3 How I Met Myself - WordPress.com · component of the English Language Curriculum for secondary schools. ... Pn Vasantha Mallar Narendran SMK Victoria, Kuala Lumpur 2. Pn Yong Wai

N O V E L

How I Met Myself

Table of Contents . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Introduction Activities Glossary

Synopsis Assessment Appendix

Elements Answer Key Panel of writers

Form 3

333

Curriculum Development Division. Ministry of Education Malaysia 2011

Table of Contents

Contents Page

Preface 1

Acknowledgement 4

Introduction 5

Synopsis 6

Elements 7

Activities 21

Assessment 83

Answer Key 85

Glossary 101

1

Preface

The Teacher’s Literature Component Teaching Module

This Literature Component Teaching Module is for teachers who are teaching the Literature

Component of Language Curriculum for Malaysian Secondary Schools. This second cycle

in the implementation of the Literature Component began in January 2010 for Forms 1 and

4. The Literature Component for Form 3 is made up of a selection of creative and literary

works in two main genres, Poems and Novels. The module provides an overview of the

texts to be taught and suggested activities for the different genres found in the literature

component of the English Language Curriculum for secondary schools.

This module provides teachers with practical ideas and suggestions for making the

teaching of the literature component an interesting and exciting experience both for teachers

as well as students. Through fun-filled learning activities, students should be able to

appreciate, demonstrate understanding and express personal responses to literary and

creative works. Teachers are encouraged to adapt and modify the activities and materials in

this module to suit their students‟ learning styles and level of proficiency. This is to ensure

that the element of fun and experimentation with the language is not hampered.

Structure of the Module

The Literature Component Teaching Module for Form 3 is divided into eight sections:

Section 1 - Introduction : Provides a general overview of the novel and its elements.

The author‟s background and reteller‟s background are given

as additional information.

Section 2 – Synopsis : This section provides a brief summary of the of the plot.

Section 3 - Elements : In this section, teachers and students will be introduced to:

- Plot summary of each chapter

- Characters of the novel

- Characteristics of each character and the textual

evidences

- Themes or central ideas of the novel

- Values derived from the novel

- Literary devices

Section 4 – Activities : This section provides some suggested learning activities and

each activity may be accompanied by activity sheets, handouts

2

and suggested adaptations. Each activity consists of five parts:

- Time

- Aim(s) of activity

- Material(s) for the activity

- Steps on how to conduct the activity

- Additional notes are included for further clarification,

explanation and instruction.

Section 5 – Assessment : Test students‟ performance using summative

and formative types of questions.

Section 6 – Suggested Answers : The answer keys are provided for the activities

in Section 4 and Section 5. The suggested

answers are a guide only and other appropriate

responses are acceptable.

Section 7 – Glossary : This list contains some of the words/phrases

and their meanings as used in the texts.

Section 8 – Appendix

3

Note to Teachers

This Literature Component Teaching Module for Form 3 provides suggested activities for the

teaching of the texts in the Form Three Literature Component. However, for purposes of

reinforcement and extension, teachers are encouraged to adapt, modify and adjust the

activities to suit the students‟ proficiency level. Teachers should bear in mind that in the

teaching and learning of the literature component, it is important to explore students‟

creativity and individual potential. Thus, there is a need to provide opportunities for the

students to participate and express themselves.

The Literature Component Teaching Module in the English Language Curriculum for

Malaysian Secondary Schools primarily focuses on the „aesthetic and fun‟ aspects of

learning. Thus, much effort should be put into sustaining interest in reading literature for fun

and not learning for examination purposes.

This compilation of teaching modules is developed and compiled to guide and help teachers

in planning their teaching and learning strategies. It is hoped that teachers will find the

module useful in ensuring that the aims and objectives of their lessons are achieved. We

hope that teachers will go beyond these modules and plan more activities and exercises to

achieve their goals as well as delve deeper for a richer interpretation of the texts.

It is hoped that teachers will find the module handy, resourceful, helpful and beneficial to

effectively and efficiently implement the new Malaysian English Language Curriculum for

Secondary School. So this will successfully produce and create effective English Language

Lessons that will stimulate students into becoming more proficient and adept English

Language users.

4

Acknowledgement

These teaching modules were developed and compiled with the help of a group of dedicated

teachers from various schools all over the country. To them, the Ministry of Education would

like to express its sincere gratitude and thanks. Members of the team, working in

collaboration with the Curriculum Development Division are:

1. Pn Vasantha Mallar Narendran SMK Victoria, Kuala Lumpur

2. Pn Yong Wai Yee SK Brickfields 1, Kuala Lumpur

3. Pn Suhaila Ahmad Akhirudin SMK Taman Sri Muda, Shah Alam,

Selangor

4. En Khairul Anuar bin Yang Ahmad SMK King Edward VII, Taiping, Perak

5. Pn Sathiavany a/p Madhavan SMK St Paul, Seremban, Negeri Sembilan

6. En Jimmy Then Choon Jing SMK Bintulu, Sarawak

7. En Norrol Sham bin Mohd Yunus SMK Sg. Pasir, Sg. Petani, Kedah

8. En. Xavier Manickam SMK Rantau, Negeri Sembilan

9. En Au Yeong Weng Hang SMK Seri Permaisuri, Kuala Lumpur

10. Pn Nooraini binti Baba SMK Wakaf Tapai, Terengganu

11. Pn Ezareen bt C. Ahmad Ezanee SMK Bukit Jelutong, Shah Alam, Selangor

12. Pn Ingrid Sarina Rueh SMK Bukit Indah, Ampang, Selangor

13. Pn Vasanthi Sandragasam SMK Tun Habab, Kota Tinggi, Johor

14. Pn Hyacinth Foo Mook Keow SMK Seri Sentosa, Kuala Lumpur

15. Pn Norfidzah bt Mohd Nordin SMK Taman Melawati, Gombak, Selangor

16. Pn Khoo Guat Tin SMK Subang Jaya SS14/6, Selangor

17. En. Mohd Zamri bin Abu Zarin SBPI Rawang, Selangor

18. En. Adrian Robert SM La Salle, Kota Kinabalu, Sabah

19. Pn Sabina Kok SMK Assunta, Selangor

20. Pn Marina bt Mahmood SMAP Labu, Labu, Negeri Sembilan

21. Pn. Intan Hamimah bt Mamat SMK Seksyen 18, Shah Alam, Selangor

22. Pn Michelle Lim Pek Sim SMK Bandar Puchong Jaya (B), Selangor

23. Pn Elyani bt Khalid SMK Agama Kuala Lumpur, Kuala Lumpur

24. Cik Darshini Nadarajan SMK Alor Akar, Kuantan, Pahang

25. En. Mohd Redza Asyraf bin Ramlee SMK Jitra, Kedah

26. Pn Juliana Ali SBPI Jempol, Negeri Sembilan

27. Pn Diana Fatimah Ahmad Sahani Bahagian Pembangunan Kurikulum, KPM

28. Cik Masreen Wirda Mohammad Ali Bahagian Pembangunan Kurikulum, KPM

29. YM Tengku Ireneza Marina Tengku Mazlan Bahagian Pembangunan Kurikulum, KPM

30. En Ng Yew Kee Bahagian Pembangunan Kurikulum, KPM

5

HOW I MET MYSELF NOVEL

AUTHOR’S BACKGROUND

AUTHOR’S BACKGROUND

David A. Hill is a freelance author of educational materials, teacher trainer and lecturer on

English language and literature working out of Budapest, Hungary. He worked for the British

Council for 18 years, and has had long associations with Pilgrims School of English in

Canterbury, United Kingdom. He is currently with Norwich Institute for Language Education

(NILE), Norwich, as a summer school teacher trainer.

(http://www.helblinglanguages.com/index.php?option=com_content&task=view&id=346&Itemid=284)

Introduction

http://www.helblinglanguages.com/index.php?option=com_content&task=view&id=346&Itemid=284

6


Synopsis

The novel revolves around John Taylor who is a British expatriate working in

Hungary as a computer programmer. He is married to Andrea, a Hungarian language

teacher and has a daughter named Kati. His problem starts on the evening of 18

January – he is knocked down in the street by a man who is his double. This incident

bothers him so much that he has recurring dreams about his meeting with that man.

Eventually, he finds out that the man is his doppelgänger - a ghostly double who comes

to give a warning or offer advice. The doppelgänger is actually a German myth. This

realisation marks the beginning of his quest to find out the truth. Through a series of

coincidences, John embarks on a life-changing journey, fuelled by questions that push

him to the brink. Who is that man? Is he really John‟s doppelgänger? What is the

doppelgänger trying to tell him? Is John going mad?

7


CHAPTER 1: A STRANGE MEETING

John Taylor is walking home from his office as usual. It is a cold dark and snowy evening

and there are not many people walking on the narrow streets in the Thirteenth District of

Budapest at that moment. Suddenly, in a very dark part of one street, John hears the loud

sound of a door shutting from inside a building and a person running. The street door opens

abruptly and a man runs into him. John falls down and shouts at the man. The man

apologises in Hungarian and then quickly walks away. John finds it strange as the man looks

exactly like him.

CHAPTER 2: GETTING TO KNOW ME

John Taylor is a 34-year-old Englishman who is presently working in Budapest as a

computer programmer. He learns to speak Hungarian from a pretty teacher named Andrea

whom he falls in love with and later marries. They live in the Thirteenth District on the Pest

side of Budapest. Andrea teaches Hungarian to foreigners in a number of schools and

companies as well as to some students at home.

CHAPTER 3: A SEARCH

John Taylor wonders where the man who looks like him has gone. He notices just in time as

the man turns right at the next corner. John runs after him and sees him entering the

doorway of a wine cellar under a block of flats. Upon reaching the door, John is confused

when he does not see any of the man‟s footprints in the snow. He decides to go into the

wine cellar to look for the man. John asks the barman whether he has seen anyone entering

the cellar but there is no such a person. John then checks the toilet but to no avail. When he

gets home, he lies to Andrea about what he has been doing and does not tell her about his

strange encounter.

