「以台灣高中為主的多面向英語論辯推廣計畫」自編教材
三民版第二冊第九課 (pp. 165-184)
100 年度 2 月出版
The “Hero” Called Frankenstein
中崙高中 沈資傑老師
Target Skills
1. Critical Thinking Skills
1-1
Facts and Opinions
1-2
Definitions & Meanings of Words

1-3
Argument structure=Assertion +Reason +Evidence

1-4a
Types of Reasoning— Deductive
1-4b
1-5
Types of Reasoning— Inductive
1-6
Common Fallacies
1-7
Types of Evidence
1-8
Test of Evidence
1-9
Making inferences
Strong vs. Weak Reasons



2. Argumentative Discourse Skills

2-1
Soliciting and Expressing Opinions
2-2
Introducing and Challenging Reasons and Support
2-3
Agreeing

2-4
Disagreeing

2-5
Questioning

2-6
Using Disclaimers

In this lesson, students are encouraged to investigate the tension and struggles
presented in the story (additional graded readers are recommended). This reading can
serve as a very good introduction in exploring the classic Frankenstein story. Students
can be guided to ponder over issues like identity, discrimination, self/other opposition.
At this point, the technique of literary analysis comes in handy in terms of sustaining
students’ motivation and facilitating their understanding. Critical thinking is
cultivated along with literary appreciation. It is important that teachers highlight what
Frankenstein has reflected about human nature and relate it to students’ life
experience. Frankenstein, albeit a 19-century fictional story, has continued to shed
light on the complexity of modern life/people.
「以台灣高中為主的多面向英語論辯推廣計畫」自編教材
Before You Read
Teaching Tip
Ask students about the title.
 Who is Frankenstein? What is a hero (in your mind)? Why does the word in
quotation marks? What does that imply? (1-2, 1-9)
Ans: 1. Frankenstein is the monster who kills people. A hero is someone who
has superhuman powers and helps people, like Superman or SpiderMan. But here Frankenstein is called a “hero.” I think that’s why the
word is in quotation marks.
2. Frankenstein is the scientist who creates a monster. A hero is someone
who has a kind heart and gives love to people, like Mother Teresa.
Maybe Frankenstein is a different hero, so the word is in quotation
marks.
Briefly talk about the story. Pose open-ended questions without giving answers.
 I believe all of you often have, if not read, heard of the story 科學怪人.
Interestingly, as you will find out, the name Frankenstein does not refer to the
monster but the scientist, one of the protagonists. Do you think there’s a reason
for the “different” Chinese title? Why is it not like “科學家法蘭弗斯坦”？ (1-9)
Ans: The Chinese title 科學怪人 is ambiguous and thus leaves room for
interpretation. At first glance, we might think of 科學怪人 as the monster.
On second thought, it can refer to the scientist since 怪人 should be a human
being, only a weird one. So it is actually not a “different” title. This title is also
more interesting and appealing compared with titles like”科學家法蘭弗斯坦.”
Ask students about the movie characters.
 The above-mentioned characters are like human, but are not human. What
constitutes a human being? What makes a human being human? (1-2)
 Most of the sci-fi movies contain some kind of scientific “disaster.” Why are the
movies so pessimistic about science? (1-9)
Ans: The disaster serves as a reminder of the potential danger of science. We
cannot be too careful when pursuing scientific/technological progress.
Otherwise, the consequence may be devastating.
Reading
Paragraph 1:
「以台灣高中為主的多面向英語論辯推廣計畫」自編教材
Do you like sci-fi movies . . . have been created.
Teaching Tip
 Three sci-fi movies are mentioned. Why did the author choose these three as
examples? Why not other sci-fi movies? (1-5, 1-9)
Possible Answers & Follow-up Questions
S1: If we take a look at the “Before You Read” section, it is not difficult to
see why the author chooses these three movies as examples. The movies
are similar to Frankenstein.
→T’s response: In what way are they similar?
S1: The issues and themes are similar. And the protagonists are similar to
Frankenstein’s monster. All of them are created by scientists.
→T’s response: Good. But why not other sci-fi movies? They may be similar
too.
S1: I don’t know. I guess they may be less similar. At least the three movies
mentioned here are good examples. Also, I haven’t seen many sci-fi
movies, but I’ve seen two of the movies. So I guess the three movies are
better-known than other sci-fi movies. They may be familiar to most
students.
→T’s response: You just gave us possible and reasonable explanations.

