3rd Year Students

All Streams

FStudents will get acquainted with the language outcomes by skimming through the text
of the preview.
FIntroduce the theme of the unit by asking questions about the two pictures. Refer the
students to the project outcome on page 193.

4 Getting started
Ô Look at the picture and answer these - open-ended- questions:
1. Do you know the comedians in the picture below? If yes, name them.
PThe comedians in the picture below are Biyouna, Salah, Bakhta...
2. Do you think they are funny? If yes, is it because of their comic gestures or their verbal jokes?
P Yes, I do. They are funny because of their comic gestures or/and their verba l jokes.
3. What is comedy? Do you think that comedy teaches us lessons yes, how does it do that?
P Comedy is an entertainment - a film, play consisting of jokes and sketches intended to
make an audience laugh.
P I think that comedy teaches us UNIVERSAL MORAL VALUES through films, plays…
4. In what ways are performances by foreign comedians similar to or different from
those by Algerian comedians?
P The performances by foreign comedians are similar to Algerian comedians in terms of
acting / performing art.
P The performances by foreign comedians are different from those by Algerian
comedians in terms of culture.
5. Are there any situations you don’t like laughing at? Why?
P Yes, there are. There are situations we don’t like laughing at because they are tragic,
sad, a wful, dreadful, gloomy, miserable, disastrous, touching, tear-jerking,
downhearted, heartbreaking, pa inful….-death, suffering, disease, loss of someone,
failure, pain, agony, misery, melancholy, despair..-

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4Let's hear it
1. Statements A- E are not in the order in which they occur in an interview. Listen to the
interview and re-order them. Write letters A-E in the boxes.
Order 1 2 3 4 5
J.Statements C B A D E
3. A.Humour is recommended because of its good effects on our health and social behaviour.
2. B. Comedy teaches us moral laws.
1. C. Humour is closely linked with national characteristics.
4. D. It is advisable to avoid 'sick humour'.
5. E. It's up to us to avoid watching comedies which contain 'sick humour'.
2. Compare your answers to task 1 above with your partner. Then discuss the opinions
expressed in the statements. Say whether you agree or disagree with them.
Students don’t have to agree on the statements.
Around the text
Grammar Explorer I
Fill in each blank in the text below with the definite, the indefinite, or the zero article. Then
explain to the class why you have used the articles.
The (1) sense of humour is the (2) ability to see the (3) funny side of zero article (4) life.
zero article (5) people who have a (6) sense of humour are less likely to develop zero article
(7) illnesses than those who don't. The(8) British are said to have a (9) dry sense of humour.
They can keep a (10) straight face (=not smile) and let their voice sound as though they were
being serious when they joke. As for zero article (11) American humour it is usually more
direct. All in all, an (12) individual's sense of humour is influenced by many things, including
his or her family environment.
See Grammar Reference pp. 211-212
GRAMMAR REFERENCE

Articles
Units 1 - 6

There are two articles in English: the definite and the indefinite. Sometimes nouns require
no article at all; in which case the term zero (0) article is used.
The indefinite article
NThe indefinite article is /∂n/, written ‘an’ before vowel sounds and /∂/, written ‘a’ in
other cases. There are also stressed forms /æn/ and /eІ/ used when the word is emphasized or
pronounced by itself.
N We use a/an in the following ways:
1. before singular countable nouns which we know nothing about.
E.g. My father works in a factory.

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2. with the names of professions and occupations.
E.g. She is an executive, and he is a waiter
3. in expressions of measurements.
E.g. We hired this tractor for DZD 3,000 an hour.
Olive oil costs DZD 300.00 a liter this year.
4. before a noun which means all things of the same kind.
E.g. A detective is a man/woman whose job consists in investigating crimes.
A friend in need is a friend indeed.