Elements

PLOT SUMMARY

8

CHAPTER 4: 7 FELKA UTCA

The next day after work, John goes back to the same place where the strange encounter

occurred. The door is number 7 Felka utca. The street is flanked with blocks of flats that had

been built in the late nineteenth and early twentieth century. They still display gunshot holes

that were made during the fights in either World War II or the 1956 revolution. However,

John waits in vain and is unable to gather any enlightening information. John then walks

along Felka utca and goes into the bar of the previous night in Gergely utca. The barman

says that he does not see anyone who looks like John. That night, John has a strange

dream about the man and that frightens him.

CHAPTER 5: I TELL ANDREA

John lingers outside number 7 Felka utca and hangs out in the bar everyday for a week

without explaining things to Andrea. He is even afraid to go to sleep because of the recurring

dreams of his strange encounter. That Friday, when John gets home, he finds Andrea in

tears because she cannot understand what is happening, so he finally tells her everything.

Andrea proves to be a very understanding wife and she promises to go with John to help him

investigate the mysterious man the next day.

CHAPTER 6: TALKING TO THE HOUSEKEEPERS

John has a good night‟s sleep after telling Andrea about the man. The next day, they go to

number 7 Felka utca. They question two housekeepers regarding the man. But the

housekeepers claim that they have never seen such a person. Then, the couple goes for a

drink in the bar at Gergely utca. John believes the man whom he has seen is actually

himself; he wonders whether that man is someone who is still alive or dead.

CHAPTER 7: DOPPELGÄNGER

John‟s recurring dreams seem to have stopped and he does not go to the bar as often.

Soon, John and Andrea receive good news that Andrea is pregnant. The next day however,

Andrea loses her biggest teaching job with an international bank. Zsolt, the owner of the

wine cellar bar offers her a job to give the place a woman‟s touch. Andrea‟s ideas to give the

place a different look helps bring in more customers and women start going to the bar as

well. Despite the changes in their lives, John still has not forgotten his encounter and he also

finds out that his double is called a doppelgänger.

CHAPTER 8: A HOLIDAY

In August, Andrea stops working for Zsolt to prepare for her delivery. On 16 September, a

baby girl named Kati is born. John is so busy that he forgets about the incident at Felka utca.

Then, John and his family travel to England to celebrate Christmas. At the village pub, John

meets up with his old friend Paul Harris, a journalist. He believes in John‟s story about the

doppelgänger but warns him to be careful. At the end of December, John and his family fly

back to Hungary to celebrate their New Year holidays there. John starts thinking about his

doppelgänger again and Andrea gets angry when John is distracted and starts to neglect his

family.

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CHAPTER 9: THE DATE GETS CLOSER AGAIN

On 11 January, John wakes up in the morning feeling afraid. He has had the dream again.

He checks his diary and realises that the strange meeting had happened on 18 January the

year before. He decides to go to Felka utca on that same date. Andrea is very upset that

John is still obsessed with the doppelgänger but when John persuades her to accompany

him to witness any incident that might occur, she obliges him. Petra, Andrea‟s old friend

agrees to babysit Kati. That night, John has the same dream again and again.

CHAPTER 10: 18 JANUARY

On Sunday, 18 January, John and Andrea stand opposite number 7 Felka utca at half past

six. The street is dark as usual. He decides to stand outside the door while she stands on

the other side of the street. At ten to seven, John suddenly hears a noise and the sound of

someone running. The door opens and a man runs into John and knocks him down. John is

stunned because the man looks exactly like him. John gives a shout. The man apologises in

Hungarian and dashes off. John shouts for Andrea to follow the man whom he sees running

up to the end of the street and entering the bar. Pulling Andrea‟s hand, John rushes to the

bar only to find the door locked. Andrea says she did not see anyone or hear anything. From

that night onwards, John‟s dreams recur but the noise gets louder with each dream and he

wakes up in fear.

CHAPTER 11: A LITTLE BIT OF HISTORY

John‟s boss allows him to go off in the afternoons, and he spends his time at the Budapest

City Library. He searches for information on everything that happened in Budapest‟s

Thirteenth District on every 18 January of the past years. However, he does not find any

information about Felka utca. On Saturday, he tells Andrea that he needs to go for a meeting

at work but he goes to the library instead. Just before closing time, he comes across a

newspaper clipping in Hungarian with the heading: „Young Mother and Child Killed as

Fighting Ends in Pest‟. A Russian bomb that hit a Gergely utca building; it did not explode

but it destroyed the cellar, killing Mrs. Szabó and her daughter on 18 January 1945. The

cellar is presently Zsolt‟s bar. When John reaches home, Andrea scolds him for lying to her

about his whereabouts and is even more furious when he shows her a copy of the

newspaper clipping. She refuses to help him in any further investigations on the Szabó

family.

CHAPTER 12: LOOKING FOR THE TRUTH

At number 7 Felka utca, John finds out that the Szabó family living on the third floor is not

the Szabó he is looking for. However, a Mrs. Fischer on the fourth floor tells John about

János Szabó, who lived there during World War II. János Szabó had not been healthy so he

did not fight in the war. In 1943, János‟s wife delivered a baby girl. Sadly, on the last day of

the war in January 1945, János received news that his wife and baby girl were killed when a

Russian bomb destroyed the cellar where his wife worked. János was distraught and lost all

hope. He finally died fighting in the streets in the 1956 Revolution.

10

CHAPTER 13: PROBLEMS AT HOME

When Andrea gets home that night, John tells her about János Szabó but she is too upset to

listen and is not convinced. Meanwhile, John believes that 18 January 1945 is a significant

date and that the doppelgänger is trying to tell him something.

CHAPTER 14: ANOTHER YEAR GOES BY

The year passes quickly. The strained relationship takes a turn for the better in August when

they take Kati for a second visit to England. John‟s focus on important work at the office

makes him forget about the doppelgänger. Andrea also starts working again while Kati goes

to a very nice school for small children. The family spends Christmas at home and later, with

Andrea‟s family for the New Year. John goes back to work on 6 January and then he

suddenly realises that 18 January is around the corner. John desperately wants to talk to

Andrea about the date but he does not want to ruin the happiness that they have now. That

night, he has the doppelgänger dream again. In the dream, he follows the doppelgänger and

watches him looking for something in the destroyed cellar in Gergely utca. John wakes up

with a horrible feeling that the dream is a premonition about Andrea.

CHAPTER 15: I DISCOVER SOME MORE FACTS

The next day, on the way home from work, John sees a new sign with the word Szabó on it.

He realizes that Szabó means tailor in English. It is then that he connects János Szabó

means John the tailor in English. John Taylor! Immediately, he realizes that is his

doppelgänger and he shares the same name. He goes to see Mrs Fischer again and she

tells John that he looks like János. Further questioning reveals to John that János‟ wife and

daughter were also named Andrea and Kati respectively. The following week, John

discovers from the Public Records Office that János Szabó also shared his birth date which

is 23 October. John believes that the similarities between him and János are not

coincidental. He has a strong feeling that the doppelgänger is trying to convey an important

message to him. He also knows it is impossible to tell Andrea about this just yet.

CHAPTER 16: IT ALL HAPPENS AGAIN

Frightening dreams have been tormenting John. Although he does not tell Andrea anything

yet, he knows that she is aware and worried about him. On Saturday 18 January, he has to

go to work at the office. When he reaches home at half past six, he finds Andrea‟s note on

the table, informing him that she is replacing Zsolt at the bar. She is taking Kati along as

Petra is not available. John panics and runs to the bar. On reaching number 7 Felka utca, he

hears a very loud explosion in Gergely utca. Frantic, John runs straight into someone and

knocks him down. He looks down and sees himself lying on the ground. John apologises in

Hungarian and continues running to Gergely utca.

11

CHAPTER 17: WE MUST GET THEM OUT!

When John arrives at Gergely utca, he stops running, as the smoke and stench from the gas

are overpowering. He suspects that the explosion could have started from a broken gas

pipe. He needs to get to Zsolt‟s bar as he knows that Andrea and Kati are trapped there.

He quickly assembles a line of bystanders to help clear the doorway of the bar but he is

stopped by a fireman from entering the cellar. John collapses and is given first aid treatment.

He keeps insisting that his wife and daughter are inside the bar and need to be rescued.

Later, a policeman notes down facts and dates about John and his family before advising

him to wait at home for further development. When he gets down from the police van, he

realizes that no one could have survived the explosion and blames himself for not telling

Andrea about what he had seen in his dreams and discovered through Mrs. Fischer. John

feels that he has destroyed his family and his life.

CHAPTER 18: UNEXPECTED HELP

As John walks slowly along Gergely utca, he suddenly bumps into a man who looks like him. It is his doppelgänger again. The man points to a woman and child at the end of the street. John is suprised to see that they are Andrea and Kati. Andrea explains that after Zsolt left, she saw John standing and blocking her way into the bar. At first she did not understand what was happening, but when Kati insisted that the man was not her „Daddy‟, she realised that he must be the doppelgänger. Andrea relates her experience to John and together, they go home.

12


The novel starts off in the modern day, icy-cold January Monday evening. The story spans

over a period of two years and covers three consecutive 18 Januaries.

PHYSICAL SETTING

The story is set in Budapest in Hungary. The main character, John Taylor, and his wife,

Andrea, live in a flat in the Thirteenth District. His office is located at Vaci utca.

Number 7 Felka utca - The incident of him stumbling upon his doppelgänger happened in front of number 7 Felka utca. The bar is owned by Zsolt.

Bar at Gergely utca - where he sees the doppelgänger disappears. The street was flanked by nineteenth and early twentieth century flats that were run down and were ridden with bullet holes from World War II or the 1956 revolution.

(present day image of Felka utca)

Swindon - John and his family usually spend their Christmas holiday with his family in a village near Swindon in England. Margaret Island - The family would often visits the island park in the middle of the River Danube, to get some fresh air and to relax.

(Margaret Island)

SETTING

13

Budapest City Library - John goes to the library to read up on every incident that happened in Budapest‟s Thirteenth District every 18 January.


