DraculA

1. The Story of DraculA

Read and listen to the story of Dracula (track 1).

Our story begins in 1842, when Jonathan Harker, a young lawyer, travels by train to Transylvania. He
is on his way to take documents to Count Dracula, who has bought a house in England. Count Dracula
is a mysterious, rich man, who lives in a castle, high up in the mountains. He has been encouraged to
do business with Count Dracula by his clever and very attractive fiancée, Mina Murray, who he has left
behind in England. Jonathan has heard wolves howling and strange stories about vampires, but doesn’t
believe them.
When Jonathan arrives he is welcomed into the castle by Dracula and offered food and wine, which he
refuses. Jonathan gives Dracula the documents to sign. Dracula sees Jonathan’s picture of Mina and
is very interested in her. He encourages Jonathan to write a letter, which he dictates, explaining that
Jonathan will stay at the castle for one month. Jonathan discovers that Dracula has no reflection in the
mirror and that he doesn’t like crucifixes. When Dracula leaves Jonathan for the night, some vampires
come into the room and fight over him. Dracula returns and makes them leave. After he has gone
Jonathan discovers that his door is locked and that Dracula has taken the photo of Mina. He is very
worried for her safety.
Dracula goes to England to find Mina Murray. He meets her on a London street and introduces himself as
‘Prince Vlad’, from Transylvania. Mina is very worried about the letter she has received from Jonathan,
as she doesn’t believe that he wrote it. Dracula tells her not to worry and she starts to fall under his spell.
He convinces her that she loves him and they go back to Transylvania.
Jonathan escapes from Dracula’s castle and rushes back to London, only to find Mina missing. He goes to
a scientist, Van Helsing, to help him find her. Van Helsing studies animals and rodents, but is an expert
in supernatural creatures. When Jonathan describes Dracula to him, he realises that Count Dracula is a
vampire. They race to Transylvania to try to save Mina before she drinks blood and is transformed into a
vampire, too.
When Mina gets to his castle, Dracula gives her a glass of ‘blood-red strawberry juice’ to drink. When
Jonathan arrives at the castle, he accidentally drinks a glass, too. Only Van Helsing can save the day - he
has a plan; the only thing that can stop a vampire... but what is his plan... will it work and is it too late…?

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I PA This activity is designed to be used in conjunction with a performance of IPA Productions’ Dracula. For more
information, visit www.ipaproductions.com.
 DraculA

1. The Story of DraculA

Teaching notes
Time
20–30 minutes

Level
Easy

Skills Focus
Listening and reading (possibly speaking).

Aim
To familiarise the student with the story of Dracula. Also an opportunity for the students to learn any new
vocabulary.

Suggested pre/post activity

Ask the students what they already know about Dracula. Ask them to think about will happen in the story
and how they think it will end. After reading the synopsis of the play, ask them if they are surprised by what
happened or if it was what they had expected.

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I PA This activity is designed to be used in conjunction with a performance of IPA Productions’ Dracula. For more
information, visit www.ipaproductions.com.
 DraculA

2. True or False
Read and listen to ‘The Story of Dracula’ (Activity 1) then decide if the sentences are true or false.
If you think a sentence is false write the correct version below.

1. Jonathan goes to Transylvania to buy Count Dracula’s Castle. T F

2. Count Dracula’s castle is in the mountains. T F

3. Count Dracula is not pleased when Jonathan arrives. T F

4. Jonathan’s fiancée, Mina, is very clever. T F

5. Dracula goes to London disguised as the handsome, young ‘Prince Vlad’. T F

6. ‘Prince Vlad finds Mina sitting in the park. T F

7. Mina is very happy to receive Jonathan’s letter. T F

8. When Jonathan returns to England, Mina has disappeared. T F

9. Mina refuses to drink anything that Dracula gives her. T F

10. Van Helsing and Jonathan return to Transylvania to rescue Mina. T F

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I PA This activity is designed to be used in conjunction with a performance of IPA Productions’ Dracula. For more
information, visit www.ipaproductions.com.
 DraculA

2. True or False

Teaching notes
Time
20–30 minutes

Level
Easy

Skills Focus
Writing, listening and reading (possibly speaking).

Aim
To test the students comprehension of the synopsis of the play. Could be used as an opportunity for the
students to work in pairs to discuss the correct answers.

Suggested pre/post activity

Ask the students as a group to decide if sentence one is correct. Then correct the sentence together on the
board. After the activity let the students take turn to write corrected sentences on the board. If there are errors
in their work allow their class-mates help correct them.

Answers
1. False. Jonathan goes to Transylvania to take documents to Count Dracula.
2. True. Count Dracula’s castle is in the mountains.
3. False. Count Dracula is pleased when Jonathan arrives.
4. True. Jonathan’s fiancée, Mina, is very clever.
5. True. Dracula goes to London disguised as the handsome, young ‘Prince Vlad’.
6. False. ‘Prince Vlad finds Mina on a London Street.
7. False. Mina is very worried when she receives Jonathan’s letter.
8. True. When Jonathan returns to England, Mina has disappeared.
9. False. Mina drinks the ‘blood-red strawberry juice’ that Dracula gives her.
10. True. Van Helsing and Jonathan return to Transylvania to rescue Mina.

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I PA This activity is designed to be used in conjunction with a performance of IPA Productions’ Dracula. For more
information, visit www.ipaproductions.com.
 DraculA

3. Story Order
Read and listen to ‘The Story of Dracula’ then put the events of the story in the correct order.

a. Mina reads Jonathan’s letter.

b. Dracula locks Jonathan into his room at the castle.
c. “Prince Vlad” meets Mina in London.
d. Jonathan arrives at Dracula’s Castle.
e. Jonathan travels to Transylvania, by train.
f. Jonathan gives Count Dracula some official documents to sign.
g. Jonathan and Van Helsing return to Transylvania.
h. Dracula sees Mina’s photo for the first time.
i. Jonathan writes the letter to Mina.
j. Jonathan tells Van Helsing about Count Dracula.

