Unit 2 – Humour (2nd Year Baccalaureate)
Vocabulary – Reading – Functions – Grammar – Writing (Ticket to English 2)
Objective of the unit: By the end of this unit, you will be able to talk about humour and feelings, understand a text about the benefits of humour, use polite expressions in conversation, choose the correct modal verbs, and write a short funny story about your own experience.
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.
Before you do the exercises, read these examples carefully:
- humour: the quality of being funny. Moroccans usually have a great sense of humour.
- joke: a short, funny story. The teacher told a joke about exams.
- make fun of: laugh at someone in a negative way. Don’t make fun of your classmates.
- burst into laughter: start laughing suddenly and loudly. The whole class burst into laughter.
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
Show answers (Vocabulary A)
1‑d, 2‑a, 3‑e, 4‑h, 5‑b, 6‑g, 7‑f, 8‑c
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.
Show answers (Vocabulary B)
1. sense of humour
2. make fun of
3. comedian – joke – burst into laughter
4. comedian
5. crack a joke
6. stand‑up comedian
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 |
|---|---|
| ________________________________ | ________________________________ |
| ________________________________ | ________________________________ |
Examples: amused, excited, relaxed (positive) – bored, embarrassed, frustrated, annoyed, shocked (negative).
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 كلمات 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… باش يحسو أن المفردات قريبة ليهم.
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. – F
- b) Laughter can help people feel less stressed. – T
- c) Humour always creates problems between people. – F
- d) Some teachers use humour to make their lessons better. – T
- e) Making fun of people because of their race is a positive kind of humour. – F
3. Answer these questions:
- a) Why can life be stressful for students?
→ Because they prepare for exams, do homework and projects, and often help their families at home. - b) What are two benefits of laughter for our health?
→ It reduces stress and boosts our energy (and can protect us from some illnesses). - c) How can humour help in the classroom?
→ It creates a positive atmosphere and helps students participate more and remember information better. - d) When can humour be dangerous?
→ When people make fun of others because of their race, religion or physical appearance.
C. Vocabulary in context
Find words in the text which mean:
- 1. very tired (paragraph 1): bored / tired
- 2. medicine or treatment (paragraph 1): remedy
- 3. make stronger or increase (paragraph 2): boost
- 4. atmosphere or feeling in a place (paragraph 2): atmosphere
- 5. solve or stop (a problem or conflict) (paragraph 3): solve / stop
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 على تخفيف التوتر وتحسين العلاقات بينهم.
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 |
|---|---|---|
| ________________________________ | ________________________________ | ________________________________ |
| ________________________________ | ________________________________ | ________________________________ |
Show answers (Functions)
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?
Making requests: Sir, could you lend me the textbook, please?
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 باستعمال نفس التعابير.
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.
Show answers (Grammar A)
1. prohibition
2. advice
3. possibility
4. permission/request
5. strong advice
6. deduction (certainty)
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.
Show answers (Grammar B)
1. mustn’t
2. should
3. Can
4. might
5. have to
6. shouldn’t
7. must
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 ________________________________.
Show answers (Grammar C)
1. He must have studied well.
2. She might have forgotten the meeting.
3. They could have missed the bus.
4. You shouldn’t have made fun of him.
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.
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
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، وبهاد الطريقة كيتفادو الأخطاء وكيبانو منظمين في الكتابة.
Unit 2 – Humour: Summary
In this unit, you built vocabulary about humour and feelings, read about how laughter reduces stress, practised polite classroom expressions, revised modal verbs, and wrote a funny story about your own experience. Review the vocabulary list regularly and try to notice humour in English videos, series or cartoons you watch.
More 2nd Year Bac resources:
Unit 2 – Humour: Answer Key
2nd Year Baccalaureate | Ticket to English 2 | Vocabulary – Reading – Functions – Grammar – Writing
This answer key provides suggested answers for the exercises in Unit 2. Vocabulary, comprehension, grammar and language-function tasks have specific answers. Personal sentences, dialogues and stories may have different correct answers if they are accurate and meaningful.
Unit: Unit 2 – Humour
Level: 2nd Year Baccalaureate
Textbook: Ticket to English 2
1. Vocabulary – Humour & Feelings
A. Humour words – Match with the definition
| Item | Answer | Meaning |
|---|---|---|
| 1. humour | d | the quality of being funny or amusing |
| 2. joke | a | a short, funny story that makes people laugh |
| 3. comedian | e | a person whose job is to make people laugh |
| 4. stand-up comedian | h | a comedian who performs alone on a stage and tells jokes |
| 5. sense of humour | b | the ability to understand and enjoy funny things |
| 6. make fun of | g | to laugh at someone in an unkind or ironic way |
| 7. crack a joke | f | to tell a funny story |
| 8. burst into laughter | c | to laugh suddenly and loudly |
B. Complete the sentences
- sense of humour
- make fun of
- comedian – joke – burst into laughter
- comedian
- crack a joke
- stand-up comedian
C. Feelings about humour
| Positive feelings | Negative feelings |
|---|---|
| amused | bored |
| excited | embarrassed |
| relaxed | frustrated |
| — | annoyed, shocked |
Possible sentences:
- I feel amused when I watch a funny film.