Character

Characteristics

Textual Evidence

John Taylor

34-year-old Englishman

nearly two metres tall

light brown hair and eyes

has a moustache

“…I‟m 34 years old. I‟m nearly two metres tall, with light brown hair and eyes and I have a moustache.” (Ch.2)

works as a computer programmer with a computer company in Bristol, England

sent to work in Budapest, Hungary to lead a young team in a new project

happy at work

“I‟m a computer programmer … my company in Bristol became part of a very large multinational computer company…” (Ch.2) “They needed someone to lead a young Hungarian team in an important new piece of work” (Ch.2) “I generally enjoy my work. The offices are light and modern, and I like the people I work with” (Ch.2 )

married to Andrea, his Hungarian language teacher

conscientious husband

protective family man

“…we fell in love. Eighteen months later we got married” (Ch. 2) Feels guilty when he doesn‟t tell her the truth about why he smelt of wine and smoke (Ch.3) and went to the bar so often (Ch.5) The fact that he knows the truth about the recurring dreams made him feel like he has to protect his family from harm (Ch.14)

stable and confident young man until he meets his doppelgänger

“…I had always thought of myself to be a normal, intelligent person…” until “…I felt terribly afraid” (Ch.3)

CHARACTERS

14

troubled by doppelgänger and recurrence of dreams

“And so my new life began…I felt terrible because of the dreams…”(Ch.5)

obsessed

determined

“Leave it alone, John!” she shouted. (Ch. 9) determined to make a research of his dreams and nightmares of the doppelgänger by searching for the information in the library and questioning Mrs. Fischer at 7 Felka utca (Ch.11 &12)

Andrea

young Hungarian language teacher

dark brown hair, blue eyes, beautiful smile

“…lessons with a pretty teacher called Andrea. She was a lovely young woman, with dark brown hair, blue eyes and a beautiful smile”(Ch.2)

observant

concern

she could sense that something was not right with her husband - “You have changed completely……” (Ch.5) “…Of course, I was really afraid that you had been in the bar, John” (Ch.18)

a loving wife

accommodating

“John…you must tell me what‟s happened. You‟ve changed completely. Please… talk to me.” (Ch.5) although impatient with John‟s obsession of the doppelgänger, she goes with him to Felka utca to help him (Ch.9)

humble and versatile

doesn‟t mind working in the bar (even though she‟s a teacher) to help give the place “a woman‟s touch” (Ch.7)

János Szabó

a good family man

not very healthy

became distraught and was never the same again after the tragedy

“looked after his family all through the war” (Ch.12) “His health was not very good” He didn‟t fight in the war because of ill-health (Ch.12) had a wife and baby daughter who were both killed on 18 January 1945 (Ch. 12) - “He stopped wanting to live”

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believed to be John Taylor‟s doppelgänger

- Everyone thought “he wanted to die” - “He had nothing left to live for” (Ch. 12) “My doppelgänger and I shared a name…” (Ch.15)

Zsolt

owner of a bar at Gergely utca

friendly

helpful

open to changes

“A week or so later I told Zsolt – the wine cellar barman...” (Ch.7) “Did you find your friend, then?” (Ch.4) offers Andrea a job with “good money” (Ch.7) “he felt the place needed a woman‟s touch to make it better” (Ch.7)

Kati

born on 16 September

keeps parents busy

“…we got used to all the differences a new baby makes to her parent‟s lives…I was so busy that for a while I forgot about what had happened in Felka utca”

Paul Harris

a close friend of John

a journalist

understanding

concern

Paul had been one of my closest friends at school (Ch. 8) He was a journalist (Ch. 8) He didn‟t laugh or tell me I was stupid (Ch. 8) “So perhaps you should be careful” (Ch. 8)

Mrs. Fischer

a little deaf

hospitable

sympathetic

She couldn‟t hear very well (Ch. 12)

“Would you like some more coffee, or a….”

(Ch. 12)

“Poor, poor János” (Ch. 12)

Petra

old friend of Andrea

helpful

Petra was an old friend of Andrea‟s… (Ch. 9) ..who sometimes looked after Kati when we went out (Ch. 9)

16


NO.

THEMES

TEXTUAL EVIDENCES

1. SHARING PROBLEMS AND COPING WITH THEM

John Taylor and his wife Andrea face problems

when John stumbles upon his doppelgänger. Upon

learning that a doppelgänger is a messenger of danger

and advice, John is determined to look for „him‟ hoping that

he could learn the truth. From that day onwards, John has

to cope with the anxiety of finding the truth. Unfortunately,

he neglects Andrea and Kati and this brings strain upon

their relationship. Finally, he opens up to Andrea and

shares his problems and anxieties. He feels his burden is

lightened. Andrea even proposes that they both go to

number 7 Felka utca to find the answers. When he goes

back to Swindon, he meets his old friend Paul Harris and

shares his encounter with the doppelgänger. Paul provides

him with on doppelgänger and gives him support. He then

feels happier.

“Right”, she said. “Tomorrow is Saturday, and neither of us is working. We‟ll go round to number 7 Felka utca and start asking some questions. I‟m sure there‟s a very easy answer to this story.” (ch5)

“I‟m trying to believe you, my love,” she answered, turning to look at me. It‟s just that it‟s very difficult to understand.” (ch6)

“Well, that‟s good news,” I replied. “I thought of going crazy or something.” (ch8)

2. PERSEVERANCE IN LOOKING FOR THE ANSWER

John badly wants to know the messages that the

doppelgänger wants to relay to him. He becomes

obsessed and begins a frantic search for an answer to this

puzzling encounter. He talks to many people and refers to

many sources before learning the truth.

He talks to the housekeepers of number 7 Felka utca

but goes home empty handed as they have never seen

“However I didn‟t forget my

strange meeting with „myself‟.

I started doing lots of reading

about life after death.” (ch7)

“Then suddenly, a new idea

came into my head: it was the

date that was important…I

THEMES

17

anyone who looks like him there before. Then he starts

doing some research on life after death and gets to know

that what had happened to him has a name;

doppelgänger. He cannot forget the incident and the date

he comes across the doppelgänger which is 18 January.

He is determined to find the truth even when Andrea is

tired of listening to his predicaments

The first breakthrough of the mystery comes about

on the evening of the second 18 January when he comes

face to face again with the doppelgänger and in the same

circumstance.

The mystery is finally unravelled when he digs into

old newspapers at the library dating back to the 1940‟s

when he learns that a young mother and her child were

killed in a cellar destroyed by a bomb in Gergely utca. He

resolves to ask around from senior citizens like Mrs.

Kovacs and the Szabó family. Mr. Szabó is unfriendly and

uncooperative but John is persistent to find the answer.

Later he meets Mrs. Fischer who reveals the whole story

that he has been waiting to hear. From her, he finally

learns the truth.

needed to be there on 18

January” (ch9)

“The door opened. The man

ran out of the door and

knocked me over.” (ch10)

“It was almost closing time

when I reached 19 January

1945. By now I was tired, but

then I saw something at the

bottom of the Budapest page

of the newspaper.” (ch11)

“It was such bad luck, so

unfair, after all that war. A

Russian bomb hit the building

above the cellar shop in

Gergely utca…so that poor

young woman and the baby

were killed.” (ch12)

3. TOLERANCE IN A RELATIONSHIOP

John‟s encounter with his doppelgänger has taken a

toll on his family. Andrea is quite affected and after

sometime, she becomes tired of John‟s obsession in

finding the truth about the doppelgänger. Their relationship

becomes strained, yet they do not give up. When they go

on a holiday in England, their relationship improves. If

there is no tolerance between them, the marriage would

have fallen apart.

Andrea and I still lived in the

same flat; we slept in the

same bed and ate the same

food. We both took care of

our beautiful little girl but we

weren‟t very close anymore.

(ch14)

Then things slowly started to

change. We had a very good

time when we took Kati for her

second visit to England…I was

able to forget about my

meetings with myself. (ch14)

18


1. The novel teaches us to be supportive towards our beloved one.

Evidence:

“We‟ll go round to number 7 Felka utca and start asking some question…” (Page 18)

I hoped that I would sleep better knowing Andrea was coming with me on Sunday.

(Page 33)

2. The novel teaches us to value our family.

Evidence:

“We decided to go to England at Christmas. We wanted my parents and family to

meet Kati, and this was a good chance.” (Page 26)

“Everyone was very happy. It was only the third time that Andrea had visited my

parents‟ place, and only her second English Christmas. And this time we had a new

baby in the family with us. Of course Kati was the centre of everyone‟s attention.”

(Page 26)

“We flew back on 29 December, returning to spend New Year with Andrea‟s family in

the snowy Hungarian countryside.” (Page 29)

3. The novel teaches us that being resourceful is important in solving problems.

Evidence:

“At two o‟clock in the afternoon on Monday 19 January, I was sitting in the reading

room of the Budapest City Library with a lot of big books in front of me.” (Page 38)

“There is one person: old Mrs. Fischer on the fourth floor...” (Page 44)

VALUES

19


LITERARY

DEVICES

TEXTUAL EVIDENCES

Simile

“I felt a bit like a private detective in an American film” (page 14)

“I thought they were a thing of the past, but here they were again, as

big and black as before.” (page 31)

Metaphor

“Sadly my doppelgänger seemed to be building a wall between us.”

(page 48)

“She put her arms around me and talked to me quietly as if I were a

little child.” (page 18)

Personification

“The Danube cuts the capital into two halves, Buda and Pest “ (page 7)

“My mind was running round and round in circles.” (page 9)

“The strong sunshine made me feel more hopeful about the future.”

(page 20)

“I saw something at the bottom of the Budapest page of the

newspaper. It jumped out at me.” (page 39)

doppelgänger – symbolises something sinister or a saviour

dark – symbolises the disturbing phase and the appearance of

something threatening in John‟s life. The word is mentioned a few

times in the novel:-

LITERARY DEVICES

20

Symbol

Symbol

“It was dark, and my eyes took a few moments to get used to the

darkness.” (page 10)

“I kept seeing myself in that dark snowy street.” (page 12)

“I woke up feeling afraid and cold in the dark”. (page 15)

“But I lay in bed, looking at the four walls in the dark….” (page 16)

dream – the recurring dreams symbolises a reminder that John

should not disregard.

“Suddenly, I realized what had happened. I had had that dream

again.” (page 31)

“As if to make me remember what had happened on 18 January the

last two years, I had a terrible dream. It was really the same dream.”