“The sci-fi elements in these films might attract you…” What are the sci-fi
elements? Why are they attractive? (1-2, 1-5)
Possible Answers & Follow-up Questions
S1: The sci-fi elements include robots, experiments, and time travel etc. They
are attractive because people just like them.
→T’s response: Good. But the second half of your answer is not as clear to
me. They are attractive SO people like them. You used “because.” You
didn’t really answer the question “why.” Care to answer that question
again?
S1: The sci-fi elements are attractive because they are different from what we
have in reality and are thus very interesting. Concepts like time travel
also echoes humans’ imagination and longing in scientific development.

→T’s response: Nice. Science is a field of possibilities. People’s imagination
can run wild about its development. I think that’s why many people like
the topic.
“…most of these films were actually inspired by Mary Shelley’s Frankenstein,
a story about a scary creature. Frankenstein has been called the first work of
science fiction.” What is “science fiction”? (1-2) Frankenstein was written in the
19th century, so does that mean there was no science fiction before that period?
If so, what might be the reason? (1-7, 1-9) (Note: The second question is not
easy. Students may need to do some research before they can answer it in class.)
Ans: 1. According to Wikipedia, science fiction is “a genre of fiction dealing
with imaginative content such as futuristic settings, futuristic science
「以台灣高中為主的多面向英語論辯推廣計畫」自編教材
and technology, space travel, parallel universes, extraterrestrial life, or
paranormalabilities.” Interestingly, critics and proponents disagree on
the elements of science fiction, so the history of science fiction is not
definitive. But it is generally agreed that Frankenstein is a canonical
work in its history.
2. Some people argue that the historical texts, with their “sciencefictional” elements, cannot be categorized as science fiction. They
belong to fantastic literature. It was not until the 19th century that
science fiction emerged as a distinct literary genre. Frankenstein, as
the first work of this genre, showcases the “mad scientist” archetype
and themes related to technology.
3. Others regard Frankenstein as a gothic novel and the first true science
fiction is Mary Shelly’s The Last Man.
Paragraph 2:
The title of this novel . . . came to life.
Teaching Tip
 “The title of this novel comes from the name of its hero, Victor Frankenstein, an
enthusiastic scientist.” What is the dictionary definition of a hero? Does the word
imply anything? Also, he is described as an “enthusiastic scientist.” Does this

foreshadow anything? (1-2, 1-9)
“He discovered an incredible secret about the creation of life.” What does the
word “incredible” imply? Some say the creation of life lies in the hands of God.
Do you think it is appropriate for us to pursue this in science? (1-2, 1-3)
Ans: According to Merriam-Webster, the word “incredible” means “too
extraordinary and improbable to be believed.” The word suggests something is
beyond our imagination or expectation. For that reason, it may also imply
something that goes beyond our control. In this case, Frankenstein’s
“incredible secret” can be ominous. As for the creation of life, it has become a
modern issue with the emergence of cloning and genetic engineering. Since
research in this field helps development in medicine, it is inevitable for
scientists to study the creation of life. But most of all it should be done with
caution. Its social and ethical concerns cannot be ignored.
(http://www.merriam-webster.com/)

“Often, he stole and collected . . . buried himself in it all day.” What kind of
person is Frankenstein? (1-9)
「以台灣高中為主的多面向英語論辯推廣計畫」自編教材
Ans: He is crazy about what he does. He not only spends a lot of time on his
experiment but also stole his material from scary places. This also shows his
determination to find the answer to his question.
Paragraph 3:
Contrary to Frankenstein’s expectations . . . in front of him.
Teaching Tip
 What is the definition of “monster”? What does the word imply? (1-2)
Ans: According to Merriam-Webster, a monster is “an animal or plant of
abnormal form or structure” and “one unusually large for its kind.” Obviously
a monster is anything but ordinary. The word often implies ugliness and terror,
and a monster is seldom welcomed by people.
(http://www.merriam-webster.com/)


“Hatred gradually grew in the monster’s mind, and this drove him to murder
Frankenstein’s brother.” Why did he want to kill Frankenstein’s brother? How
did he find him? Even, how did he kill him? (Note: There is a lot of room for
discussion here. The teacher can have students make guesses, and then tell the
story (or ask them to share the story). The main task here is not to find correct
answers, but to give reasonable explanations) (1-9)
“Just as Frankenstein fell into a terrible depression, the monster turned up in
front of him.” What might the monster do or say? (1-9) What makes you say that?
Ans: 1. He might give Frankenstein a hug because he misses him so much.
2. He might say, “I found you” to express his relief. He might have tried
really hard to find Frankenstein, who he felt safe to be with.
Paragraph 4:
Meeting Frankenstein again . . . disappeared with regret.
Teaching Tip
 Look at the passage, “Meeting Frankenstein again, . . . to love a monster.” What

is the relationship between Frankenstein and the monster? Why is it impossible
for humans to love a monster? (1-3)
Why does Frankenstein agree to make a female monster in the beginning? (1-9)
Ans: He sympathizes with the monster, and he feels guilty about not having
cared for the monster. So he wants to make up for it.
「以台灣高中為主的多面向英語論辯推廣計畫」自編教材