- I feel relaxed after laughing with my friends.
- I feel embarrassed when someone makes fun of me in public.
Other grammatically correct personal sentences are acceptable.
2. Reading – The Power of Humour
B. Comprehension
1. Best title: Humour as a remedy for stress.
2. True, False or Not Stated:
| Statement | Answer | Justification |
|---|---|---|
| a) Only teenagers suffer from stress in modern life. | F | Both adults and teenagers can suffer from stress. |
| b) Laughter can help people feel less stressed. | T | Laughter can reduce stress. |
| c) Humour always creates problems between people. | F | Humour can improve relationships, but hurtful humour can cause problems. |
| d) Some teachers use humour to make their lessons better. | T | Teachers who use jokes or funny stories can create a positive atmosphere. |
| e) Making fun of people because of their race is a positive kind of humour. | F | This kind of humour is hurtful and causes pain. |
3. Answer the questions:
- Life can be stressful for students because they prepare for exams, do homework and projects, and often help their families at home.
- Laughter can reduce stress and boost energy. It may also protect people from some illnesses.
- Humour can create a positive classroom atmosphere, help students participate more, and help them remember information better.
- Humour can be dangerous when people make fun of others because of their race, religion, or physical appearance.
C. Vocabulary in context
- very tired: tired (“bored” is present in the text but does not mean very tired.)
- medicine or treatment: remedy
- make stronger or increase: boost
- atmosphere or feeling in a place: atmosphere
- solve or stop a problem or conflict: solve / stop
3. Functions – Lack of Understanding, Clarification & Requests
| Function | Expressions from the dialogue |
|---|---|
| Lack of understanding | I am afraid I did not get your point. / I am not sure I understand the word “cartoon”. |
| Asking for clarification | Could you repeat that, please? / Could you explain what you mean? |
| Making requests | Sir, could you lend me the textbook, please? |
Possible additional request: Could you speak more slowly, please?
4. Grammar – Modal Verbs
A. Observe
| Item | Function |
|---|---|
| 1. You mustn’t make fun of your classmates. | prohibition |
| 2. You should relax and watch something funny. | advice |
| 3. He might be late. | possibility |
| 4. May I leave the class? | permission / request |
| 5. You had better apologise. | strong advice |
| 6. She must be very funny. | deduction / certainty |
B. Choose the correct modal
- mustn’t
- should
- Can
- might
- have to
- shouldn’t
- must
C. Perfect modals
- He must have studied well.
- She might have forgotten the meeting.
- They could have missed the bus.
- You shouldn’t have made fun of him.
5. Writing – A Funny Story
A. Model story – Suggested identification
| Element | Answer from the story |
|---|---|
| Beginning: when? | One Monday morning |
| Beginning: where? | At school, in a classroom on the second floor |
| Beginning: who? | The narrator, a teacher, and students |
| Main events | The narrator arrived late, entered a classroom, sat down, and listened to an economics lesson. |
| Funny ending | The narrator realised that they were in 2nd-year Commerce instead of 2nd-year Science. |
Past verbs: arrived, was, ran, opened, looked, stopped, felt, said, sat, recognised, continued, could not understand, was talking, studies, looked, said, realised, started, laughed, apologised, left, entered.
Time expressions: One Monday morning, when, at that moment, after ten minutes, since that day.
B. Planning chart – Sample answers
| Planning point | Sample answer |
|---|---|
| Title | The Wrong Backpack |
| When? | One morning before school |
| Where? | At the bus station and at school |
| Who? | The narrator and a classmate |
| Events | The narrator picked up the wrong backpack, went to school, opened it, and found sports clothes instead of books. |
| Funny part | The narrator had carried the classmate’s backpack all morning. |
C. Sample funny story
One morning, I was in a hurry because I was late for school. At the bus station, I picked up a black backpack and ran to the bus. First, I felt happy because I thought I had saved some time. Then, I arrived at school and opened the bag to take out my English book. Suddenly, I found a football shirt, two sandwiches and a pair of sports shoes inside it. I was very surprised because I realised that it was not my backpack. After that, I returned to the bus station and met my classmate, who was carrying my books. We both started laughing. Finally, we exchanged the bags and promised to check them carefully next time.
Writing checklist:
- The story has a clear beginning, middle and ending.
- It includes past-tense verbs.
- It uses time linkers such as first, then, suddenly, after that and finally.
- It clearly explains what was funny.
- Open-ended answers should be accepted when they are accurate and coherent.
Unit 2 – Humour | Answer Key | 2nd Year Baccalaureate