(page 50)

Juxtaposition/

Contrast

“Inside, it was suddenly warm after the winter streets.” (page 10)

“Her pretty blue eyes were red” (page 18)

Repetition

“I walked up and down again and again.” (page 31)

Imagery

“And we went inside and shut out the night.” (page 63)

This line is significant as “shut out the night” suggests that John has

finally succeeded in moving out from the „dark‟ phase of his life now

that the incident has finally happened and both Andrea and Kati are

safe.

21


Activities Titles Page

Pre – Activity 1 Doppelgäger 22

Pre – Activity 2 I Do, Do I? 26

While – Activity 3 A Strange Meeting 28

While – Activity 4 Getting To Know Me 30

While – Activity 5 A Search 32

While – Activity 6 7 Felka Utca 34

While – Activity 7 Voices of the Heart 36

While – Activity 8 It‟s Time To Find Out 39

While – Activity 9 Ups and Downs 41

While – Activity 10 Puzzle Mania 43

While – Activity 11 Do You Know? 46

While – Activity 12 What Happened? 48

While – Activity 13 Is This True? 50

While – Activity 14 News Flash 52

While – Activity 15 Fact or Fiction 54

While – Activity 16 Get It Right 55

While – Activity 17 Correct Me! 58

While – Activity 18 My Reading Log 59

While – Activity 19 Sequencing Events 62

While – Activity 20 Unspoken Words 64

Plot – Activity 21 Face the Music 66

Setting–Activity 22 When Is It? 68

Post – Activity 23 John‟s Dream Journal 71

Post – Activity 24 Breaking News 74

Post – Activity 25 Oral Interpretation 77

Extension 26 Some Word For You 78

Extension 27 Let‟s Sing It 80

Extension 28 Debate That 82

Activities

22

HOW I MET MYSELF PRE-ACTIVITY 1

Time : 40 minutes

Doppelgänger

STEPS ………………………………………………………………………………………………

1. Distribute copies of Worksheet 1A to each group of 4-5 students and study the

pictures.

2. Cut the strips of Worksheet 1B along the perforated lines put them into an

envelope

3. Distribute each envelopes to each group.

4. Instruct the groups to match and arrange the strips with the numbered pictures on

Worksheet 1A.

5. Get the students to rewrite the arranged passages into your exercise book

6. Distribute Worksheet 1C and instruct students to complete the task.

MATERIALS ……………………………………………………………………………………………… 1. Worksheet 1A 3. Worksheet 1C 2. Worksheet 1B

AIMS ………………………………………………………………………………………………

1. To introduce the idea of doppelgänger 2. To sequence an event 3. To discern main ideas 4. To give opinions

.

23

HOW I MET MYSELF WORKSHEET 1A

INSTRUCTION: In your group, study the pictures below

Emilie Sagée

1.

2.

3.

4.

To reduce printing, the teacher can use the soft copy of Worksheet 1A

and project it through the OHP.

Doppelgänger

24

http://www.unsolvedmysteries.com/usm386873.html

HOW I MET MYSELF WORKSHEET 1B

INSTRUCTION:

1. Re-arrange the strips according to the pictures in Worksheet 1A.

2. Rewrite the arranged passages into your exercise book.

The students noted that Sagée's movements in the garden looked tired while the doppelgänger

sat motionless. Two brave girls approached the phantom and tried to touch it, but felt an odd

resistance in the air surrounding it. One girl actually stepped between the teacher's chair and the

table, passing right through the apparition, which remained motionless. It then slowly vanished.

Sagée claimed never to have seen the doppelgänger herself, but said that whenever it was said

to appear, she felt drained and fatigued. Her physical colour even seemed to pale at those times.

The doppelgänger did not always echo her movements, however. On several occasions, Sagée

would be seen in one part of the school when it was known that she was in another at that time.

The most astonishing instance of this took place in full view of the entire student body of 42

students on a summer day in 1846. The girls were all assembled in the school hall for their

sewing and embroidery lessons. As they sat at the long tables working, they could clearly see

Sagée in the school's garden gathering flowers. Another teacher was supervising the children.

When this teacher left the room to talk to the headmistress, Sagée's doppelgänger appeared in

her chair - while the real Sagée could still be seen in the garden.

One of the most fascinating reports of a doppelgänger comes from American writer Robert Dale

Owen who was told the story by Julie von Güldenstubbe, the second daughter of the Baron von

Güldenstubbe. In 1845, when von Güldenstubbe was 13, she attended Pensionat von

Neuwelcke, an exclusive girl's school near Wolmar in what is now Latvia. One of her teachers

Doppelgänger


25

was a 32-year-old French woman named Emilie Sagée. And although the school's administration

was quite pleased with Sagée's performance, she soon became the object of rumor and odd

speculation. Sagée, it seemed, had a double that would appear and disappear in full view of the

students.

In the middle of class one day, while Sagée was writing on the blackboard, her double appeared

beside her. The doppelgänger copied the teacher's every move as she wrote, except that it did

not hold any chalk. The event was witnessed by 13 students in the classroom. A similar incident

was reported at dinner one evening when Sagée's doppelgänger was seen standing behind her,

mimicking the movements of her eating, although it held no utensils.

HOW I MET MYSELF WORKSHEET 1C

INSTRUCTION: Complete the following questions

1. Who was Emilie Sagée?

_____________________________________________________________________

2. Why did Emilie become the object of rumour and odd speculation among the school

community?

___________________________________________________________________

___________________________________________________________________

3. Describe the TWO incidents when Emilie‟s doppelgänger imitates her.

i.__________________________________________________________________

___________________________________________________________________

ii.__________________________________________________________________

___________________________________________________________________

Doppelgänger

26

4. What physical effect would Emilie experience every time her doppelgänger appear?

___________________________________________________________________

5. How would you feel if you were in Emilie‟s situation? What would you do?

___________________________________________________________________

___________________________________________________________________

6. In your opinion, what or who is a doppelgänger?

_____________________________________________________________________

_____________________________________________________________________

HOW I MET MYSELF PRE-ACTIVITY 2

Time : 80 minutes

I Do, Do I?

STEPS ………………………………………………………………………………………………

1. Engage students in discussing whether they prefer getting married or staying

single.

2. Distribute copies of Worksheet 2A to each group of 4-5 students.

3. Instruct the groups to fill up the mind maps with their own points.

4. Instruct students to make a choice and write out their opinions.

MATERIALS ……………………………………………………………………………………………… 1. Worksheet 2A 2. Composition exercise book

AIMS ……………………………………………………………………………………………… 1. To generate main ideas 2. To develop elaborations 3. To compare and contrast 4. To write out opinions

27


INSTRUCTION: Complete both mind maps with your own main ideas and examples. The first has been done for you. MIND MAP: BEING MARRIED

MIND MAP: BEING SINGLE

You have a partner – won’t

feel lonely

BEING

MARRIED

Teachers may use the answers to this activity as a reflection when doing a

discussion on Andrea and John‟s relationship.

I Do, Do I?

Someone to share

your problems

Can go out

whenever I want

28

HOW I MET MYSELF CHAPTER 1 - WHILE ACTIVITY 3

Time : 40 minutes

Free to do anything

BEING SINGLE

A Strange Meeting

STEPS ………………………………………………………………………………………………

1. Ask students to sequence the events from chapter 1 in worksheet 3A.

2. Tell the students to choose the most important event.

3. Get into pairs and choose the evidence from the page(s) that highlight the most

important event.

MATERIALS ………………………………………………………………………………………………

1. Worksheet 3A 2. Text (Chapter 1)

AIMS ………………………………………………………………………………………………

1. To sequence the events.

2. To identify the most important event.

.

29


There are 8 events that occur in chapter 1. Arrange the sequence of events correctly.

He saw a man who looked exactly like him He heard someone running.

He heard a door shutting loudly inside a

building.

A man ran straight into him.

Thought about the argument with one of the

Hungarians at work.

He was walking home from his office.

Started to snow heavily. He hoped that Andrea would prepare her

one of her nice hot soups.

A Strange Meeting

30

From the eight events that occur, which one do you think is the most important? Give a

reason for your answer.

HOW I MET MYSELF CHAPTER 2 – WHILE ACTIVITY 4

Time : 40 minutes

1

2

3

4

5

6

7

8

Getting to Know Me

AIMS ………………………………………………………………………………………………

1. To introduce the main character.

2. To fill in the profile of the main character.

.

EVENT:

REASON:

31


Fill in John‟s profile with proper information.

STEPS ………………………………………………………………………………………………

1. Ask students to describe the main character by filling in the profile in Worksheet 4A.

2. Ask the students to draw a picture of John.

MATERIALS ………………………………………………………………………………………………


Getting to Know Me

Draw John‟s picture

here

NAME:

AGE:

HEIGHT:

32


Time : 40 minutes

A Search

AIMS ………………………………………………………………………………………………

1. To trace the movement of a character. 2. To recognize the setting.

.

NATIONALITY: POST:

NAME OF SPOUSE: LANGUAGES SPOKEN:

1. 2.

2.

ADDRESS: OFFICE LOCATION:

33


STEPS ………………………………………………………………………………………………

1. Ask students to read the chronology of events in Worksheet 5A.

2. Get students to number the circles on the map accordingly.

MATERIALS ………………………………………………………………………………………………


A Search

34


Time : 40 minutes

Felka utca

AIMS ………………………………………………………………………………………………

1. To identify main ideas. 2. To determine true and false statements.

.

35


Based on chapter 4, determine whether the statements are true or false.

NO STATEMENTS TRUE/FALSE

1. John met Peter to discuss about a difficulty he had on that day.

2. John had lunch at a restaurant.

3. People were telling that John looked ill.

4. John left the office at six o‟clock.

5. The blocks of flat were built between 19th and 20th century.

6. The holes made by the gunshots were visible on the door.

STEPS ………………………………………………………………………………………………

1. Ask students to identify the true and false answers.

2. Get students to discuss the answers.

MATERIALS ……………………………………………………………………………………………… 1. Worksheet 6A 2. Text (Chapter 4)

Felka Utca

36

7. The blocks were 4 storeys high.

8. The weather was sunny and warm.

9. Felka utca and Gergely utca are opposite of one another.

10. The owner bought the bar six years ago.

11. John watched the beginning of the news.

12. The note from Andrea was found on the refrigerator.

13. The door was shutting very slowly inside John‟s dream.

14. John dreamt that the man was running out of the building.

15. John was feeling very afraid.


Time : 40 minutes

Voices of the Heart Search

MATERIALS ……………………………………………………………………………………………..