Frankenstein is, in a sense, the monster’s father. Do you think it’s fair that he
created it but did not take care of his own creation? (1-3)
Ans: No. Since he brought it into this world, he should be responsible. You
can’t give birth to babies and then abandon them, can you?

Frankenstein follows the monster to the North Pole. Why the North Pole? Why
not other places like, for example, the Caribbean? (1-9) Also, Frankenstein does
not succeed in killing the monster. Is there a reason for such design of plot? (1-3)
Ans: The North Pole is extremely cold and sparsely populated. It is a perfect
place symbolizing Frankenstein’s and the monster’s sadness as well as
loneliness. It is also a place of mystery, suitable for the ending of the story.
Besides, the survival of the monster leaves room for imagination and
interpretation. The story seems to live on and never ends. On the other hand,
the surviving monster may represent the lasting regret in Frankenstein mind. It
can never be undone. It may also indicate the consequence of any outrageous
creation is long-lasting.

After Frankenstein dies, the monster disappears with regret. Where might he go?
Why regret, instead of other feelings? (1-9)
Paragraph 5
It might have never occurred . . . the real monster.
Teaching Tip


What are the lessons that we can learn from Frankenstein? (1-9)
Why does the author say “maybe Frankenstein himself is the real monster”? (1-9)
Ans: A monster may bring misfortune and destruction, and Frankenstein is the
root of all the tragic events. If he had not created the monster, the tragedies
would not have happened.

Who do you find more pitiful, Frankenstein or the monster? Support your answer
with reason and evidence. (1-3, 1-5)
Ans: 1. I would say Frankenstein because he has lost his beloved ones.
Although he can’t escape responsibility, he does not mean to let all this
happen. He is exploring the secret of life without realizing the possible
consequences.
2. I think the monster is more pitiful because he is really “innocent”. He is
left alone after creation. Nobody gives him love and care. Nobody
teaches him to behave. He may not even know killing is wrong. And
yet he would be the one that would be blamed for what happened.
Thus, the monster is more pitiful.
「以台灣高中為主的多面向英語論辯推廣計畫」自編教材

Look at the first question again. After our discussion, do you learn different
lessons from Frankenstein? Views change? New ideas?
Questions for Discussion
Question 1
Teaching Tip
 Students need to explain their answers and support with evidence from the
reading (or a graded reader they have read). The teacher can collect the students’
answers and put them on the blackboard using the box below. (1-3, 2-1)
I take Frankenstein more as a _______.
hero
1.
2.
Reasons 3.
4.
5.

