Unit 2 – Humour (2nd Year Baccalaureate)
Vocabulary – Reading – Functions – Grammar – Writing (Ticket to English 2)
Level: 2nd Year Baccalaureate (All streams)
Textbook: Ticket to English 2
Unit: Unit 2 – Humour
1. Vocabulary – Humour & Feelings
Objective: Learn and use vocabulary related to humour (jokes, comedians, sense of humour) and feelings (amused, bored, embarrassed, etc.) in context.
A. Humour words – Match with the definition
Match each word with its definition (write a, b, c,…).
- humour
- joke
- comedian
- stand‑up comedian
- sense of humour
- make fun of (someone)
- crack a joke
- burst into laughter
Definitions:
- a) a short, funny story that makes people laugh
- b) the ability to understand and enjoy funny things
- c) to laugh suddenly and loudly
- d) the quality of being funny or amusing
- e) a person whose job is to make people laugh
- f) to tell a funny story
- g) to laugh at someone in an unkind or ironic way
- h) a comedian who performs alone on a stage and tells jokes to an audience
B. Complete the sentences
Use the words in the box to complete the sentences.
humour – joke – comedian – stand‑up comedian – sense of humour – make fun of – crack a joke – burst into laughter
- People with a good __________ can stay positive even in difficult situations.
- Please, do not __________ other students in class; it can hurt their feelings.
- The __________ told a very funny __________ about school and everybody __________.
- Many TV shows invite a famous __________ to entertain the audience.
- My friend likes to __________ to relax when we are stressed.
- A __________ usually performs alone on a stage and tells jokes to people.
C. Feelings about humour – Positive or negative?
Put the adjectives in the correct column, then make sentences.
amused – bored – embarrassed – frustrated – excited – relaxed – annoyed – shocked
| Positive feelings | Negative feelings |
|---|---|
| ________________________________ | ________________________________ |
| ________________________________ | ________________________________ |
Now write three sentences about how you feel about humour. Example: I feel amused when I watch funny videos.
- ___________________________________________________________
- ___________________________________________________________
- ___________________________________________________________
توضيحات بالعربية (Vocabulary – Humour)
ركّز مع التلاميذ على الفرق بين الكلمات ديال الفكاهة (humour, joke, comedian, stand‑up comedian, sense of humour) وكلمات المشاعر (amused, bored, embarrassed...). خَلّيهم يعطيو أمثلة من حياتهم: برنامج مضحك، موقف محرج، نكتة ثقيلة...
2. Reading – The Power of Humour
Objective: Read a text about the benefits of humour for reducing stress and improving relationships, then answer comprehension and vocabulary questions.
A. Read the text
The Power of Humour in Our Lives
Life today can be very stressful for both adults and teenagers. Students have to prepare for exams, do homework and projects, and many of them also help their families at home. Workers often spend long hours in offices or shops, and they sometimes feel tired and bored. In this busy world, humour can be a simple but powerful remedy.
When people laugh, their bodies relax and they forget their problems for a short time. Laughter can reduce stress, boost our energy and even protect us from some illnesses. At school, teachers who use jokes or funny stories in their lessons often create a positive atmosphere. Students feel more comfortable, participate more and remember information better.
Humour can also improve relationships between people. A good sense of humour helps us communicate with others, solve conflicts and avoid fights. For example, a friendly joke can sometimes stop an argument before it becomes serious. However, humour can be dangerous when people make fun of others because of their race, religion or physical appearance. This kind of humour is hurtful and can cause a lot of pain.
In conclusion, humour is one of the important gifts of youth and adults. If we use it wisely and respectfully, it can make our lives less stressful and much more enjoyable.
B. Comprehension
1. Choose the best title for the text (✔):
[ ] Humour and money
[ ] Humour as a remedy for stress
[ ] Humour in history
2. Are these sentences True (T), False (F) or Not Stated (NS)? Justify.
- a) Only teenagers suffer from stress in modern life.
- b) Laughter can help people feel less stressed.
- c) Humour always creates problems between people.
- d) Some teachers use humour to make their lessons better.
- e) Making fun of people because of their race is a positive kind of humour.
3. Answer these questions:
- a) Why can life be stressful for students?
- b) What are two benefits of laughter for our health?
- c) How can humour help in the classroom?
- d) When can humour be dangerous?
C. Vocabulary in context
Find words in the text which mean:
- 1. very tired (paragraph 1): ____________________________
- 2. medicine or treatment (paragraph 1): ____________________________
- 3. make stronger or increase (paragraph 2): ____________________________
- 4. atmosphere or feeling in a place (paragraph 2): ____________________________
- 5. solve or stop (a problem or conflict) (paragraph 3): ____________________________
توضيحات بالعربية (Reading)
خدم مهارة الفكرة العامة أولاً (main idea)، من بعد التفاصيل (T/F/NS و WH‑questions)، وفي الأخير المفردات من السياق (context). ربط النص دائماً بضغط الدراسة عند التلاميذ وكيفاش الضحك كيساعدهم.
3. Functions – Lack of understanding, asking for clarification & making requests
Objective: Use polite expressions to say we do not understand, ask for clarification and make requests.