1. Envelopes

2. Worksheet 7A

3. Worksheet 7B

4. Text (Chapter 5)

5. Glue

6. Blue tack

AIMS ………………………………………………………………………………………………

1. To compare and contrast

.

37

STEPS ………………………………………………………………………………………………

1. Photocopy Worksheet 7A and 7B according to the number of groups in the class.

2. Cut the strips and put them in envelopes.

3. Divide the students into groups of 4 to 5 members.

4. Distribute the envelopes and Worksheet 7b to the students.

5. Give students time to separate the strips that reflect John‟s and Andrea‟s thought

before and after the sharing of burden.

6. Get students to paste the strips accordingly on the worksheet.

7. The group that answers the fastest shall be rewarded.

8. Discuss the answers.

Teacher may use different coloured papers to differentiate the thoughts of John and Andrea

38


Now that you have read Chapter 5, look at the strips in the envelopes. Separate them according to: i. John‟s thought before the sharing of burden. ii. Andrea‟s thought before the sharing of burden.

iii. John‟s and Andrea‟s thought after the sharing of burden. BEFORE THE SHARING OF BURDEN AFTER THE SHARING OF BURDEN

John’s thoughts Andrea thoughts John’s and Andrea’s thoughts

Voices of the Heart

39


I have a bad dream

I wake up feeling afraid

I am always tired in the morning

I am not being nice to my partner

I feel worse for my partner because I do not tell the truth

I cannot think about the important things

I do not feel good so I start to drink more

I am afraid to go home

I cannot understand why he has to go to Gergely

utca bar every night

I better go to bad earlier so I do not have to see

him

I will confront him after he comes back

How could he hurt me like this

He has changed completely

I love this woman so much

I feel so terrible for hurting her this way

I want to help him

Thank God! He is not involved with another

woman

I will go to Felka utca with him on Saturday

This must be very serious because it makes him

cry!

I must get all the information from him

Voices of the Heart

40


Time : 40 minutes

It’s Time to Find Out

STEPS ………………………………………………………………………………………………

1. Distribute a copy of worksheet 8A to each student.

2. Get students to look for the information in Chapter 6.

3. Discuss the answer.

MATERIALS ………………………………………………………………………………………………

1. Worksheet 8A

2. Text (chapter 6)

3.

AIMS ………………………………………………………………………………………………

1. To look for information

41


Complete the sentences below with correct information.

1. John‟s recurring dreams about _______________ himself had stopped for nearly a

week.

2. In this chapter Andrea decided to go to _________________ with John to help him

speak to some people in the building.

3. The first person that they spoke to was an old lady who lived on the

_______________.

4. The old lady had worked there for ________________ years.

5. Inside the building they also talked to a ________ in the fifties who had worked there

for 12 years.

6. When they did not get any useful information, John started to think that he was

_______________ everything.

7. The bar was situated in _________________.

8. The barman welcomed them with a ______________ smile.

9. Out of frustration John said he felt like someone who was ______________.

10. Although Andrea was trying to understand her husband but she said it was very

_______________.

It’s Time to Find Out

42


Time : 40 minutes

Ups and Downs

STEPS ………………………………………………………………………………………

1. Instruct students to work in pairs. 2. Distribute Worksheet 9A to each student. 3. Discuss the phrase “ups and down” as faced by John and Andrea 4. Get students to list the ups and down in John‟s and Andrea‟s lives.

MATERIALS ………………………………………………………………………………………

1. Worksheet 9A

2. Text (chapter 7)

1.

AIMS ………………………………………………………………………………………

1. 1. To identify negative and positive views of events

43


Answer the questions given below.

A. Based on the second paragraph in chapter 7, what do you understand by “the ups

and downs of life?”. What does John mean by this?

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

B. These are evidence to show the ups and down in John‟s and Andrea‟s life. Complete

the diagram below to show those ups and down. The first one has been done for you.

Ups Downs

1a 2a

1b 2b

1c 2c

1d 2d

Ups and Down

Andrea was expecting a baby

Andrea lost her job

44


Time: 30 minutes

Puzzle Mania

STEPS ………………………………………………………………………………………………

1. Distribute worksheet 10A to each student

2. Gets the students to complete the crossword puzzle.

MATERIALS ………………………………………………………………………………………………

1. Worksheet 10A

AIMS ………………………………………………………………………………………………

2. 1. To identify important information

45


Complete the crossword puzzle below

10

14

4

11

6

9

2

3

7

5

1

13

12

8

Puzzle Mania

46


Across:

1. The place where they celebrated their

Christmas.

3. The time when Liz left Paul.

6. Not paying much attention to Andrea and

Kati.

8. How many times have Andrea been to John's

parents' house?

9. Another name for Paul‟s job.

11. The place they spent their remaining

holiday.

12. John's father attended a party organised by

his _______________.

Down:

2. People give these for Christmas.

4. Paul obtained information on doppelgänger

from this source.

5. How did they go back to Hungary? They took

a ____________.

7. Andrea‟s feeling towards John when he

became obsessed with the doppelgänger.

10. Paul and John went to the same ______

when they were young.

13. The journey from Swindon to the ______ is

about an hour.

14. Losing his mind

Puzzle Mania

47


Time : 35 minutes

Do You Know?

STEPS ………………………………………………………………………………………………

1. Distribute worksheet 11A to each student.

2. Get students to read the questions carefully and then answer them.

3. Discuss the answers with the students.


AIMS ………………………………………………………………………………………………

1. To discern the context of the story.

2. To extract information.

.

48


Based on Chapter 9, answer the following questions.

1. Give 2 pieces of evidence to show that John was troubled by his dream.

i) ………………………………………………………………………………………………..

ii) ………………………………………………………………………………………………..

2. How does John keep track of his activities?

…………………………………………………………………………………………………..

3. What is important about Monday 18 January?

…………………………………………………………………………………………………..

4. Give 2 reasons why John wants Andrea to go with him to Felka utca

i) ……………………………………………………………………………………….............

ii) ……………………………………………………………………………………………..…

5. Who will look after Kati when they go to town?

…………………………………………………………………………………………………..

6. What reason do they give her so that she will agree to babysit for them?

…………………………………………………………………………………………………..

7. On what day does John expect to see his doppelgänger again?

…………………………………………………………………………………………………..

8. At the beginning of the story, Andrea was patient and understanding about John‟s

doppelgänger. In Chapter 9 however, she is angry with him. In your own words,

explain why she is so.

…………………………………………………………………………………………………..

…………………………………………………………………………………………………..

…………………………………………………………………………………………………..

Do You Know?

49


Time : 35 minutes

What Happened?

STEPS ………………………………………………………………………………………………

1. Run through Chapter 10 together with students.

2. Distribute worksheet 12A

3. Instruct students to read the questions carefully and then answer them.

4. Discuss answers with students.


AIMS ………………………………………………………………………………………………

1. To identify the plot of the story.

2. To write out the sequence of the story.

.

50


The following events are not listed in the correct order. Rearrange the sentences and

write them in the correct sequence.

__ The man has John‟s face.

__ John and Andrea go for a walk on Margaret Island to pass the time.

__ Andrea tells John that she sees him falling over by himself and shouting at no one.

__ Andrea looks surprised and cannot seem to understand what is happening.

__ They go home in silence and that night, John has the same dream again.

__ They walk into the streets of the Thirteenth District and wait outside number 7 Felka

utca.

__ John notices that the bar is closed and there are no footprints in the snow.

__ John hears a noise and suddenly a man comes running out and bumps into John.

__ John goes after the man but he has disappeared into the wine bar.

__ The man apologises and goes off quickly.

1. ___________________________________________________________________

2. ___________________________________________________________________

3. ___________________________________________________________________

4. ___________________________________________________________________

5. ___________________________________________________________________

6. ___________________________________________________________________

7. ___________________________________________________________________

8. ___________________________________________________________________

9. ___________________________________________________________________

10._________________________________________________________________

What Happened?

51


Time : 35 minutes

Is This True?

STEPS ………………………………………………………………………………………………

1. Distribute worksheet 13A.

2. Get the students to read the statements carefully.

3. Get the students to write (T) for the true statements and (F) for the false ones.


AIMS ………………………………………………………………………………………………

1. To identify the plot of the story. 2. To determine whether the statements are true or false.

.

52


State whether the following statements are True (T) or False (F).

1. John applied for leave to look after his sick wife and baby.

2. John‟s boss gave him leave from work for a week or two.

3. Newspapers from as far back as ten years ago can be obtained from

the Budapest City Library.

4. A bomb was set off in the Thirteenth District to celebrate the end of

the war between the Germans and the Russians.

5. A bomb went off and killed a mother and her daughter in a Gergely

utca building.

6. Andrea called John‟s office to check on him.

7. Although Andrea read the newspaper story that John showed her,

she still did not want to help him.

8. The fighting between the German soldiers and the Russians in Pest

ended on 18 January 1945.

9. The husband of the victim who was killed in the bomb hit was at work

when the incident occurred.

10. John claimed that his doppelgänger ran out of the building in Felka utca

and ran round to Gergely utca.

Is This True?

53


Time : 35 minutes

News Flash

STEPS ………………………………………………………………………………………………


2. Teacher explains how a news report is written.

3. Students read the newspaper report in worksheet 14a and then fill in the blanks

with information from the text.


AIMS ………………………………………………………………………………………………

1. To extract information. 2. To write a newspaper report.

.

54


Imagine you are a newspaper reporter who is reporting the tragedy in Budapest. Fill in

the newspaper report below with information from Chapter 12.

Tragic End for Mother and Child

by (1)__________________________________

Budapest, Mon: A (2)_________ and her baby were killed in a shocking (3)__________-

related incident in a cellar in (4)__________ utca on Monday, (5) ______________, 1945.