The definite article

N The definite article, written ‘the’, is pronounced / I/ before vowel sounds, (/ ∂ /, in
rapid speech, /∂/ in other cases. There is also a stressed form / i:/ chiefly used when the word is
pronounced by itself or for purposes of emphasis.
N We use ‘the’ in the following ways:
1. When it is clear from the context what particular person, animal, thing or place we're talking about.
E.g. I'll meet you in front of the post office.
2. before a noun that we have mentioned before.
E.g. He had a villa and a yacht, but he sold the villa a month ago.
3. before adjectives to specify a category of people or things.
E.g. the rich, the poor, the unemployed, the Welsh, the World Wide Web
4. When the object or group of objects is the only one that exists or has existed.
E.g. the stars, the sun, the pyramids, the human race
5. When we talk about an institution shared by the people as a whole.
E.g. the radio, the television, the telephone
6. When we refer to what is general or typical for a whole class of objects or animals.
E.g. The tiger is a beautiful animal. (We mean here all tigers.)

Zero article (0)

1. We do not put an article before uncountable (or mass) nouns used in general statements.
E.g. (0) Money is the root of all (0) evil.
2. There is no article before abstractions (abstract nouns).
E.g. All nations should work for (0) peace, (0) honesty, (0) generosity and (0) courage.
3. There is no article before names of places and people.
E.g. (0) Poland, (0) Queen Elizabeth II, (0) Houari Boumediene Airport.
4. We do not normally use ‘the’ with the names of meals.
E.g. What time is (0) lunch?
What did you have for (0) breakfast?

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5. There is no definite article before prison, school, hospital, university when these
institutions are used for the purpose for which they exist.
E.g. When I leave (0) school, I'll go to (0) university.
6. But when these institutions are not used for the purpose for which they exist, we use the
definite article.
E.g. Mr Chaib went to the school to meet his daughter's teacher
7. There is zero article before plural nouns.
E.g. We’re expecting (0) visitors.
Grammar explorer II
1. Consider sentences A-E below and discuss the meaning(s) that each of the modals in
bold conveys.
Task 1 (p.168)
A. must = obligation mustn’t= prohibition B. have to =necessity
C. don’t have to= lack of obligation D. Should = advice E. Ought to= advice
A. Comedy teaches us moral laws , i.e. what we must and must not do in society.
B. Just as people have to get their cup of tea in the morning or in the afternoon, so they also
have to get a hearty laughter at least once a day.
C. Just as we don't have to eat unhealthy food, so we don't have to join in a laugh if we
know that it can make us fall sick.
D. Some health specialists say that we should have a laugh from time to time.
E. We ought to be more careful about the type of humor we indulge in.
2. With your partner, prepare a short dialogue between a school psychologist and a
student. Ask for and give advice using appropriate modals. Help yourself with the keys to
happiness below. Start like this…
Student: Doctor, I'm a bit stressed these days. What should/shall I do?
Psychologist: First of all, what makes you feel stressed?
Student: Well… everything I reckon / think / suppose / guess / imagine.
Psychologist: You mean family, school, relationship problems…
Student: That’s right, Doctor.
Psychologist: You should be positive. Evidence shows that negative emotions take
their toll on us while positive ones boost the body's healing process. Happy people
take steps to keep their negative emotions in check.
Student: What else, Doctor, please.
Psychologist: You had better give priority to close relationships. People with close
friends cope better with stress.
Student: Thanks, Doctor. I’ll be back in two weeks.
Psychologist: you are welcome. Don’t forget that you ought to help yourself.
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 KEY TO HAPPINESS
1. Savor a moment. Live in the present & treasure the satisfaction of helping a friend, the
pleasure of a good book, or a good laugh with the loved ones.
2. Take control of your time. Happy people set themselves big goals, then break them
into daily duties.
3. Be positive. Evidence shows that negative emotions take their toll on us while
positive ones boost the body's healing process. Happy people take steps to keep their
negative emotions in check.
4. Give priority to close relationships. People with close friends cope better with stress.
5. Act happy. Experiments show that people who put on a happy face really do feel
better. It seems that the facial muscles we use to smile widely trigger happy feelings in
the brain.
6. Don't vegetate. Don't engage in self-absorbed idleness, or put yourself in front of the TV.
Get involved in little jobs and do physical exercise to keep fit.