Write the correct order below.

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.
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I PA This activity is designed to be used in conjunction with a performance of IPA Productions’ Dracula. For more
information, visit www.ipaproductions.com.
 DraculA

3. Story Order

Teaching notes
Time
15–20 minutes

Level
Easy

Skills Focus
Reading (possibly speaking).

Aim
Comprehension. To make students consider the sequence of events in the play in a logical order.

Variation
This activity could be made into a competition for small groups. Before the class cut the sentences into
ten strips each containing one of the sentences from activity three. Give each small group a set of the ten
sentences and tell them to put them in the correct order. The teacher should move around the classroom
checking to see who gets the correct order first. This activity is great as a fun group activity.

Answers
a. 5
b. 4
c. 6
d. 8
e. 9
f. 2
g. 1
h. 3
i. 10
j. 7

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I PA This activity is designed to be used in conjunction with a performance of IPA Productions’ Dracula. For more
information, visit www.ipaproductions.com.
 DraculA

4. AdjectivEs
First match the adjectives in column A with the opposite adjectives in column B.

e.g. unlucky (A1) lucky (B3)

A B Now complete the conversation between Dracula (D)

and Mina (M) using adjectives from column B. Then
1 unlucky short
read part of scene three to discover if you have guessed
2 empty beautiful
correctly.
3 happy lucky
4 normal bad M: The British museum is of British
5 safe nice culture and British customs! Good day to you, sir.
6 good full
D: I am sorry. I have offended you. Good day.
7 ugly sad
8 horrible rude M: No sir, forgive me. I am and I
have offended you. I am sorry it’s just that I have
9 long strange
received some news and I am
10 polite dangerous
. You see, I’m not accustomed
to talking to men in the street.
Usually, I am with my boyfriend, but he...
D: Yes? Where is your boyfriend? How can he let a woman like you walk alone on
the streets of London?
M: He is in Transylvania. He has travelled to Transylvania to do business with a Count.
D: What a coincidence! I am from Transylvania. Let me introduce myself. I am Prince Vlad.
M: Goodness! A prince!
D: And I am your humble servant, Madam….?
M: Miss. Miss Mina Murray, at your service, Prince. Please let me compensate for my bad manners by
showing you around the British Museum. There are so many things to see, and I’m sure you will like
it. I can be your guide.
D: How , and such a pretty guide. Your boyfriend is a very man.
M: Yes, but I am worried about him. He has written me a very strange letter, and I think he may be in
danger.
D: In danger! Why?
M: I PAWell, his letter is very ---------- and he has met a very strange man who he seems to like a lot.

I PA This activity is designed to be used in conjunction with a performance of IPA Productions’ Dracula. For more
information, visit www.ipaproductions.com.
 DraculA

4. AdjectivEs

Teaching notes
Time
20–30 minutes

Level
Medium

Skills Focus
Vocabulary

Aim
To extend the students’ vocabulary and consider the position of adjectives in the sentences.

Extension Activity
Ask the students to work in pairs to choose another ten adjectives from anywhere in the script. The students
then put the adjectives into column A. Now the students find out the opposite adjectives and put them into
column B, in a random order. The students then exchange papers and try to match each adjective to its
opposite adjective.

Answers
unlucky - lucky M: The British museum is full of British culture and British customs! Good day to you, sir.
empty - full D: I am sorry. I have offended you. Good day.
happy - sad M: No sir, forgive me. I am rude and I have offended you. I am sorry it’s just that I have received
normal - strange some bad news and I am sad. You see, I’m not accustomed to talking to strange men in the
safe - dangerous street. Usually, I am with my boyfriend, but he...
good - bad D: Yes? Where is your boyfriend? How can he let a beautiful woman like you walk alone on the
ugly - beautiful dangerous streets of London?
horrible - nice M: He is in Transylvania. He has travelled to Transylvania to do business with a Count.
long - short D: What a coincidence! I am from Transylvania. Let me introduce myself. I am Prince Vlad.
polite - rude M: Goodness! A prince!
D: And I am your humble servant, Madam….?
M: Miss. Miss Mina Murray, at your service, Prince. Please let me compensate for my bad manners by
showing you around the British Museum. There are so many things to see, and I’m sure you will
like it. I can be your guide.
D: How nice, and such a pretty guide. Your boyfriend is a very lucky man.
M: Yes, but I am worried about him. He has written me a very strange letter, and I think he may be in
danger.
D: In danger! Why?
I PA
M: Well, his letter is very short and he has met a very strange man who he seems to like a lot.

I PA This activity is designed to be used in conjunction with a performance of IPA Productions’ Dracula. For more
information, visit www.ipaproductions.com.
 DraculA

5. The Characters

Read and listen to these descriptions of the characters in Dracula. Use the information to help you
with the exercise below, then listen to see if your answers are correct.

Count Dracula
Count Dracula is from Transylvania. He lives in a castle high up in the mountains. He is a vampire who
drinks blood and has no reflection in the mirror. He is tall and slim with very white skin. He has long,
pointed teeth and blue eyes. He wears a long, black and red cape and he loves opera. He buys a house in
England and uses the services of Jonathan Harker. He falls in love with Jonathan’s fiancée, Mina Murray,
and takes her home to Transylvania.

Jonathan Harker
Jonathan Harker is a young lawyer, who goes to Transylvania to sell a house to Count Dracula. He is
young and naïve. Harker becomes a prisoner in Dracula’s castle. When he realises that Dracula has taken
the photo of his fiancée, Mina Murray, he worries about her and escapes. He goes to Van Helsing to ask
for help when he discovers she is missing.