monster
1.
2.
3.
4.
5.
The teacher can introduce some sentence patterns for students to use:
I think
In my opinion/view,
It seems to me that
_______ is more like a hero/monster because _______.
Question 2
Worksheet
To Make or Not to Make? (Appendix) (1-3, 1-5, 1-8, 2-2)
「以台灣高中為主的多面向英語論辯推廣計畫」自編教材
Appendix
Please make a female
monster for me!
If you were Frankenstein, would you create a female monster for him?
I. Choosing a position: State your position to the question asked above.
If we were Frankenstein, we would/would not (circle one) create a female monster
because…
II. Presenting justification: Give reasons using the assigned pattern.
(cont. from above) first, _______________________________________________
Second, ____________________________________________________________
Finally ,____________________________________________________________
III. Refuting: Exchange your worksheet with the opposing side. Now construct your
challenge of the other side’s reasons and introduce your refutation by using the
assigned pattern.
Your refutations to the reasons from the opposing side
1. ________________________________________________________________
2. ________________________________________________________________
3. ________________________________________________________________
Pattern
The affirmative/negative argued that we should/should not create a female monster
for him. Their first reason is…(the opposing side’s reason one).
(1) However, we’d like to argue that…(your refutation of their reason)
(2) Regarding this reason, our response is…(your refutation of their reason)
(3) Even if we concede that…(the opposing side’s reason), it does not mean/follow
that we should/should not create a female monster for the monster
because…(your refutation of their reason).
「以台灣高中為主的多面向英語論辯推廣計畫」自編教材
They also contended that we should/should not create a female monster
because…(the opposing side’s reason).
See (1), (2), and (3) above.
IV. Defending: Exchange worksheets again. Now look at the opposing side’s
refutations, construct your rebuttal, and introduce your rebuttal by using the
assigned pattern.
Your rebuttal of the opposing side’s refutation
1. ________________________________________________________________
2. ________________________________________________________________
3. ________________________________________________________________
Pattern
The affirmative/negative has asserted that we should/should not create a female
monster by challenging our reason, saying that…(the opposing side’s refutation of
your reason).
However, their refutation is not convincing because…(your rebuttal of the opposing
side’s refutation).
They also tried to refute our reason about…(summarizing your reason into a noun
phrase), stating that…(the opposing side’s refutation of your reason).
But, we would like to contend/argue that...(your rebuttal of the opposing side’s
refutation).
As we’ve demonstrated that they failed to refute our reasons, we should/should not
create a female monster for the monster.
V. Concluding
The teacher offers his/her comments.
「以台灣高中為主的多面向英語論辯推廣計畫」自編教材
Instructional Notes
1. Students will work in groups of two to four for this exercise. In each group, there
should be at least one student who has above-average speaking proficiency. For
classes that are of lower achievers, the teacher can use this activity as a writing
exercise and have students only write about one reason, think of possible refutation
and defense of that reason.
2. Due to the complexity of this activity, it is advised that students go through those
phases one at a time under the teacher’s monitoring. That is, the teacher should give
students a few pointers before having them write down their reasons to support their
position. Before having students write down their refutation of others’ reasons, the
teacher should look at students’ reasons and bring their attention to some common
flaws in students’ reasons before having them exchange their sheets and write down
their refutation. Similarly, the teacher will examine students’ refutations and point
out some common problems before having the class move on the last phase, i.e.,
writing their defense by rebutting their opponents’ refutation.
3. Following are some points that the teacher can remind students of:
I. Choosing a position:
 Students should be clear that when answering the question, they’re taking on the
role of Frankenstein rather than an outsider.
II. Presenting justification:
 Students’ reasons should be directly linked back to their position. In other words,
the logical link between the reason and their position should be clearly stated.
For example, if they choose to create a female monster, and their reason is “the
female monster can give him love,” this reason is incomplete because it did not
state how the fact that the female monster can give him love is a reason for
creating a female monster.
 If students use expressions like “might be” in their reasons, what they speculate
should still be grounded and can be explained by the information or details from
the reading. For instance, if they choose not to create a female monster, and their
reason is “we can’t be sure whether they will fall in love. The female monster
might be a lesbian,” this reason is a purely speculative and no details in the
reading can support it.
III. Refuting:
 Students’ refutation should directly pertain to and not just tangentially touched
upon their opponent’s reason. For example,
Reason: If Frankenstein had agreed to make a monster for him, the monster
might have asked for more and caused many problems.
Refute: If you get a chance to bargain with him, why don’t you seize it?
「以台灣高中為主的多面向英語論辯推廣計畫」自編教材
Furthermore, if you refuse to communicate, this would never solve the problem.
Take a baby for example; you should educate him to control his desire instead of
being mean to him and ignoring him.
Defense: Although Frankenstein didn’t create a [female] monster for the monster,
that didn’t mean that he wouldn’t communicate with him. Maybe he could
explain the reason why he didn’t do that and did other things to make him feel
comfortable. Then he could gradually educate him and led him to the right
track.
In this example, students’ refutation is not really related to their opponent’s
reason; instead, it diverts onto a different issue. In other words, bargaining and
communicating with the male monster has little to do with whether granting the
monster his wish will lead to more future requests and trouble.
IV. Defending:
 Students’ defense should not only be a direct response to their opponent’s
refutation but also connect back to (that is, re-establish) their original reason. In
other words, students should always have their original reason in mind when
defending, or rebutting their opponent’s refutation. For example,
Reason: They will marry and do some special things to give birth to a lot of little
monsters.
Refutation: How do you know the little monsters would be disastrous?
Defense: We didn’t say that the little monster is disastrous.
In this example, in the process of rebutting the refutation, students also
overthrow their original reason, which is contrary to the meaning of defending.
4. For each phase, each group can write their answer down on the poster and display it
on the chalkboard. Each student will then get a sticker from the teacher with their
name on it, spend five minutes going over all the posters and decide which group has
the strongest reason/refutation/defense and put the sticker on that poster. The teacher
can also lead the class to discuss the argument on each poster by calling on some
students whose names are on the stickers placed on that poster to express their opinion.