Vocabulary Explorer
1. Consider the list of words in the box below. Write them in the table that follows:
fun – stress – tragedy – humour – self-centred – self-satisfaction
Sickness – happy – help – joy – comedy – thought – optimism – worry

POSITIVE NEGATIVE
Noun Adjective Noun Adjective
Fun Funny Stress Stressful
Humour Humorous Tragedy Tragic
Happiness Happy Self-centredness Self-centred
Help Helpful Self-satisfaction Self-satisfied
Joy Joyful Sickness Sick
Comedy Comic Worry Worried
Thought Thoughtful
Optimism Optimistic
2. Derive adjectives from all the nouns in the table you have filled in task 1 above. Add a
suffix when necessary.

3. Look at the tips below. Then do the task that follows.

TIPS
In English, we can form verbs by adding suffix –en to some adjectives.

E.g. His face brightened up when he heard the good news.

The verb brighten is formed with the adjective bright and suffix –en

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• Task: Turn the adjectives written in bold type in the text below into verbs by adding
suffix -en. Then rewrite the text using the verbs. Make the necessary changes.
Humor makes our minds broader because it allows us to see the funny side of life.
Moreover, it can make our emotional lives deeper and wider since it develops in us that
capacity to laugh at ourselves. Without it, our life expectancy would be shorter, and our
prospects would be darker. More importantly, while hardship makes our lives rough, humor
makes it softer.
Broaden - deepen – widen – shorten – darken – roughen – soften
N Please note that humanity and humour belong to neither category.

Humour broadens our minds because it allows us to see the funny side of life. Moreover it
can deepen and widen our emotional lives since it develops in us that capacity to laugh at
ourselves. Without it, our life expectancy would shorten and our prospects would darken.
More importantly, while hardships roughens our lives, humour softens them.
4. Have a look at the tips below. Then do the task follows:
F Some of the items can be figure either in the positive or negative column. It depends on how
you look at things.
PERCEPTION QUAND TU NOUS TIENS !
RELATIVITE QUAND TU NOUS TIENS !

TIPS
We can form new adjectives and nouns by adding prefix self- to
some nouns and adjectives
E.g. Some people are self-centred.
The adjective self-centred is made of prefix self- and the adjectives
centred.
The prefix self- replaces himself, myself, herself, ourselves, etc. Hence,
we can rewrite the example above as follows: Some people are centred
on themselves.

* Task: Form new adjectives and nouns by adding the prefix self- to the words in the box.
Then arrange them in the table that follows and discuss their meaning.

help – educated – satisfied – reliant – made – effacing – confident – reliance – confidence

– discipline – supporting – esteem – conscious – evident – defence – denial – pity – interest
– control – deception – assertive – assured – fulfilling – possessed – portrait.

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 Positive Negative
Noun Adjective Noun adjective
4. Self-help 1. Self-educated Self-pity Self-satisfied
6. Self-reliance Self-reliant Self-deception Self-conscious
Self-discipline Self-made Self-assertive
5. Self-esteem 2. Self-effacing Self-fulfilling
Self-defence Self-condifent
7. Self-sacrifice Self-possessed
7.Self-denial Self-assured
3. Self-control Self-supporting
Self-assertive

N Self-evident and self-portrait belong to neither category whereas some of the other items
can belong to either category depending on the student’s point of view.