Mina Murray
Mina Murray is Jonathan Harker’s fiancée. Mina is an attractive, young woman and men are attracted to
her. She is also very clever. She encourages Jonathan to go to Transylvania as she thinks Count Dracula
could be an important client for Jonathan. She is worried when she receives Jonathan’s letter as she
realises it was not written by him. She falls in love with Count Dracula.

Van Helsing
Van Helsing is a scientist. He studies animals and rodents, but his speciality is bats. He is an expert on
supernatural creatures like vampires and werewolves. He realises that Count Dracula is a vampire and
agrees to travel to Transylvania to help Jonathan rescue Mina.

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I PA This activity is designed to be used in conjunction with a performance of IPA Productions’ Dracula. For more
information, visit www.ipaproductions.com.
 DraculA

5b. Who Said That?

Decide who you think says each sentence. Use the information above to help you. Each character
says two sentences. Now listen to the sentences. Were you right?

Dracula Mina Jonathan Van Helsing

1. “I’m just a sweet, blood-sucking vampire from Transylvania.”

2. “I have business with Count Dracula.”

3. “After all, everything has a logical explanation.”

4. “He has written me a very strange letter and I think he may be in trouble.”

5. “Forget about Jonathan.”

6. “I love him, I think, or at least I did before I met you”

7. “He’s taken my photo of Mina!”

8. “There are many ways to kill the beasts of the night.”

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I PA This activity is designed to be used in conjunction with a performance of IPA Productions’ Dracula. For more
information, visit www.ipaproductions.com.
 DraculA

5. The Characters and

Who Said That?

Teaching notes
Time
30–40 minutes

Level
Easy

Skills Focus
Reading and listening (possibly speaking).

Aim
To familiarize the student with the characters in Dracula.

Suggested pre/post activity

Ask the students what they already know about the characters in Dracula. Ask them what they think they look
like or what clothes they wear. After the activity ask them who their favourite character is and why. Ask them
who they didn’t like and why.

Answers
Who Said That?
1. “I’m just a sweet, blood-sucking vampire from Transylvania.”........................................ Dracula
2. “I have business with Count Dracula.”............................................................................... Jonathan
3. “After all, everything has a logical explanation.”.........................................................Van Helsing
4. “He has written me a very strange letter and I think he may be in trouble.”.......................Mina
5. “Forget about Jonathan.”........................................................................................................ Dracula
6. “I love him, I think, or at least I did before I met you.”.............................................................Mina
7. “He’s taken my photo of Mina!”........................................................................................... Jonathan
8. “There are many ways to kill the beasts of the night.”...............................................Van Helsing

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I PA This activity is designed to be used in conjunction with a performance of IPA Productions’ Dracula. For more
information, visit www.ipaproductions.com.
 DraculA

6. VErbS in The Past SimplE

Look at the verbs below. What is their form in the past simple? Are they regular or irregular?

1. touch 6. offer
2. escape 7. pull
3. try 8. lick
4. come 9. be
5. resist 10. burn

Complete the conversation between Jonathan (J) and Van Helsing (VH) using the past simple of
the verbs above. You will need to use two of the verbs twice and one of the verbs three times. Now
read and listen to scene four of the script to find out if you have guessed correctly.

J: Well, he me a very strange red drink.

VH: A strange red drink.
J: And he the blood off my razor.
VH: He the blood off your razor.
J: And when he my crucifix he himself.
VH: He himself.
J: Doctor, are you going to repeat everything I say?
VH: Am I going to repeat everything…? No, Jonathan, no! The picture is becoming clearer. Tell me,
there anyone else in the castle? Did you see any other people?
J: Yes, two very strange people to my room at night and to attack
me in the dark.
VH: What did they do?
J: They me from left to right and from right to left and they to
bite my neck and, worse of all they to kiss me! But I and finally
and here I am and now I find that Mina has gone off to Transylvania with a very
strange Prince. Oh, no! Doctor, do you think..?
VH:I PA
Yes, I do. I am sure. There is no doubt in my mind. That Prince is Count Dracula.

I PA This activity is designed to be used in conjunction with a performance of IPA Productions’ Dracula. For more
information, visit www.ipaproductions.com.
 DraculA

6. VErbS in The Past SimplE

Teaching notes Answers

1. touched
Time 2. escaped
20–30 minutes 3. tried
4. came
Level 5. resisted
Medium 6. offered
7. pulled
Skills Focus 8. licked
Grammar activity. Listening, reading (possibly 9. was/were
speaking). 10. burned

Aim J: Well, he offered me a very strange red drink.

To practice the past simple VH: A strange red drink.
J: And he licked the blood off my razor.
Suggested pre/post activity
VH: He licked the blood off your razor.
Ask the students to pick out the regular verbs J: And when he touched my crucifix he burned
in the list below and to put the -ed endings into himself.
three lists depending on the sound /t/, /d/ and /id/. VH: He burned himself.
/t/ /d/ /id/ J: Doctor, are you going to repeat everything I say?
VH: Am I going to repeat everything…? No, Jonathan,
escaped touched resisted
no! The picture is becoming clearer. Tell me; was
licked tried
there anyone else in the castle? Did you see any
burned offered
other people?
pulled
J: Yes, two very strange people came to my room at
night and tried to attack me in the dark.
Explain to the students that all regular verbs in
VH: What did they do?
English end in one of these three sounds. Now ask
J: They pulled me from left to right and from right to
them to find three more regular verbs in the past
left and they tried to bite my neck and, worse of
for each sound. They can either use the script of
all they tried to kiss me! But I resisted and finally
Dracula or discover their own verbs.
escaped and here I am and now I find that Mina
has gone off to Transylvania with a very strange
Prince. Oh, no! Doctor, do you think..?
VH: Yes, I do. I am sure. There is no doubt in my mind.
That Prince is Count Dracula.