The fighting between the (6)___________ soldiers and the Russians have ended

but tragedy still hangs in the air for (7)________________, husband and father of the

tragic victims. At the time of the unfortunate incident, he was down in the

(8)______________, the small outdoor area where children played. He was talking to a

few (9)_______________ when a man suddenly ran in shouting that something had

happened in the cellar shop.

A (10)_____________ bomb had hit the (11) _____________ above the cellar shop

in Gergely utca. It did not (12)______________, but it was heavy enough to (13)

______________ the cellar. Both mother and child were killed instantly.

At the time of this report, Mr. Szabó is still nowhere to be seen. Neighbours who saw

him earlier immediately after the (14) ____________ said that he did not seem to be the

(15) _________ man. He seems to have (16)___________ wanting to live. He kept

muttering to himself that he wanted to (17)________ and that he had nothing left to

(18)________ for.

News Flash

55


Time : 20 minutes

Fact or Fiction?

STEPS ………………………………………………………………………………………………

1. Explain to the students the differences between fiction and nonfiction (fact).


3. Ask students to identify factual or fictitious statements and give their reasons.


AIMS ………………………………………………………………………………………………

1. To differentiate between fact and fiction

.

Note:-

Fact : (noun) A thing that is known or proved to be true.

Fiction: 1. (noun) Something that is inverted or untrue

2. Literature in the form of prose, especially novels that describes imagery

events and people.

56


The statements below are taken from Chapter 13. Identify which statements you feel

are factual or fictitious. Give reasons to support your answer. The first one has been

done for you.

STATEMENTS FACT /

FICTION

REASONS

a. It‟s him I see every January

(page 47)

Fiction A doppelgänger doesn‟t exist.

b. And that you need some help from a doctor (page 48)

c. ....all I saw was you falling over and shouting (page

48)

d. This man – János Szabó – my doppelgänger – was

there for a reason (page 48)

e. My doppelgänger seemed to be building a wall

between us (page 48)

f. We often spent evenings without talking much, or my

wife went to bed early, saying she was tired after a

day looking after Kati, and I stayed up watching old

films on the TV until the early hours of the morning

(page 48)

g. A man called János Szabó had lived at number 7

Felka utca. On 18 January 1945, his wife and

daughter had been killed in the cellar shop that was

now Zsolt‟s bar.

Fact or Fiction?

57


Time : 40 minutes

Get It Right

STEPS ………………………………………………………………………………………………

1. Divide students into groups of four.

2. Distribute Worksheet 16A.

3. Ask students to complete the crossword puzzle.


AIMS ………………………………………………………………………………………………

1. To locate main details

.

58


Read Chapter 14 and complete the crossword puzzle below.

Across 2. The capital city of Hungary where John Taylor lives and works. 5. The type of house that John Taylor and family live 6. The owner of the bar 7. Szabó's first name 8. The name of street where John Taylor stumbles upon his other entity. 10. The name of street where the bar is located 11. The type of exercise that Andrea does Down 1. John Taylor's daughter 3. John Taylor thinks he sees this entity on 18 January 4. John Taylor comes from this country 9. John Taylor's wife

Get It Right

59


Time : 20 minutes

Correct Me!

STEPS ………………………………………………………………………………………………

1. Divide the students in pairs.

2. Distribute Worksheet 17A.

3. Ask students to make correction.


AIMS ………………………………………………………………………………………………

1. To identify and correct errors.

.

60


The excerpts below are taken from Chapter 15. Each excerpt has one error. Underline

the errors and give the correct answers. The first one has been done for you.

NO. DIALOGUES CORRECTION

1.

„János the tailor. John the tailor. John Tailor. Taylor

2.

„Do you remember I came to ask you about János Szabó, Mrs

Fisher?‟

3.

„I was asking myself if I should go to meet my doppelgänger, János

Szabó for the second time on 18 January.

4.

„And do you know something – you look so like her, too.‟

5.

„The next week I went to the Public Library office in my lunch break.‟

6.

You look very much the same. The ears, the nose, the mouth.

7.

This is the office where they keep information about everyone who

lives in Budapest today.

8.

Can you remember the names of the wife and daughter who were

killed in the storeroom?

9.

„I remembered the man in my new dream last night, in the exploded

cellar, looking for something.

10.

„There was the owner‟s name in red, and below it the word Zsolt in

green.

Correct Me!

61


Time : 30 minutes

My Reading Log

STEPS ………………………………………………………………………………………………


2. Get students to respond to the prompts and elaborate as they read the chapter.

MATERIALS ……………………………………………………………………………………………… 1. Worksheet 18A 2. Text (Chapter16)

AIMS ………………………………………………………………………………………………

1. To promote reader response

.

Basically, through reading logs, students

make notes as they read a literary text

may jot down their thoughts and feelings based on four types of responses: anticipating/retrospecting, picturing, interacting, and evaluating.

For further information on reading logs, you may read:

Carlisle (2000). Reading logs: an application or reader-response theory in ELT. ELT

Journal, 54 (1), 12 – 19

62


Respond to the prompts given and elaborate.

Name: _________________________________ Date: ____________________

My Reading Log

Page 54

Prompt 1: What is your worst nightmare?

Page 55

Prompt 2: What would you do if you suddenly hear a very loud noise like a bomb?

Page 56

Prompt 3: What do you think will happen to Andrea and Kati in the next chapter?

My Reading Log

63


Time : 20 minutes

Sequencing Events

STEPS ………………………………………………………………………………………………

1. Give each student worksheet 19A.

2. Ask students to complete the table with the events in correct sequence.


AIMS ………………………………………………………………………………………………

1. To rearrange the events correctly.

.

64


Rearrange the following statements in the correct sequence as in the text.

*He gets out of the van feeling terrible

*The policeman suggests that he goes home

*The people stop helping him when they hear sirens

*Strong hands pull him out into the street

*He walks on glass from all the broken windows

*He gives orders to everyone to form a line

*He is questioned by a policeman

*He coughs a lot so a nurse gives him something to help him breathe

No. Event

1

2

3

4

5

6

7

8

Sequencing Events

65


Time : 40 minutes

Unspoken Words

STEPS ………………………………………………………………………………………………

1. Distribute worksheets 20A.

2. Ask the students to answer the questions.

MATERIALS ……………………………………………………………………………………………… 1. Worksheet 20A 2. Text (chapter 18)

AIMS ………………………………………………………………………………………………

1. To interpret unspoken signals.

.

66


Answer the following questions.

1. After the explosion at Zsolt‟s bar, John feels as if he wants to die because he thinks

his wife and daughter have perished in the blast. Then he meets the doppelgänger

who points his finger. What do you think the doppelgänger is trying to tell John?

___________________________________________________________________

___________________________________________________________________

2. When Andrea is about to go down to the bar, she thinks she sees John standing in

front of the entrance. He doesn‟t say anything but when Andrea tries to go down, he

does not get out of her way.

In your opinion, what is he trying to convey to Andrea?

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

3. Kati cries and shakes her head. “Not Daddy,” she said. “Not Daddy.”

What could have made her cry?

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

4. When Andrea realises that it is the doppelgänger, and looks at him again, he is

pointing down the street.

What do you think he is indicating to Andrea?

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Unspoken Words

67

HOW I MET MYSELF PLOT (GENERAL) - ACTIVITY 21

Time : 30 minutes

Face the Music

STEPS ………………………………………………………………………………………………

1. Cut all the question strips on Worksheet 21A.

2. Fold them neatly and put them into a box.

3. Ask students to sit in a circle.

4. Play a song and ask the students to pass the box around.

5. Stop the music at interval.

6. The students who is holding the box when the music stops has to pick one strip

from the box and answer the question on the strip. Reward the students who

answer correctly.

7. Repeat the same process until the lesson ends.

MATERIALS ………………………………………………………………………………………………

1. Question strips 3. CD player 2. Songs (own choice) 4. Worksheet 21A

AIMS ………………………………………………………………………………………………

1. To recall information.

.

Teacher can add more questions in the box.

68


Face the Music

What is Andrea’s nationality?

When John first meets the doppelgänger, who falls on the snow?

How many times does the family spend Christmas in England?

What is the name of John’s old school friend’s name?

Why Andrea loses her biggest teaching job?

How does John know that the man who runs into him is ghostly?

What is the name of the old lady who offers him information on János Szabó.

Where does John stay?

Which library does John go to in order to look up for old news?

What is the baby’s name?

What is not visible on the snow?

The Danube cuts into which city?

What kind of message a doppelgänger

brings?

Where is John during the present

explosion?

69

HOW I MET MYSELF SETTING (GENERAL) – ACTIVITY 22

Time : 40 minutes

When Is It?

STEPS ………………………………………………………………………………………………

1. Distribute Worksheet 22A and Worksheet 22B

2. Ask the students to work in pairs

3. Ask the students to cut out the strips on Worksheet 21A

4. Match each strip (event) with the correct day/date/time

MATERIALS ………………………………………………………………………………………………

1. Worksheet 22A 2. Worksheet 22B

AIMS ………………………………………………………………………………………………

1. To match the setting of time with events in the story.

.

70


John talked to Andrea about going to search for the man at number 7

Felka utca again.

Andrea stopped working for Zsolt. By this time, John suspected the

man he saw was his doppelgänger.

John walked to the place he first encountered the man and discovered the address was number 7 Felka utca. He started to have recurring dreams about the man.

John and his family flew to London for Christmas, where John met his best friend Paul Harris. Paul Harris gave more information about doppelgänger.

John and Andrea went to Felka utca to search for the man.

John‟s recurring dreams came back to haunt his sleep.

John went to a bar to hunt for the man whom he saw in his recurring dreams.

Andrea revealed that she was expecting a baby. But at the same time, she also lost her job. Zsolt offered her a job at the bar.

John and his family flew back to Hungary.

John and Andrea‟s baby girl, Kati was born.

When Is It?

71


No. Day / Date / Time Event

1. 18 January,

Monday evening.

John Taylor was walking home from work when he bumped into a man

looking exactly like him. He followed the man until the bar in Gergely utca

but the man disappeared.