5. Fill in the blanks in the text below with words drawn from the table u have filled in the
above task.
1. Self-educated 2. self-effacing 3. self-control 4. self-help 5. self-esteem
6. self-reliance 7. self-denial / self-sacrifice
My grandfather is my greatest hero. He is a self-educated (1) man. He has never been -at
Harvard or at Oxford University. He is intelligent, but he never shows because he is self-
effacing (2). He keeps his self-control (3) even in the worst situations. Self-help(4)
is so important to him that he asks for help only when he badly needs it. He always says
that unless you have self-esteem (5) and self-reliance (6) , people will show you no respect
and you will go down in people's esteem. His sense of self-denial / self-sacrifice (7)
has no always thinks about others.
PRONUNCIATION AND SPELLING
1. Read the dialogue below very quickly & pick out the words starting with ‘h’. Classify them
in the table that follows:FF
.1….
FFFFFF11111

Henry: Tell me Sofiane, what are your favorite TV heroes and heroines?
Sofiane: Well, my TV favorite heroes and heroines are definitely those who are
honorable, honest, and have a sense of humor.
Henry: Why do you prefer these?
Sofiane: How shall I put it? This sort of heroes and heroines strengthen our character through
the humanity and honesty they show. Furthermore, they lengthen our lives with their humor.
Henry: What about yours, Lamia?
Lamia: To tell you the truth, the best TV heroes & heroines are those who make us proud of
the history of our homeland, & those who reveal to us the kind of feelings the human heart is
made of.

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Sound /h/ in accented words (initial position) Sound /h/ in unaccented words (silent)

E.g. his /h I z/ E.g. hour

PSound /h/ in accented words and in initial position:

Henry – heroes – heroines – humanity – history – homeland - heart - humour
PSound /h/ in unaccented words –silent-:
Honourable – honest-
PThe letter H is silent in the following situations:
†At the end of word preceded by a vowel, e.g. cheetah, Sarah, messiah;
†Between two vowels, e.g. annihilate, vehement, vehicle
†After the letter 'r', e.g. rhyme, rhubarb, rhythm
†After the letters 'ex', e.g. exhausting, exhibition, exhort.
P The letter H is silent in honor, heir, ghost, night

3. Listen again to your teacher and note how the cluster of ‘ngth ’ in strengthen
&lengthen is pronounced. Do you notice any difference in the spelling and
pronunciation of the cluster ‘ngth’? Add three words with the same cluster to the list.
PThe sound-spelling link = 4 letters for two sounds: ‘ng’ / / ’th’/ /

4. Now listen to your teacher and note how the preposition ‘of ‘is pronounced in each of the
underlined pairs of words in the dialogue above. Then act out the dialogue with your
partner (books closed).
PUse the weak form of “of” -/except for made of where the strong form of ‘of’ must be used .
P’of’ weak strong

ÓTHINK, PAIR, SHARE Ó

1. Suppose you were an ‘agony aunt’ keeping an advice column in a magazine for teenagers.
Use the plan below to reply to this letter.

Dear Aunt Hillary,

I’m a secondary school student revising for my final examination.

Usually, I’m quite a cheerful person, but now I feel like an underdog. I
run away from the company of my friends & I’ve become a very
irritable person. I wake up weeping at night & I no longer enjoy the
simple pleasures of life as I used to. Please, tell me what I should do.

Miserable

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Dear Miserable,
I’m very sorry to hear that you are having difficulty coping with stress and anxiety, due to
the forthcoming final examination. I more than sympathise with your being depressed. Let me
tell you however that taking a few commonsense steps would restore confidence and
cheerfulness in you.
I think you are working too hard, and not taking enough time for breaks. Do you know that
cramming and doing exercises endlessly produce more anxiety in you? That’s why you don’t
feel you have time to spare for your friends, and to enjoy some of the pleasures of life you are
entitled to.
So, as I said, you should relax and sleep regularly, meanwhile leaving your brain to process
the hardest points of lessons and activities. You should go out for walks or practise some sport
everyday to help you relax. You ought not to worry constantly about the time when your exam
occurs, because you would lose your concentration on the appointed day.
Think that after all, you have reached a good level of competence, and that you have enough
strategies at this stage to decide how to organise your work. Let me tell you again that when the
exam comes, always start with the things you can do easily and leave time for the most tricky
parts.
I’m sure that when the time comes, you will be able to overcome your stress and perform
quite successfully.
I wish you all the best.
Aunt Hillary

Reading and writing (pp.173-178)

Language outcomes (p.173)
Let students skim through the preview to get them acquainted with the objectives of the section.
Getting started
1. The lady is comforting the weeping child. You can take the opportunity to ask other
questions. E.g. Who is the lady?
Questions 2-6 are open-ended questions.