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I PA This activity is designed to be used in conjunction with a performance of IPA Productions’ Dracula. For more
information, visit www.ipaproductions.com.
 DraculA

7. Pair WoRk
Separate the text into two parts and with a partner practise asking questions and giving answers.

First fill in the second gap in each exercise First fill in the second gap in each exercise
with the questions you are going to ask. with the questions you are going to ask.
e.g. When was Bram Stoker born? e.g. Where was Bram Stoker born?

Now ask your questions to your partner and Now ask your questions to your partner and
fill in the first gap in each question. fill in the first gap in each question.

Bram Stoker Bram Stoker

1. Bram (Abraham) Stoker was born on
1. Bram (Abraham) Stoker was born on
November 8th, .
November 8th, 1847.
Q. When ? 2. He was born in .
2. He was born in Dublin.
Q: Where ?
3. When he was a child his mother told him a
3. When he was a child his mother told him a
lot of stories.
lot of horror stories.
Q. What ? 4. Stoker studied at Trinity
4. Stoker studied mathematics at Trinity College, Dublin.
College, Dublin.
Q: What ?
5. He moved to in 1878.
5. He moved to England in 1878.
Q. Where ? 6. He was married to .
6. He was married to Florence Balcombe.
Q: Who ?
7. Stoker wrote novels. The most
7. Stoker wrote eighteen novels. The most
famous is Dracula.
famous is Dracula.
Q. How many ? 8. Stoker died when he was years
8. Stoker died when he was 64 years old. old.
Q: How old ?

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I PA This activity is designed to be used in conjunction with a performance of IPA Productions’ Dracula. For more
information, visit www.ipaproductions.com.
 DraculA

7. Pair WoRk

Teaching notes
Time
20–30 minutes

Level
Medium

Skills Focus
Writing and speaking

Aim
To allow students to use a variety of question forms.

Notes
Separate the text into two parts. Give students part A or part B equally. Give the students ten minutes to work
on the questions either individually or in groups. Then put students into pairs (one part A, one part B) and let
them ask and answer the questions to complete the information.

Variation
To make the activity more difficult take away the question words given in the answer. To make the activity
easier add extra words.
e.g. Where …....... Bram Stoker born?

Answers
1. When was Bram (Abraham) Stoker born?
2. Where was he born?
3. What type of stories did his mother tell him when he was a child?
4. What did Stoker study at Trinity College, Dublin?
5. Where did he move to in 1878?
6. Who was he married to?
7. How many novels did Stoker write?
8. How old was Stoker when he died?

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I PA This activity is designed to be used in conjunction with a performance of IPA Productions’ Dracula. For more
information, visit www.ipaproductions.com.
 DraculA

8. CrosSwORd
Fill in the answers in the crossword puzzle below. All the answers can be found in the
vocabulary list from ‘Dracula’ or are characters from Dracula.

2 14 13

1 4 10

12

11 7

ACROSS DOWN

1. The scientist who hunts vampires (3, 7) 2. The place where you visit dead people (8)
3. The tool you use to shave (5) 4. A vegetable that Dracula doesn’t like (6)
8. To touch with your tongue (4) 5. The time of day when the sun goes down (4)
9. What is used to kill a vampire (5) 6. Good-looking (8)
11. What Dracula drinks (5) 7. What you look at to see your reflection (6)
12. How you feel when you need to eat (6) 10. Surprised in a bad way (7)
14. Dracula has very sharp ones (5) 13. How you feel when you need a drink (7)
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I PA This activity is designed to be used in conjunction with a performance of IPA Productions’ Dracula. For more
information, visit www.ipaproductions.com.
 DraculA

8. CrosSwORd

Teaching notes
Time
20–30 minutes

Level
Medium

Skills Focus
Writing, vocabulary

Aim
To reinforce the vocabulary of the play and its meaning.

Notes
Give the students the list of vocabulary from the play to look at whilst doing the crossword. All the vocabulary
needed can be found within the list. It is a good idea to do the crossword in pairs giving students a chance to
discuss their ideas. Alternatively the crossword could be used as a homework activity.

Variation
The students could be split into two groups with one group given the answers to the ‘across’ clues and one
group given the answers to the ‘down’ clues. The students should then individually or in groups write the clues
to match their answers. When they are finished they pair up with someone from the other group to trade clues
and then they complete the crossword.

Answers

Across Down
1. Van Helsing 2. cemetery
3. razor 4. garlic
8. lick 5. dusk
9. stake 6. handsome
11. blood 7. mirror
12. hungry 10. shocked
14. teeth 13. thirsty

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I PA This activity is designed to be used in conjunction with a performance of IPA Productions’ Dracula. For more
information, visit www.ipaproductions.com.
 DraculA

9. SynoNYm And AntONyM Words

Read and listen to scene two of Dracula, then look at the words below and find the word in the
text which is a synonym (word with the same meaning)(S) or an antonym (word with the opposite
meaning)(A). Write your answers and the relevant sentences from the script in the spaces below.

1. reply (S) answer

Dracula: And I won’t take no for an answer.

2. always (A)

3. unusual (S)

4. habits (S)

5. sensible (A)

6. interested (A)

7. intelligent (S)

8. cruel (A)

9. fortunate (S)

10. leave (A)

I PA

I PA This activity is designed to be used in conjunction with a performance of IPA Productions’ Dracula. For more
information, visit www.ipaproductions.com.
 DraculA

9. SynoNYm And AntONyM Words

Teaching notes
Time
20–30 minutes

Level
Medium

Skills Focus
Listening, reading (possibly speaking).

Aim
To increase vocabulary by not only learning the words used within the play but also to encourage students to
think about new words related to them.