2. Tuesday

(after the Monday incident)

3.

Every night, after work.

4.

Saturday, 10 o‟clock

5. Monday John‟s life returning to normal.

6.

Wednesday

7.

August

8.

16 September

9.

22 December

10.

29 December

11. 5 January, Monday John went back to work.

12.

11 January

13.

16 January, Friday

14. 18 January, Sunday John had a second meeting with the man at the same time and place.

15. 19 - 25 January,

Monday – Saturday

John went to Budapest City Library to research on his doppelgänger. He

found some information on Mrs. Szabó.

When Is It?

72

16.

25 January

He finally found a newspaper article reporting on a killing of a young mother

and her child on 18 January 1945, due to a Russian bomb dropped into a

cellar. He further investigated the truth at number 7 Felka utca.

17.

18 January, Saturday

Andrea brought Kati to help replace Zsolt working at his bar. An explosion

took place at the bar. Andrea told John that his doppelgänger helped save

their lives.

73

HOW I MET MYSELF POST-ACTIVITY 23

Time : 80 minutes

John’s Dream Journal

STEPS ………………………………………………………………………………………………

1. Get students to work in groups of four.

2. Get students to record John‟s recurring dreams in a journal. (Worksheet 23A)

3. Get students to give comments on his dreams.

MATERIALS ………………………………………………………………………………………………

1. Worksheet 23A

AIMS ………………………………………………………………………………………………

1. To record a journal.

2. To give personal comments.

.

74


ANALYSING JOHN‟S DREAM JOURNAL

Imagine that John has a journal to record his dreams. Identify and write down the dreams experienced by John throughout the novel. Observe the similarities and differences between the dreams. The first entry has been done for you.

JOURNAL

ENTRY

JOURNAL COMMENTS

ONE CHAPTER:

4

Tonight I had a strange dream. In my dream, I heard the noise of a door shutting loudly. I was running out of a building and I ran into someone. A man. He fell down. I turned to say sorry. I saw it was me lying on the ground. I woke up feeling afraid and cold in the dark, although the bedroom was nice and warm. The strange thing was that it was as if the dream had changed everything round: because in the dream it was me who ran out of the building not the man, and when I looked at the man on the ground, it was myself.

- John‟s first dream

- There is a change in

the dream – John

himself becomes the

doppelgänger

- The rest of the entry

is similar to his first

real meeting with the

doppelgänger

TWO

CHAPTER: 9

- John‟s second dream

THREE

CHAPTER: 9

- John‟s third dream

FOUR

CHAPTER: 10

- John‟s fourth dream

FIVE

CHAPTER: 14

- John‟s fifth dream

SIX

CHAPTER: 16

- John‟s sixth dream

John’s Dream Journal

75


Time : 80 minutes

Breaking News

STEPS ………………………………………………………………………………………………

1. Get the students to work in groups of four.

2. Instruct students to role-play based on Worksheet 24A.

MATERIALS ……………………………………………………………………………………………… 1. Worksheet 24A 2. Text

AIMS ………………………………………………………………………………………………

1. To give personal response.

2. To role-play.

.

76

HOW I MET MYSELF HANDOUTS 24A

Role-play the task given.

Breaking News

ROLE 1: STUDIO NEWSCASTER

Instruction:

1. Prepare a news script to announce the

breaking news.

2. Read out the script explaining that an

explosion has occurred in Gergely utca.

3. Then introduce your colleague who is

making a live coverage from the actual

scene.

ROLE 2: ON-LOCATION REPORTER

Instruction:

1. Prepare your script based on the

following questions.

1. Prepare your answers.

a. How does the incident occur?

b. Where and where does it occur?

c. Who is trapped there?

d. What rescue efforts have been

taken?

2. Then, interview both the eyewitnesses.

ROLE 3: EYE-WITNESS 1

Instruction:

2. Discuss the appropriate questions

and answers with the reporter.


e. What did you hear before the

explosion?

f. Where were you during the

explosion?

g. What did you see during the

explosion?

4. Then act out.

ROLE 4: EYE-WITNESS 2

Instruction:

1. Discuss the appropriate questions and

answers with the reporter.


a. What did you hear before the

explosion?

b. Where were you during the

explosion?

c. What did you see during the

explosion

d. Then act out.

77


Time : 35 minutes

Oral Interpretation

STEPS ………………………………………………………………………………………………

1. Encourage students to pick a short chapter or excerpt that they like.

2. Give students about 5 minutes to read through the text for better

understanding and to decide how they intend to interpret it.

3. Get students to take turns presenting their OI pieces.

4. Do not allow students to memorise their texts.

5. Allow not more than 3 minutes‟ presentation.

MATERIALS ……………………………………………………………………………………………… 1. The novel

AIMS ………………………………………………………………………………………………

1. To practise oral interpretation (OI). 2. To interpret texts in different tones and vocal patterns. 3. To give texts more character and emotion. 4. To instill a love for reading.

.

Oral Interpretation is also commonly called „interpretive reading‟ or

„dramatic reading‟. It involves reading aloud from an excerpt of a poem or

prose and allows the speaker to give the text new life depending on how the speaker

interprets its meaning, tone and vocal patterns to transform the words into any mood they

wish to achieve. After this text is completed, try this same activity with other texts.

78

STEPS ………………………………………………………………………………………………

1. Distribute worksheet 26A to each student

2. Ask the students to choose an idol or a celebrity that they like.

3. Instruct them to provide reasons for their choice and to give to their idol.

4. Tell them to share the information with their class.

HOW I MET MYSELF EXTENSION - ACTIVITY 26

Time : 40 minutes

AIMS ………………………………………………………………………………………………

1. To provide reasons

2. To give advice

.

Some Words for You

MATERIALS ………………………………………………………………………………………………

1. Worksheet 26A

2. Photos of some famous people

79


Some Words for You

Imagine if you could turn yourself into a double of some famous people, whose

double would you be and what advice would you give to make that person more

successful in the future.

If I could be a double, I would be the double to:

My reasons are:

My advice is:

80

HOW I MET MYSELF EXTENSION - ACTIVITY 27

Time : 40 minutes

HOW I MET MYSELF

STEPS ………………………………………………………………………………………………

1. Distribute Worksheet 27A

2. Play the song and ask the students to fill in the blanks. (Teacher may play the

CD a few times)

3. Discuss the answers with the students

4. Discuss with the students about the elements of dream, feeling and

struggle in the song.

5. Distribute Worksheet 27B

6. Instruct the students to discuss their opinion on the significance of the three

elements in the novel.

AIMS ………………………………………………………………………………………………

1. To listen attentively

2. To give personal response

.

MATERIALS ………………………………………………………………………………………………

1. Worksheet 27A and 27B.

2. Miley Cyrus song - “The Climb”

3. Audio player

(have to find the URL for the song)

Let’s Sing It

81


Let’s Sing It

Fill in the blanks while you listen to the song.

"The Climb"

I can almost see it,

That dream_____________, but

There's a voice inside my head saying

______________________________

Every step I'm takin'

Every move _________

Feels lost

with___________________________,

My faith is shakin'

But I gotta keep tryin'

___________________________________

There's always gonna be another

________________

I'm always gonna wanna

______________________

Always gonna be an __________ battle

Sometimes I'm gonna have to lose

Ain't about __________________ I get

there

Ain't about what's waitin'

_____________________

______________________

The _____________ I'm facing

___________________________________

Sometimes might knock me down, but

No I'm not breaking

I ________________ it, but

These are __________________ that

I'm gonna remember most

I've just gotta keep goin', and

I gotta be strong

Just keep

________________________________

Keep on movin'

Keep climbin'

Keep faith baby

It's all about, it's all about

The climb

Keep the faith, keep your faith, woah

82


Let’s Sing It

Discuss how the elements are significant in your life.

Elements Personal Response

Dream

Feeling

Struggles

83

HOW I MET MYSELF EXTENSION – ACTIVITY 28

Debate That

Time : 40 minutes

STEPS ………………………………………………………………………………………………

1. Divide the students into 2 teams.

2. Brief the students on the rules and regulations of the debate.

3. Call the teams‟ representatives to vote for side (for or against) the motion :

“Does doppelgänger really exist?”

4. Give students 20 minutes to prepare their points.

5. Give 40 minutes to debate on the issue.

AIMS ………………………………………………………………………………………………


2. To debate on issues related to the text

.

84

HOW I MET MYSELF SUMMATIVE ASSESSMENT s

Time : 40 minutes

STEPS ………………………………………………………………………………………………

1. Write the question on the board.

2. Give students 30 minutes to give their personal response.

AIMS ………………………………………………………………………………………………


.

Do You Remember?

85

HOW I MET MYSELF SUMMATIVE ASSESSMENT s

You are advised to spend about 20 minutes on this question. The following are the

novels studied in the literature component in English Language

1. The Railway Children – Edith Nesbitt

2. Around the World in Eighty Days – Jules Verne

3. How I Met Myself – David A Hill

A. CHARACTER

Based on the novel you have studied, write about a character that you like. Give

evidence from the novel to support your answer. Your response should be not less than

50 words.

B. THEME

Based on the novel you have studied, write on a theme that you find interesting. Give evidence from the novel to support your answer. Your response should not be less than 50 words.

C. VALUES Based on the novel you have studied, write on a lesson that you have learned. Give evidence from the novel to support your answer. Your response should not be less than 50 words.

Do You Remember?

86

HOW I MET MYSELF ANSWER KEY

PRE ACTIVITY - WORKSHEET 1A

Emilie Sagée

One of the most fascinating reports of a doppelgänger comes from American writer

Robert Dale Owen who was told the story by Julie von Güldenstubbe, the second daughter of

the Baron von Güldenstubbe. In 1845, when von Güldenstubbe was 13, she attended Pensionat

von Neuwelcke, an exclusive girl's school near Wolmar in what is now Latvia. One of her

teachers was a 32-year-old French woman named Emilie Sagée. And although the school's

administration was quite pleased with Sagée's performance, she soon became the object of

rumour and odd speculation. Sagée, it seemed, had a double that would appear and disappear

in full view of the students.