A. Dialogue – In the English class
Read and underline the expressions of lack of understanding, clarification and requests.
Teacher: Today we are going to talk about different types of humour.
Student 1: Excuse me, sir. I am afraid I did not get your point.
Teacher: No problem. I mean we will speak about jokes, cartoons and funny TV shows.
Student 2: Could you repeat that, please?
Teacher: Of course. We will speak about jokes, cartoons and funny TV shows.
Student 3: I am not sure I understand the word “cartoon”. Could you explain what you mean?
Teacher: A cartoon is a funny drawing or film for children.
Student 4: Sir, could you lend me the textbook, please? I forgot mine at home.
Teacher: Here you are. Please, do not forget it next time.
Task: Put the expressions in the correct column.
| Lack of understanding | Asking for clarification | Making requests |
|---|---|---|
| ________________________________ | ________________________________ | ________________________________ |
| ________________________________ | ________________________________ | ________________________________ |
Useful expressions
- Lack of understanding: I am afraid I did not get your point. / I am not sure I understand.
- Asking for clarification: Could you repeat that, please? / Could you explain what you mean? / Could you speak more slowly, please?
- Requests: Could you lend me your pen, please? / Would you mind opening the window, please?
توضيحات بالعربية (Functions)
قسّم التعابير لثلاث خانات: عدم الفهم، طلب التوضيح، الطلب. ركّز مع التلاميذ على النبرة المهذبة (please / Could you / Would you mind) وخلّيهم يديرو حوارات قصيرة من القسم ديالهم.
4. Grammar – Modal verbs (obligation, advice, possibility, etc.)
Objective: Use modal verbs to express obligation, prohibition, advice, permission/requests and possibility/deduction.
A. Observe
Read and write the function of each sentence (obligation, prohibition, advice, permission/request, possibility, deduction).
- You mustn’t make fun of your classmates.
- You should relax and watch something funny when you feel stressed.
- He might be late because the bus is slow today.
- May I leave the class for a minute, please?
- That was a terrible joke. You had better apologise.
- She must be very funny. Everyone laughs when she speaks.
B. Choose the correct modal
- It’s a surprise party. You (mustn’t / don’t have to) tell him.
- You look tired. You (should / must) take a break.
- ________ I (can / must) borrow your dictionary, please?
- He (might / must) be at home. I’m not sure.
- Students (have to / may) wear uniforms in some schools.
- This joke is offensive. You (shouldn’t / must) say it again.
- She got 19/20. She (must / might) be very intelligent.
C. Perfect modals (past)
Rewrite the sentences using: must have / might have / could have / should have + past participle.
- I am sure he studied well. → He ________________________________.
- Perhaps she forgot the meeting. → She ________________________________.
- It is possible that they missed the bus. → They ________________________________.
- It was a bad idea to make fun of him. → You ________________________________.
توضيحات بالعربية (Grammar – Modals)
فسّر باختصار: must / have to = واجب، mustn’t = ممنوع، should / had better = نصيحة، can / could / may = طلب / إذن، might / could / may = احتمال. بالنسبة لـ perfect modals استعمل جملة بسيطة: He must have studied = أكيد قْرا مزيان.
5. Writing – A Funny Story
Objective: Plan and write a short narrative paragraph (10–12 lines) about a funny incident using past tenses and time linkers.
A. Model funny story
The Day I Entered the Wrong Class
One Monday morning, I arrived late at school because the bus was stuck in a traffic jam. I was very nervous, so I ran quickly to my classroom on the second floor. When I opened the door, all the students looked at me and the teacher stopped speaking.
I felt embarrassed, but I said “Good morning” and sat down in the first empty seat. The strange thing was that I did not recognise any of the students. The teacher continued the lesson, but I could not understand anything. He was talking about economics, while my class studies physics at that time.
After ten minutes, the teacher looked at me and said, “Excuse me, are you in this class?” At that moment, I realised my mistake. I was in 2nd year Commerce instead of 2nd year Science. All the students started laughing and I laughed too. I quickly apologised and left the room. Since that day, I always check the number on the door before I enter a classroom!
Tasks:
- Underline the beginning (when? where? who?), the main events and the funny ending.
- Circle the past verbs and highlight time expressions (one Monday morning, after ten minutes, since that day…).
B. Plan your own funny story
Complete this chart before you write.
| Title of your story | _______________________________________________ |
| When did it happen? | _______________________________________________ |
| Where did it happen? | _______________________________________________ |
| Who was involved? | _______________________________________________ |
| What happened first / next / finally? | _______________________________________________ |
| What was funny in the story? | _______________________________________________ |
C. Write your funny story (10–12 lines)
Use past verbs and linkers like: one day, first, then, after that, suddenly, finally, in the end. Do not forget to explain what was funny.
______________________________________________________________
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توضيحات بالعربية (Writing – Funny Story)
ذكّر التلاميذ بأن القصة القصيرة خاصها: بداية (وقت + مكان + شخصيات)، أحداث مرتبة (first, then, after that, suddenly)، ونهاية مضحكة توضّح فين هو الموقف المضحك. الأفضل يخططو في الجدول قبل ما يكتبو الفقرة.