Suggested post activity

Ask the students to work with a partner to find five new words from the scene. They should then write the
synonym/antonym of the word. Get students to swap words with another pair or present them on the board to
the other students. This could be done as a game with students scoring points for correct answers.

Answers
1. reply(S) – answer...................Dracula: And I won’t take no for an answer.
2. always (A) – never.................Jonathan: I never drink wine.
3. unusual (S) – strange............Jonathan: What a strange journey.
4. habits (S) – customs.............Dracula: Our customs are not your customs.
5. sensible (A) – silly..................Jonathan: How silly!
6. interested (A) – bored..........Dracula: ...no matter how bored you are.
7. intelligent (S) – clever...........Jonathan: Mina is very clever.
8. cruel (A) – kind......................Jonathan: Thank you Count, you are very kind.
9. fortunate (S) – lucky.............Dracula: You are a very lucky man.
10. leave (A) – return.................Jonathan: I want to return soon.

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I PA This activity is designed to be used in conjunction with a performance of IPA Productions’ Dracula. For more
information, visit www.ipaproductions.com.
 DraculA

10. Text ComprehEnsion - ListeniNg 1

Read and listen to scene two of Dracula, then answer these questions with complete sentences.
Try to give as much information as possible.

1. Where is Jonathan from and what is his job?

2. Why is he at Castle Dracula?

3. Why did Mina tell Jonathan to do business with Dracula?

4. How does Jonathan describe London?

5. How does Jonathan describe Dracula’s new house?

6. Why does Dracula think the house will be perfect?

7. What is Dracula’s opinion of Mina when he sees her photo?

8. Why does Dracula want Jonathan to stay in Transylvania for one month?

9. Who enters Jonathan’s room on his first night in the castle?

10. Why does Jonathan suspect that Dracula has gone to London to find Mina?

I PA

I PA This activity is designed to be used in conjunction with a performance of IPA Productions’ Dracula. For more
information, visit www.ipaproductions.com.
 DraculA

10. Text ComprehEnsion - ListeniNg 1

Teaching notes
Time
20–30 minutes

Level
Medium

Skills Focus
Listening, reading (possibly speaking).

Aim
To test the students understanding of the scene and the complexities of what is happening within it.

Notes
This activity could be done individually as a simple written comprehension activity or in pairs with students
discussing the answer. Encourage students to give as much information as possible to support their answer.

Answers
1. He is from London and he is a lawyer.
2. He has taken documents for Dracula to sign.
3. She told him to do business with Dracula because he is rich.
4. He describes London as
5. He describes his house as
6. He thinks it will be perfect because
7. He thinks Mina is
8. He wants Jonathan to stay for one month because
9. Two vampires enter his room.
10. He suspects because Dracula has taken Mina’s photo and locked him in his room.

I PA

I PA This activity is designed to be used in conjunction with a performance of IPA Productions’ Dracula. For more
information, visit www.ipaproductions.com.
 DraculA

11. True oR falsE - ListeniNg 2

Read and listen to scene two of Dracula, then decide if the sentences are true or false. If you think
a sentence is false write the correct version.

1. Jonathan Harker arrives at Castle Dracula on 30th October, 1842. T F

2. Jonathan is a lawyer and lives in Manchester, England. T F

3. Mina is Jonathan’s girlfriend. T F

4. Jonathan has some papers for Dracula to sign. T F

5. Jonathan is very hungry because he didn’t eat on the journey. T F

6. Jonathan says he often drinks wine. T F

7. Dracula’s new house in England is next to a cemetery and it is very old. T F

8. Dracula thinks he won’t like his new house. T F

9. Dracula wants Jonathan to stay in Transylvania for two months. T F

10. Jonathan is very worried when he realises that Dracula has taken his photo of Mina. T F

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information, visit www.ipaproductions.com.
 DraculA

11. True oR falsE - ListeniNg 2

Teaching notes
Time
20 minutes

Level
Medium

Skills Focus
Reading, writing (possibly speaking).

Aim
To test the student’s comprehension of a scene of the play.

Notes
This could be used as an opportunity for the students to work in pairs to discuss the correct answers. The
answers could then be presented on the board and the answers discussed and corrected as a group.

Suggested post activity

Ask the students to look at a different scene in the play and in pairs or small groups to come up with five true
or false questions. Then each group should pass their sentences to another group to answer. Answers could be
marked as a whole class board activity.

Answers
1. True.
2. False. He lives in London.
3. True.
4. True.
5. False. He ate dinner on the train.
6. False. He never drinks wine.
7. True.
8. False. He thinks he will like his house.
9. False. He wants Jonathan to stay for one month.
10. True.

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information, visit www.ipaproductions.com.
 DraculA

12. HomOphones

Look at the words and read and listen to scene two of the play to find the word in the text which has
the same sound. Write your answers and the relevant sentences from the script.

1. No know Jonathan: Oh no!

2. missed

3. wood

4. four

5. knew

6. knight

7. reign

8. right

9. weight

10. sum

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information, visit www.ipaproductions.com.
 DraculA

12. HomOphones

Teaching notes
Time
15–20 minutes

Level
Easy

Skills Focus
Reading, listening and spelling.

Aim
To familiarise the students with the sound of words and to encourage them to use the context of the text to
work out the meaning of the word.

Notes
This activity could be done individually as a simple vocabulary exercise or in pairs with students discussing the
answer.

Suggested post activity

Ask the students (individually or in pairs) to choose five more words from the list of homophones and write
their own sentences. Then let them take turns to present them on the board for their class-mates to solve. This
could be made into a game with points!

