SHORT STORIES, LONG SHADOWS · B2/C1 · 50–60 MIN

The Body Snatcher

Two medical students accept bodies without asking questions—until one dead face refuses to remain buried.

Adapted for B2/C1 from Robert Louis Stevenson's 1884 story

Memory first

Have a go without notes; uncertainty is useful here.

  1. Complete: “He denied…” with an -ing form.

    One possible answer: “He denied stealing the body.” The pattern is deny + -ing.
  2. Complete: “She warned him…” with object + infinitive.

    One possible answer: “She warned him not to enter.” The pattern is warn + object + (not) to-infinitive.
  3. Explain the pattern after accuse: accused whom, of doing what?

    The pattern is accuse + person + of + -ing: “They accused him of hiding the evidence.”
Today: you'll investigate complicity and use reporting verbs accurately with -ing forms, infinitives, objects and prepositions.
Content note: This dark story concerns grave robbery, corpses, murder and guilt without graphic detail.

Six words that unlock the story

Say what each word might mean before turning the card.

complicitycomplicity — involvement with others in a wrong or illegal act
procureprocure — to obtain something, often with difficulty
dissectiondissection — careful cutting of a body for medical study
accompliceaccomplice — a person who helps another commit a crime
scruplescruple — a moral doubt that makes someone hesitate
implicateimplicate — to show that someone may be involved in wrongdoing
Prediction: Read only the title and subtitle. Build two possible plots using at least four of the six words. Make one realistic and one extreme.

The story in three movements

After each movement, answer from memory before revealing the response. The turn remains hidden until you commit to a prediction.

1 · No questions

Years later, Fettes was an old man who spent his evenings drinking in a small inn. One winter night a successful London doctor arrived. The landlord announced his name: Wolfe Macfarlane.

Fettes became suddenly sober.

“Have you seen it again?” he asked.

The doctor pushed past him and left without answering. No one in the inn understood. The story began long before, when both men were medical students.

Fettes then worked for an anatomy professor. Bodies arrived after midnight, brought by men who asked no questions and expected none. Fettes recorded each delivery and paid in cash. Macfarlane, the professor's favourite student, taught him the rule.

“Receive what comes. Look at the body, not the face.”

One morning Fettes pulled back a sheet and recognised a young woman he had seen alive the previous day. There were marks around her neck.

He remembered her laughing in a doorway, healthy and impatient, while he passed in the street. Now a supplier expected him to turn that memory into a number. For the first time the professional language of “material” and “specimens” failed to hide the person beneath the sheet.

“This woman was murdered.”

Macfarlane did not examine the marks. “If you report it, the school closes and every one of us is questioned. Record the delivery.”

Fettes knew what was being asked of him. He wrote the number in the book and paid the men.

Answer from memory

Which instruction turns ignorance into a deliberate choice?

The order to ask no questions. It does not remove knowledge; it creates a system designed to avoid it.

2 · Gray

A coarse, powerful man called Gray began visiting Macfarlane. He mocked the student in public and spoke as though he owned a dangerous secret.

“You will dine with me tonight, Toddy,” Gray would say, using a name Macfarlane hated. “And you will pay.”

Macfarlane obeyed until one evening Gray humiliated him before a crowded room. The next morning Macfarlane arrived at the anatomy school with a covered cart.

Gray's body lay inside.

Fettes stepped back. “What have you done?”

“What you did when the girl arrived. I have accepted a fact.”

Macfarlane counted out money and pushed part of it across the table. When Fettes refused, he reminded him of the name already written in the delivery book.

“You cannot accuse me without accusing yourself.”

Fettes took the money.

The coins were not payment for work; they were a lock placed on his silence. He understood this even as he put them away. Macfarlane watched him with relief, because guilt divided between two men feels lighter than guilt carried alone.

After that, the work became easier. The two students began collecting bodies themselves from country graveyards. They told each other that medicine required material and that the dead could no longer suffer.

One wet night they opened a new grave and lifted out the body of an old farmer's wife. They placed the sack in their cart and drove towards Edinburgh through the darkness.

Answer from memory

At which point does Fettes become morally responsible: employment, recognition, payment or silence?

Different answers are defensible, but recognition followed by silence is the clearest point at which accidental ignorance becomes chosen complicity.

Stop and predict. Give the most likely ending and the most surprising ending that still fits the evidence.