Taking a closer look

(p.174)
Tasks 1 and 2 (p.174)
1. Nearly all of them.
2. The great majority of them would rather let all of it out and say what they feel than bottle
it up inside and make matters worse.
3. They give little attention to people who complain in public.
4. They hug one another when they score a goal.

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 5. The American people are extrovert because they show their feelings whereas the British
are both introvert and phlegmatic. The British tend to hide their feelings and are not easily
moved. This is not necessarily the way students will formulate the answer.
N.B Let students c²heck up the meaning of the words (extrovert, introvert and phlegmatic) if
necessary.
Make sure you give students the necessary time to think over the second part of task 2 before
you set them to task.

Around the text

(p.175)
Grammar explorer (p.175)
Sentences expressing likes and dislikes:
q Almost all of them enjoy talking about their own experiences.
q (…) a national tendency to avoid showing strong emotion (…)
q The British like to keep a stiff upper lip.
q Many elderly people do not like to see this.
Sentences expressing preferences:
q Nearly all Americans believe that it is better to share what they think or feel.
q When some of them are upset they prefer to cry rather than retain their tears.
q The great majority of them would rather let all of it out and say what they feel than
bottle it up inside and make matters worse.
q They prefer hiding them (their feelings).
A. The form of the verbs are: -ing , the to-infinitive or the infinitive without to.
B. and C. The verbs enjoy, dislike, don’t mind and avoid are always followed by a gerund
whereas like, love, hate and can’t stand, prefer can be followed by either a gerund or an
infinitive.
D. It is better is followed by the to-infinitive whereas rather is followed by an infinitive
without to.
Tasks 2 and 3 (p.176)
Students follow the model provided in the textbook. Provide context to make the task more
communicative. E.g. Making students play the role of journalist/ interviewer ( conducting a
survey about spare time activities) and that of interviewee.
Grammar explorer II (p.176)
Task 1 (p.175)
q Women sometimes kiss each other on the cheek as a greeting.
q Players now hug one another when they score.
A. They are double/compound pronouns used as object .
B. They express reciprocity.
C. One another is used with the same meaning as each other. The former is used in
preference to each other when reference is made to more than two persons.
D. Give names to the players and the women in the sentences which the students have
picked up to make the reciprocal relationships more explicit.
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E.g. Jane and Maud kiss other other on the cheek.
q Jane kisses Maud. Maud kisses Jane. (repetition of the structure)
Task 2 (p.177)
1. each other 2. each other 3. each other 4. one another 5. one another 6. one another
Grammar explorer III
Task 1 (p.177)
q Nearly all Americans believe …
q A great many of them expect …
q Almost all of them enjoy talking …
q When some of them are upset …
q Few Americans consider it bad to show…
q Few British people would dare venture even a little anger …
q Many British youths now show feelings …
Elicit other quantifiers before students move to the second part of the task.
See Grammar Reference pp. 216-217.
Task 2 (p.178)
1. many/ a great many 2. some 3. a little 4. a little 5. most / nearly all 6. all 7. few 8.
many/some 9. much 10. little
Vocabulary explorer (p.178)
Task 1 (p.178)
A. Let all of it out: to air / express one’s feelings angrily
B. bottle it up: to hide/not show one’s feelings
C. to show no emotion, sign of fear or anxiety
D. to show even a little anger
E. to avoid interfering with other people’s problems/business

Task 2 (p.178)

Adjectives Adverbs Nouns

Bitter Bitterly Bitterness
Friendly Friendship/friendli
Happy Happily ness
Lonely Happiness
Sad Sadly Loneliness
Tender Tenderly Sadness
Humorous Humorously Tenderness
Kind Kindly Humour
Peaceful Peacefully Kindness
Graceful Gracefully Peace