Answers
1. know = no............................... J: Oh no!
2. missed = mist......................... D: I like the rain and the mist and the fog and the dark.
3. wood = would........................ D: Would you like some dinner?
4. four = for................................. D: Now, I have to go away for a few days.
5. knew = new............................ D: Tell me about my new house.
6. knight = night ....................... D: Do not leave this room at night.
7. reign = rain.............................. D: I like the rain and the mist and the fog and the dark.
8. right = write............................ D: Now write!
9. weight = wait......................... D: Mina can wait!
10. sum = some.......................... D: Put some kisses at the bottom.

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information, visit www.ipaproductions.com.
 DraculA

13. Word seaRch

Find the words from the vocabulary list or character name in the wordsearch below.

business dawn fog handsome help juice kiss

Mina mirror neck shave vampire

B V A M P I R E

U E H K A N I M

S I C E E L I O

I E H V L R E S

N W A D R P C D

E H G O F S I N

S E R A N M U A

S S I K R A J H

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information, visit www.ipaproductions.com.
 DraculA

13. Word seaRch

Teaching notes
Time
15 minutes

Level
Easy

Skills Focus
Vocabulary

Aim
To reinforce vocabulary from the play.

Notes
Present the vocabulary on the board before the students do the word search and discuss the meaning of the
words. The word search is a fun way to start or end a lesson.

Answers

B V A M P I R E
U E H K A N I M
S I C E E L I O
I E H V L R E S
N W A D R P C D
E H G O F S I N
S E R A N M U A
S S I K R A J H

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information, visit www.ipaproductions.com.
 DraculA

14. Song 1 - “DraculA the VampiRE”

Listen to the song and try to fill in the missing words.

Verse 1 Let me tell you about a man I .

He’s very , we all think so
He drinks your , makes you feel good
You’re going to meet him in this .
Chorus Dracula, whoa,
Dracula, the vampire.
Dracula, whoa,
Dracula, the vampire.
(Repeat verse 1)
Verse 2 Jonathan is our today
He Mina, well that’s what they say
She gets bitten, here on the
Van Helsing helps , no sweat
(Repeat chorus)
Verse 3 Don’t look in the
You see him there
If you him garlic
He’ll probably swear!
(repeat verses 1, 2 and 3 and chorus)

Now find the correct words from the song.

1. Find a part of the body.

2. Find the word which means the area you live in.
3. Find the synonym for perspire.
4. Find the homophone for hear.
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5. Find the synonym for good-looking.

I PA This activity is designed to be used in conjunction with a performance of IPA Productions’ Dracula. For more
information, visit www.ipaproductions.com.
 DraculA

14. Song 1 - “DraculA the VampiRE”

Teaching notes
Time
20–30 minutes

Level
Medium

Skills Focus
Vocabulary

Aim
To increase vocabulary by becoming familiar with the words to the songs in the play. Also to heighten the
enjoyment of the students when they listen to the songs during the play.

Notes
Give the students a chance to read through the song and predict what they think the missing words will be
before they listen to the music. They can do this either individually or in pairs. Then let them listen to the song
at least twice to fill in the gaps. Check the answers together and when everyone has the correct answer the
second part of the activity can be done individually, in pairs or as a whole group activity.

Answers
Let me tell you about a man I know 1. Find a part of the body............................................neck
He’s very handsome, we all think so 2. Find the word which
He drinks your blood, makes you feel good means the area you live in................neighbourhood
You’re going to meet him in this neighbourhood 3. Find the synonym for perspire.............................sweat
4. Find the homophone for hear............................... here
Jonathan is our hero today 5. Find the synonym for good-looking.........handsome
He loves Mina, well that’s what they say
She gets bitten, here on the neck
Van Helsing helps them, no sweat

Don’t look in the mirror

You won’t see him there
If you give him garlic
He’ll probably swear!

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information, visit www.ipaproductions.com.
 DraculA

15. Song 2 - “Think It over”

Listen to the song and try to fill in the missing words. Some words are repeated more than once.

Mina: I don’t know you are, where you live or what you do
I’m attracted to you, but I don’t know if I love you

Think it over; you could so good to me

Think it over, now your belongs to me, belongs to me

Drac: I’ve been for you, now I’ve found you I won’t let you go
I’ve been for you, now I’ve got you and I love you so

Think it over; you could so good to me

Think it over, now your belongs to me, belongs to me

I’ve been so hard, hoping one day to win your heart

I’ve been so much, now it’s time to feel your soft touch

I’ve been for you, I’ve been for you

I’ve been for you, I’ve been for you
I’ve been so hard, I’ve been so hard
I’ve been so much.

Think it over, now your belongs to me, belongs to me.

Now find the correct word from the song.

1. Find the past participle of find.

2. Find the verb which shows possession.
3. Find the homophone for wear.
4. Find the antonym for hard.
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5. Find the synonym for at this moment.

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information, visit www.ipaproductions.com.
 DraculA

15. Song 2 - “Think It over”

Teaching notes
Time
20–30 minutes

Level
Medium

Skills Focus
Vocabulary

Aim
To increase vocabulary by becoming familiar with the words to the songs in the play. Also to heighten the
enjoyment of the students when they listen to the songs during the play.

Notes
Give the students a chance to read through the song and predict what they think the missing words will be
before they listen to the music. They can do this either individually or in pairs. Then let them listen to the song
at least twice to fill in the gaps. Check the answers together and when everyone has the correct answer the
second part of the activity can be done individually, in pairs or as a whole group activity.

Answer key
Mina: I don’t know who you are, where you live or what you do 1. Find the past participle of find.
I’m attracted to you, but I don’t know if I could love you found
Think it over; you could be so good to me 2. Find the verb which shows possession.
Think it over, now your heart belongs to me, belongs to me belongs
Drac: I’ve been waiting for you, now I’ve found you I won’t let you go 3. Find the homophone for wear.
I’ve been hoping for you, now I’ve got you and I love you so where

Think it over; you could be so good to me 4. Find the antonym for hard.
Think it over, now your heart belongs to me, belongs to me soft

I’ve been trying so hard, hoping one day to win your heart 5. Find the synonym for at this moment.
I’ve been loving so much, now it’s time to feel your soft touch now

I’ve been waiting for you, I’ve been waiting for you
I’ve been hoping for you, hoping I’ve been for you
I’ve been trying so hard, I’ve been trying so hard
I’ve been loving so much.