3 · The sack changes shape

Rain beat against the cart. The horse struggled, and the lamp gave only a weak yellow circle. Behind the students, the sack moved whenever a wheel entered a rut.

Fettes looked back. “She seemed smaller in the grave.”

“Bodies change position,” Macfarlane said.

The horse stopped. No command would make it continue. Fettes climbed down to adjust the lamp, and its light fell across the sack.

It no longer had the shape of an old woman. The shoulders were broad; the legs were long. Both men stood in the road listening to the rain.

They had selected the grave themselves and had never let the sack out of sight. There had been no crossroads, no second cart and no stranger on the road. Every rational path by which one body might have replaced another was closed.

Macfarlane cut the cord.

The face inside was Gray's.

They had watched Gray's body dissected. There could be no mistake and no ordinary explanation. The dead man's eyes were open, and his wet features seemed fixed in the same expression of ownership he had worn in life.

The students fled. The horse broke free and dragged the cart into the darkness.

Years later, Macfarlane had become respectable and successful. Fettes had become neither. Yet when they met in the inn, one question passed between them unchanged: whether Gray had returned only once—or whether every achievement built on their silence still carried his face.

Answer from memory

What does Gray's return represent even if the event is not literally supernatural?

He embodies guilt that cannot remain hidden or safely converted into an object of study.

Grammar — reporting-verb patterns

verb + -ing

He denied killing Gray; she suggested reporting it.

admit, deny, suggest, recommend + -ing

verb + object + to-infinitive

Macfarlane persuaded Fettes to stay silent.

warn, persuade, order, remind + object + to

verb + preposition + -ing

They accused him of supplying bodies.

accuse of, apologise for, insist on

Mixed practice

Complete all six before revealing. Explain the choice, not only the missing words.

Fettes denied ___ where the bodies came from. (know)

He warned Fettes not ___ questions. (ask)

Fettes admitted ___ the body. (recognise)

The system encouraged students ___ silent. (remain)

They accused the supplier of ___ graves. (rob)

Fettes insisted on ___ responsibility. (avoid)

  1. knowing — Deny is followed by an -ing form, not a to-infinitive.
  2. to ask — Warn + object is followed by a positive or negative to-infinitive.
  3. recognising / having recognised — Admit takes an -ing form; perfect having recognised emphasises the earlier action.
  4. to remain — Encourage takes an object followed by a to-infinitive.
  5. robbing — Accuse uses the pattern object + of + -ing.
  6. avoiding — Insist on ends with a preposition, so the following verb takes -ing.

Teach it back

Explain the three form cards in your own words, then create one true, one invented and one story-based example.

Reconstruct the turn

Write four sentences that explain the final turn while using at least three target structures. Then say the same explanation without reading.

Going deeper

Moral slope

Each compromise makes the next one easier and more dangerous.

Professional euphemism

Scientific language turns stolen human bodies into deliveries, specimens and material.

Double bind

Reporting the crime would also reveal Fettes's participation, making silence self-protective.

Gothic return

Gray comes back not as testimony but as a body that refuses the identity assigned to it.

Effect verbs
implicateseuphemisesnormalisesentrapsmaterialises guilt
Build both sides: Is Fettes weak, corrupt or trapped? Identify the sentence in his moral decline after which innocence is no longer possible.

A short analysis

Give your answer first. Then reveal a model and identify one idea you handled differently.

Fettes begins inside a corrupt institution, but the familiar woman's body gives him knowledge that policy can no longer hide. When he accepts payment and remains silent, self-protection replaces uncertainty. Stevenson implicates him through a decision that looks passive but actively preserves the crime.

Speak

Fill the time with connected ideas. Use the target grammar to make the meaning more precise.

Time remaining: 4:00
Task A · The statement

Report the case using at least six different reporting-verb patterns.

Task B · The ethics hearing

Question whether scientific need can excuse illegal procurement. Distinguish explanation from justification.

Task C · The first refusal

Rewrite one moment so Fettes breaks the chain. Explain whom he warns, what he admits and what he insists on doing.

Final retrieval

  1. Retell the story's turn in two sentences without looking back.
  2. Produce three new examples of today's grammar, each with a different meaning.
  3. Name two techniques and explain their effect with precise verbs.
  4. Which activity changed or clarified your understanding most? Why?
I can retell.I can reconstruct the story without reading.
I can choose the form.I can explain why the target grammar fits.
I can analyse.I can connect a technique to its effect.
I can transfer.I can use the grammar beyond this story.