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Generous Generously Grace
Courageous Courageously Generosity
Selfish Selfishly Courage
Pessimistic Pessimistically Selfishness
Chauvinistic Chauvinistically pessimism
Enthusiastic Enthusiastically Chauvinism
Faithful Faithfully Enthusiasm
Faith

Pronunciation and spelling

(p.179)
Task 1 (p.179)

// // //

Admired Separated/married Looked
changed,loved Devoted missed
preferred,resigned Committed divorced
died,happened Succeeded shocked
pursued,caused Concluded watched
proved, involved, Assassinated
televised
Think, pair, share (pp.180-
181)

Though not necessarily applying to Algerians, the text below could be used as a model.
The death of a close friend or a relative, the occurrence of a natural disaster or an accident,
and other fatalities are likely to generate different feelings and emotions in people.
Actually the difference in reaction is more particularly a question of gender. Men will tend
to hide their grief over the death of somebody they know, or their awe when they witness a
tragedy; during a natural disaster, they will try not to panic and control their emotions; instead,
they will react by taking steps to protect their families and neighbours. Women will show their
emotions more openly. They will express their sadness and mourning, and cry profusely when
they learn about a relative’s death. Likewise, they will be rather shocked and terrified when
they see an accident in which there are casualties. Finally, they are likely lose their self- control,
and fail to take the right decisions to protect themselves in an emergency.
The difference in response regarding the expression of love and affection will most likely
follow the same pattern. Men always try to avoid excessive sentimentality. They generally
avoid showing in verbal manner too much emotion and feelings to their families and friends;
they will express their care in a different way; for instance by showing concern, offering help or

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giving presents. Women are again prone to showing their feelings more openly. They would
more often than not use terms of endearment, and they often hug and kiss family members,
especially children.
The differing levels of sensitivity between men and women concerning the facts of life is
probably the reason why their marks of sympathy and affection are dissimilar. But the male and
female attitudes are complementary, and both necessary for good human interaction.
TAKE A BREAK (p.181)
Tasks 1 and 2
1- B 2.F 3.A 4.D 5. C 6.E
Try to elicit the humorous/sarcastic dimension of the cartoon before setting students to task.
Provide some useful language to students if necessary.
E.g. Do you know the one about the two lumberjacks who…?
One day, …

RESEARCH AND REPORT (p.182)

Tasks 1 and 2
As suggested in task 2 the FAQ web page can be presented in the form of a class wallsheet. The
pronunciation of FAQ is /ef ei kju’/ .

LISTENING AND SPEAKING (p.183)

Skills and strategies outcomes (p.183)
Let students skim through the text in the preview to get acquainted with the objectives of the
section.
Before listening
(p.183)
All the questions in this rubric are open-ended questions meant to activate background
knowledge and trigger off interest in the topic of the follow-up reading passage.
As you listen (p.184)
Task 1 (p.184)
A.1. B. 4. C .2 D .3
Task 2 (p.184)
A. Introduction: (Rhetorical questions to attract attention) How…? Why…? Then link
words : first, then, after that, finally.
B. The link words are also called sequencers. They indicate the order in which the lecture
will be delivered.
C. Students won’t reproduce the lecture verbatim.
D. S/He won’t talk about anything. S/He will simply wait for her/his audience to hand in the
handouts (filled in) and comment upon them.
Tasks 3 and 4 (p.184)
1. B 2.D 3.A 4.F 5.C 6.E