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Think it over, now your heart belongs to me, belongs to me.

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information, visit www.ipaproductions.com.
 DraculA

16. The Question Game

Choose an answer and then create a question.

Points Characters Times and Places General

10 Dracula In London Blood

20 Jonathan In Transylvania A photo of Mina

30 Van Helsing On October 30th, 1842 Supernatural creatures

40 Prince Vlad For a month Blood-red strawberry juice

16. The Question Game

Choose an answer and then create a question.

Points Characters Times and Places General

10 Dracula In London Blood

20 Jonathan In Transylvania A photo of Mina

30 Van Helsing On October 30th, 1842 Supernatural creatures

40 Prince Vlad For a month Blood-red strawberry juice

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information, visit www.ipaproductions.com.
 DraculA

16. The QuEstion Game

Teaching notes
Time
50–60 minutes

Level
Medium

Skills Focus
Speaking

Aim
To allow students to practise a variety of question forms.

Notes
This is a fun activity based on the game Jeopardy. At the beginning of the class draw the grid with answers on
the white/blackboard. Separate the class into groups of five or six and tell them to look at the answers. Give the
groups 10 – 15 minutes to prepare questions for the answers. Each team then takes turns to choose an answer.
The question they give must be factually and grammatically correct to win the points. There may be a variety of
correct answers, e.g. the answer Mina could produce

Who is Jonathan’s girlfriend?

or
Who does Dracula meet in London?
or
Who is very clever?

When a correct answer is given it should be crossed off the board.

Answer key
Possible questions:
Dracula: Who does Jonathan go to Transylvania to see?
Jonathan: Who goes to Transylvania with Documents for Count Dracula to sign?
Van Helsing: Who is an expert on supernatural creatures?
Prince Vlad: What name does Dracula give himself when he meets Mina?
In London: Where does Jonathan come from?
In Transylvania: Where is Dracula’s castle
On October 30th, 1842: When does Jonathan go to Transylvania?
For a month: How long does Dracula want Jonathan to stay for?
Blood: What do vampires drink?
A photo of Mina: What does Dracula steal from Jonathan?
Supernatural creatures: What is Van Helsing an expert on?
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Blood-red strawberry juice: What does Dracula tell Mina the drink he gives her is?

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information, visit www.ipaproductions.com.
 DraculA

17. PerfoRm thE play

Put yourselves into groups of four and practise a section of scene six of ´Dracula´ together. Before
you begin to rehearse think about:

* What the different characters are like and their attitude to other people.
* The voices of the characters and how they talk to other people.
* The physicality of the characters – do they move slowly or quickly, fluidly or with difficulty.
* The clothes of the characters – what type of clothes would they wear.
* The rhythms of how they speak – quickly or slowly, thoughtfully or without thinking.

Now rehearse the scene. When you are prepared take turns to perform your version
to your classmates!

Scene 6: Dracula’s Castle

Dracula: Welcome to my home, dear Mina. This castle is a thousand years old.
Mina: Yes, it looks very old, but it’s gorgeous, just like you!
Dracula: Yes, well, are you thirsty after our journey?
Mina: Yes, I’m thirsty and hungry and tired, but I love you!
Dracula: Wait one moment my darling, first you must drink. (Gives her a glass of blood.)
Mina: Oh, thank you. (She drinks) Mmmmm! It’s delicious! What is it?
Dracula: Blood-red strawberry juice.
Mina: Mmmm! Is there any more?
Dracula: Well, yes, but you’ll have to wait until later. Now I want to show you my Spotify playlist.
Mina: Oh great! I love music especially Beyonce. What have you got?
Dracula: Well, I’ve got this…(heavy rock)…or I’ve got this (heavy rock)…or I’ve got this (heavy rock)…
Mina: Have you only got heavy metal songs? They’re not very romantic.
Dracula: Romantic
Mina: Don’t worry I’ve got a great playlist. Let’s go and listen to it in the bedroom and we can drink
some more of that lovely stuff. (They exit and Jonathan and Van Helsing enter.)
Jonathan: Aaah! This is it doctor, we’re here, Dracula’s castle. Be very careful. Those horrible vampires
could be anywhere.
VH: Don’t worry Jonathan! I like dangerous situations. I remember back in 1822…
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Jonathan: In 1822?

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information, visit www.ipaproductions.com.
 DraculA

VH: Yes, 1822, when I was chasing a werewolf-

Jonathan: A werewolf?
VH: Yes, a werewolf, el hombre lobo. The werewolf attacked me when...
Jonathan: Attacked you!
VH: Yes, attacked me and don’t interrupt me again! It attacked me and I jumped into action.
Jonathan: What did you do?
VH: There are many ways to kill the beasts of the night, werewolves or vampires. A stake through
the heart, garlic, crucifixes, by cutting off his head. But if Mina has already drunk his blood
we are lost. She too will become a vampire and then there is no hope.
(Enter Mina and Dracula.)
Jonathan: Mina!
Mina: Jonathan!
VH: Count Dracula!
Dracula: Dr Van Helsing!
Jonathan: Count Dracula!
Mina: Dr Van Helsing!
Dracula: Jonathan!
VH: M-M-M-Mina! Well, now that we all know each other’s names, we can continue. Unhand that girl,
Count and give her back to her boyfriend!
Dracula: It is too late Doctor, she is mine.
Jonathan: No, Mina! Have you drunk his blood?
Mina: His blood! Don’t be ridiculous! Why would I drink his blood?
Jonathan: Then what is that?
Mina: It’s just strawberry juice and it’s lovely. Here taste some, Jonathan.
Jonathan: Oh, OK. (He drinks.)
VH: No, Jonathan, no!
Jonathan: Mmm! It’s lovely.
Dracula: You see Doctor; everyone likes my blood-red, strawberry juice. Try some yourself.
VH: No, never.

