look at himself and feels miserable. He looks at VICTOR
and ELIZABETH and understands everything.)
25
Frankenstein
A
After
CREATURE: How could I think you would ever love me? What kind of life could I offer you?
How foolish I was. A body can be transformed, but a heart won’t.
VICTOR:
(Mad.) Now I will kill you…
CREATURE: Do it please! There’s nothing left here for me to live for…
ELIZABETH: NO! (She approaches the CREATURE.) Don’t do it… Please Victor, don’t…
VICTOR: Elizabeth, stay aside!
ELIZABETH: This
poisoned face does not cause me horror anymore… Don’t you see there’s
good in him? (To the CREATURE.) Deep in your soul lies real goodness, real
love. Never forget it. My heart belongs to Victor, but I will always remember
you. Go now; don’t let them find you…
CREATURE: (He falls on his knees.) I love you, Elizabeth.
(She gets closer and touches his shoulder crying. Exit VICTOR and ELIZABETH,
holding hands.)
26
OTHER SHOWS
BACHILLERATO & CICLOS FORMATIVOS DE
GRADO MEDIO
Lemaladeimaginaire(En Français)
RinconeteyCortadillo
Lucesdebohemia
Frankenstein
DidacticProjectelaboratedby
NawafNumenGonzález
Somethingbigisabouttohappenandyoucanseeitliveat
thetheatre!Withthismusical,basedonthebrilliantbookby
MaryShelley,yourEnglishclasseswillcometolifeatlast.
Specially adapted to your students’ level, they will have a
ballwiththemostbeastlyshowoftheseason.
Santa Leonor, 61 • Planta 4a • 28037 Madrid • Tel. 902 879 906 • 91 111 54 50 • Fax 902 879 907 • 91 111 54 60
www.recursosweb.com • [email protected]

Frankenstein - COMPOSTELA

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