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Task 5 (p.185)
Summary B is the best one. It states both the main idea (how to make friends) and the lecturer’s
attitude.
After listening
(p.185)
A. The lecturer has not explicitly stated what he thinks is the ideal way of making friends.
But he has implied it through the use of her/his own words.
B. The adjectives in task 3 (As you listen) refer to the six values that s/he considers as
important for making friends.
C. This is an open-ended question.
Task 2 (p.185)
B. Introduction
F. Body §1
A. Body §2
C. Body §3
E. Conclusion
The irrelevant paragraph is D.
Task 3
A. Repetition of the words love, knoweledge and pity
B. The key words , pride, national anthem are not included in the introduction.
C. The answer is yes. Introduction: Three passions : longing for love – search for knowledge –
pity for the suffering of mankind.
We can deduce from this that the technique of developing the speech is by listing. We can
expect that the speaker will develop the three passions in the order in which they are listed.
D. We can add link words such as In the first place, To begin with, To start with, Next, Also,
In addition, Moreover …
E.g. In the first place, I have sought for love. I have sought for it first because it brings
happiness – happiness so great that I would often have sacrificed all the rest of life for a few
hours of this joy. Next I have searched for it because it helps me not feel alone. Finally, I have
search for it because in the union of love, I have seen the vision of the heavens that saints and
poets have imagined.
I have also searched for knowledge. …
To sum up /in short/ in conclusion/to conclude/ this has been my life. ...
Saying it in writing
(p.187)
The students will use Bertrand Russel’s text as a model.
Reading and writing (pp.188-192)
Skills and strategies outcomes (p.188)
Students will skim through the preview to get acquainted with the objectives in the section.
Before
reading

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1. The horse, the cow and the sheep are real whereas the dragon, the unicorn and the Loch Ness
monster are mythical.
2. Mythical beasts are generally found in folk tales.
3. This is an open-ended question. It may lead to a discussion of readers’ emotional/intellectual
responses.
As you read
(p.189)
A.While he was having breakfast, he looked from the window and saw a white unicorn in the
garden. (Reference question)
B. They are not. (Inference question) This answer can be infered from the following sentences:
She opened an unfriendly eye . She turned her back on him.
C. This means the same as ‘ we shall see who will put the other in a mental institution’.
(Inference)
D. The police and a psychiatrist (Reference)
E. When the policemen and the psychiatrist arrived, they sat down in chairs and looked at her.
(Reference)
F. They looked at her with great interest because they thought that it was she who was mad. She
was probably talking excitedly about her husband.
G. (Inference) The moral that the author wants to illustrate through his story could be
something along these lines.
q If you set a trap, you could be caught by it;
q Seemingly naive people may prove more clever than you think;
q Don’t shout ‘victory!’ before you bring your opponent to the
ground.
q Don’t count your chickens before they are hatched, i.e.,
It is a mistake to assume that because your hen is sitting on a dozen eggs you will have twelve
chickens, since some, perhaps all of them, may be bad and not hatch. So never be too optimistic
about anything; wait till your difficulties are over before you boast of success. The wife is too
triumphant. She thought that she could easily put her husband in a madhouse, but the situation
was completely reversed at the end of the story because it was she who was taken to the
asylum.
The other proverbs which can illustrate the story are:
1 Catch your bear before you sell its skin.
2 Do not hallooo till you are out of the wood.
3 First catch your hare
4 Never spend your money before you have it.
5 There’s many a slip ‘twixt the cup and the lip.

After
reading
Task 1 (pp.189-190)
A. D and E .See the answers to the questions in task 1 above.
C. Reference questions are easier to answer because they refer directly to the text.

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D. By ‘reading between the lines’, by expliciting what is just implied. Refer to the text in the
coping box on page 189.
Task 2 (p.191)
A. He starts and ends his story as if it were a folk/fairytale. It starts with “once upon time” and
ends it with “lived happily ever after”.
B. Traditional fairy tales usually shows young characters in love with each other whereas
Thurber”s story represents a middle-aged couple. The theme of traditional fairytales is that of
love and marriage while that of Thurber is separation. The language used is modern, colloquial
English whereas the language used in traditional fairy tales is rather archaic.
C. The question is open to debate. Students can differ in their opinions.
D. and E. There are open-ended questions.
F. The best two answers are fantastic and comic. But opinions may differ.

Task 3 (p.192)
What matters in this task is the justification. All choices can be justified.
Writing development
(p.192)
Follow the procedure in the textbook.

Project outcome (p.193)

Assessment (p.194)
Time for… (p.195)

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