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information, visit www.ipaproductions.com.
 DraculA

17. PerfoRm thE play

Teaching notes
Time
20–30 minutes

Level
Difficult

Skills Focus
Speaking

Aim
To let the students involve themselves in the play by thinking about, discussing and performing a scene from
Dracula.

Notes
With lower level students it is advisable to listen to scene six with the script before starting the activity.

Extension activity
If the students are interested in the idea of acting out the scene, why not let them learn the words as
homework and then make a performance day in the next class. Also if enthusiastic, different groups of students
could study different scenes to recreate the whole play!

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information, visit www.ipaproductions.com.
 DraculA

18. BuZz Words

To play this game you must divide into two groups. One person from the groups has one minute
to explain what the word at the top of the card is. This must be done without saying the two buzz
words written below. If the group guess the word they receive a point and it is the other’s team’s
turn with the next card. If time runs out or a mistake is made no point is scored. There should be
a neutral referee (maybe the teacher) who checks that the buzz words are not used.

VAMPIRE BLOOD HOUSE

Dracula Red Live

CEMETERY LONDON WEREWOLF

Dead England Moon

DIARY RAIN MUSIC

Write Weather Playlist

WINE MIRROR GARLIC

Alcohol Reflection Eat

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information, visit www.ipaproductions.com.
 DraculA

18. BuZz Words

Teaching notes
Time
10–60 minutes

Level
Medium

Skills Focus
Speaking

Aim
To practise the vocabulary of the play by using words of a similar meaning.

Notes
With lower level students it is advisable to listen to scene six with the script before starting the activity.

Variation
For higher level students, make the game more difficult by adding another word to the list students mustn’t
use. For lower level Students take the buzz word away and let them use any means possible (any vocabulary,
gestures etc.) to help the students guess the word.

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information, visit www.ipaproductions.com.
 DraculA

19. questionS afTEr the plAy

Discuss the following questions with your class-mates.

1. Why does Jonathan go to Transylvania?

2. Who encourages him and why?

3. Why does Dracula make Jonathan stay in Transylvania for a month?

4. How does Mina guess that the letter she receives wasn’t written by Jonathan.

5. Why do you think Mina falls in love with Dracula?

6. What does a vampire look like according to Van Helsing?

7. Do you believe in the supernatural?

8. Why do you think stories about supernatural monsters are still popular nowadays?

9. Do you have a favourite horror story/character/film? What is it and why do you like it?

10. Vampires are immortal creatures. Would you want to be immortal? What would the pros
and cons of living forever be?

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information, visit www.ipaproductions.com.
 DraculA

19. questionS afTEr the plAy

Teaching notes
Time
30–40 minutes

Level
Medium

Skills Focus
Speaking (possibly writing)

Aim
To test the students understanding of the play and to give them an opportunity to express
their opinions about it.

Notes
This could also be done as a writing activity for students to do individually or in small group.
It would also work well as a writing assignment for homework.

Variation
Students could work in pairs or individually on one or two of the questions. The students
then give a short oral presentation to rest of the class.

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information, visit www.ipaproductions.com.
 DraculA

20. WritIng a REview

These questions are designed to help you write a review of Dracula. You don’t need to answer
all of these questions but the answers will help you to write your review.

“Who” questions
“What” questions
Who wrote it?
What is the play about? Who are the main characters?
What genre or classification does it fit?
What is the tone?

Evaluation questions
Did I like it in general? Why?
“When” and “Where” questions When does the action take place? Did I agree
When does the action take place? with the main purpose/theme? Why/why
Where does the action take place? not?
What specifically did I like or dislike? Why?
How could it be improved?

In writing your review remember that you are trying to be persuasive. Plan your review and
organize it in this way:

Introduction
Give the title and author and summarize the plot. Offer your general impression of the play.

Paragraph 2
How did the actors portray the main characters? Did they fulfil your expectations? Which performance
was the most memorable?

Paragraph 3
Describe a memorable scene and say how it made you feel.

Conclusion
Give your concluding comments and tell the reader why (or why not) to see the play.
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information, visit www.ipaproductions.com.
 DraculA

20. WritIng a REview

Teaching notes
Time
40–60 minutes

Level
Difficult

Skills Focus
Writing

Aim
To write a review of the play.

Notes
The activity should be presented on the board for an open class discussion or discussed in pairs or small
groups. The student can then individually write the review. The review could be written as homework.

Suggested post activity

Ask the students to read their reviews to the class. Are they mostly positive or negative? Ask them to write
another review using the guide below. Tell the students to write a review of a film/play/book they loved or
one they hated.

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information, visit www.ipaproductions.com.
 DraculA

Vocabulary
Look at this list of vocabulary that is used in the play. Try to learn the words as they will help you
to understand the play more easily.

advice great reflection

bat guide return
bite handsome rude
blood help shave
building hips shocked
burn hope shower
business hungry sign
cape journey slim
cemetery juice stake
congratulations jump step
crazy kidnap strange
crucifix kind taste
customs kiss teeth
danger knees think
dawn lawyer thirsty
dead lick trance
don’t worry look after trip
doubt lucky try
dusk marry upset
escape mirror vampire
exhausted mist wait
fog neck wine
foreigner neighbourhood worried
freshen up offend
garlic
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razor

I PA This activity is designed to be used in conjunction with a performance of IPA Productions’ Dracula. For more
information, visit www.ipaproductions.com.