In the middle of class one day, while Sagée was writing on the blackboard, her exact

double appeared beside her. The doppelgänger precisely copied the teacher's every move as

she wrote, except that it did not hold any chalk. The event was witnessed by 13 students in the

classroom. A similar incident was reported at dinner one evening when Sagée's doppelgänger

was seen standing behind her, mimicking the movements of her eating, although it held no

utensils.

The doppelgänger did not always echo her movements, however. On several occasions,

Sagée would be seen in one part of the school when it was known that she was in another at

that time. The most astonishing instance of this took place in full view of the entire student body

of 42 students on a summer day in 1846. The girls were all assembled in the school hall for their

sewing and embroidery lessons. As they sat at the long tables working, they could clearly see

Sagée in the school's garden gathering flowers. Another teacher was supervising the children.

When this teacher left the room to talk to the headmistress, Sagée's doppelgänger appeared in

her chair - while the real Sagée could still be seen in the garden.

The students noted that Sagée's movements in the garden looked tired while the

doppelgänger sat motionless. Two brave girls approached the phantom and tried to touch it, but

felt an odd resistance in the air surrounding it. One girl actually stepped between the teacher's

chair and the table, passing right through the apparition, which remained motionless. It then

slowly vanished.

Sagée claimed never to have seen the doppelgänger herself, but said that whenever it

was said to appear, she felt drained and fatigued. Her physical colour even seemed to pale at

those times.

(http://www.unsolvedmysteries.com/usm386873.html)

Suggested Answers


87

PRE ACTIVITY - WORKSHEET 1B

1. Emilie Sagée was a 32-year-old French woman who taught in Pensionat von

Neuwelcke, an exclusive girl's school near Wolmar in what is now Latvia.

2. Emilie became the object of rumour and odd speculation because she had a

doppelgänger that would appear and disappear in full view of the students.

3. i) In the middle of class one day, while Sagée was writing on the blackboard, her

doppelgänger appeared beside her. The doppelgänger copied the teacher's every move

as she wrote, except that it did not hold any chalk.

ii) The second incident was reported at dinner one evening when Sagée's doppelgänger

was seen standing behind her, mimicking the movements of her eating, although it held

no utensils.

4. Whenever her double appeared, she felt drained and fatigued. Her physical colour even

seemed to pale at those times.

5. (Accept any suitable answers)

o I would feel very scared and worried. I do not like having someone who looks like me

following me around. It would feel like the other person is haunting me.

o I would feel great if I was in Emilie‟s situation. I could do a lot of mischief. I can even

use my doppelgänger to freak out my students and friends.

6. (Accept any suitable answers)

o I think that a doppelgänger is a type of spirit that mimics someone in terms of

appearance of the person it is haunting or attached to.

PRE ACTIVITY - WORKSHEET 2A MIND MAP: BEING MARRIED.

- You can have children (to carry on your generation)

- Someone to support you (be by your side through thick and thin) MIND MAP: BEING SINGLE.

- What‟s yours is yours (don‟t have to share your belongings)

- You are your own master (free to make your own decisions)

88

CHAPTER 1 - WORKSHEET 3A

1. He was walking home from his office.

2. Thought about the argument with one of the Hungarians at work.

3. He hoped that Andrea would prepare her nice hot soups.

4. Started to snow heavily.

5. He heard a door shutting loudly inside a building.

6. He heard someone running.

7. A man ran straight into him.

8. He saw a man who looked exactly like him.

Event : He saw a man who looked exactly like him.

Reason: That incident is the beginning of John‟s worry/ That incident is the take off point in the

novel.

(Accept any other justifiable answers)


Name: John Taylor

Age: 34 years old

Height: Two metres tall

Nationality: British

Post: Computer Programmer

Name of Spouse: Andrea

Languages Spoken: English and Hungarian

Address: Thirteenth District, Pest

Office Location: Vaci utca


NO CHRONOLOGY OF EVENTS

1 … turning right at the next corner

2 … crossed the road

3 … went into another street

89

4 … going into doorway

5 … stepped down into wine cellar

6 Inside the bar

7 … walked around the bar

8 … walked over the bar

9 … went over and opened the door

10 … got back to the bar

11 … moved over to an empty space

12 … after an hour, I left

13 … as I walked home

14 … went into the bathroom

15 … in bed


1. True

2. True

3. False

4. False

5. False

6. False

7. False

8. False

9. True

10. False

11. False

12. True

13. False

14. True

15. False

90


John’s Andrea’s

After the sharing of burden

John’s Andrea’s

I love this woman so much I want to help him

I feel so terrible for hurting her this way

Thank God! He is not involved with another woman

I will go to Felka utca with him on Saturday

This must be very serious because it makes him cry!

I must get all the information from him


1. meeting 2. Felka utca 3. ground floor 4. twenty one 5. man 6. imagining 7. Gergely utca 8. friendly 9. dead 10. difficult

I have a bad dream I cannot understand why he has to go to Gergely utca bar every night

I wake up feeling afraid I better go to bed earlier so I do not have to see him

I am always tired in the morning I will confront him after he comes back

I am not being nice to my partner How could he hurt me like this

I feel worse for my partner because I do not tell the truth

He has changed completely I cannot think about the important things

I do not feel good so I start to drink more

I am afraid to go home

91


A. In life, we should not expect to only receive good news all the time. There will be time

when bad news comes. It is a part and parcel of life.

B. Ups

1a. Andrea got a job nearer to home

1b. The bar looked better when Andrea started to work there

1c. Women started coming to the bar

Downs

2a. The pay was not very good

2b. The bar was old and uninteresting

2c. The patrons were only men

# Teacher may accept any reasonable answers

92


10S 14C

4M 11C O U N T R Y S I D E

A H A

6I G N O R E Z

A O Y

Z L

I

N 9R E 2P O R T E R

E R

3S U M M E R

S

7A 5F E

1E N G L A N D

N I T

O G S

13A Y H

12O F F I C E 8T H R E E

R D

P

O

R

T

93


1. He couldn‟t sleep / He felt terrible / He felt cold and afraid in the dark

2. He kept a diary

3. It‟s the day he met his doppelganger

4. He‟s afraid to go by himself / He wants to know if Andrea can see anything

5. Petra, Andrea‟s old friend

6. They had unexpectedly been invited to tea at John‟s boss‟ flat

7. Sunday

8. Andrea is busy coping with their little Kati now. She is annoyed that John is still obsessed

with his doppelganger because she feels that he is neglecting both his wife and child.

(Accept any relevant answer)


1. John and Andrea go for a walk on Margaret Island to pass the time.

2. They walk into the streets of the Thirteenth District and wait outside number 7 Felka utca.

3. John hears a noise and suddenly a man comes running out and bumps into John.

4. The man has John‟s face.

5. He apologises and goes off quickly.

6. Andrea looks surprised and cannot seem to understand what is happening.

7. John goes after the man but he has disappeared into the wine bar.

8. John notices that the bar is closed and there are no footprints in the snow.

9. Andrea tells John that she sees him falling over by himself and shouting at no one.

10. They go home in silence and that night, John has the same dream again.

94


1. F 2. F 3. T 4. F 5. F 6. F 7. T 8. Y 9. F 10. T


NB: For weaker students, teacher may want to provide the answers and then let them pick out the correct ones to fill

in the text.

1. student‟s own name

2. woman / mother

3. bomb

4. Gergely utca

5. 18 January

6. German

7. János Szabó

8. courtyard

9. neighbours

10. Russian

11. building

12. explode

13. destroy

14. tragedy

15. same

16. stopped

17. die

18. live

95


b. Fact – He‟s been having erratic behavior.

c. Fact – Andrea actually saw him falling down and John Taylor was alone

d. Fiction – Doppelgänger is a myth.

e. Fiction – It is merely John‟s feeling.

f. Fact – The activities are real for John Taylor, Andrea and Kati.

g. Fact – John Taylor finds the information from the library.


Across

2. Budapest

5. Flat

6. Zsolt

7. János

8. Felka

10. Gergely

11. Yoga

Down

1. Kati

3. doppelgänger

4. England

9. Andrea


2. Fisher - Fischer

3. second - third

4. her - him

5. Library - Record

6. eyes

7. Budapest - Hungary

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8. storeroom - cellar

9. exploded - destroyed

10. Zsolt - Szabó


Prompt 1:

I dreamed that I fell into a deep hollow hole. I was badly injured underneath and nobody came to save me.

Prompt 2:

I would run away and hide in a small room. I hope that the bomb would not reach me.

Prompt 3:

I think they both will die just like János Szabó‟s wife and daughter.

(Accept any suitable answers)


1. He walks on glass from all the broken windows.

2. He gives orders to everyone to form a line.

3. The people stop helping him when they hear sirens.

4. Strong hands pull him out into the street.

5. He coughs a lot so a nurse gives him something to help him breathe.

6. He is questioned by a policeman.

7. The policeman suggests that he goes home.

8. He gets out of the van feeling terrible.

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1. He is trying to tell John that both Andrea and Kati are safe and they are walking at the

end of the street.

2. He is warning Andrea that there will be an explosion later.

3. She knows that the man is not her father and she is scared.

4. He wants her to go home.

(Accpet any suitable answers)

PLOT (GENERAL) - WORKSHEET 21A

- What is the date of the explosion at Gergely utca? (18 January)

- What is Andrea‟s nationality? (Hungarian)

- What is the baby‟s name? (Kati)

- When John first met the doppelgänger, who falls on the snow? (John)

- How many times that the family spends Christmas in England? (Twice)

- What is John‟s old friend‟s name? (Paul)

- What is not visible on the snow? (Footprints)

- Why Andrea does lost her biggest teaching job? (They don‟t want to pay for the Hungarian

lessons anymore to the workers at the bank)

- How does John know that the man who runs into him is ghostly? (There is no footprint on

the snow)

- What is the name of the old lady who offers him information on János Szabó? (Mrs. Fischer)

- Where does John stay? (Thirteenth District)

- The Danube cuts into which city? (Budapest)

- Which library does John go to look up for old news? (Budapest City Library)

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SETTING (GENERAL) – WORKSHEET 22B

No. Day / Date / Time Event

1. 18 January, Monday

evening.

John Taylor was walking home from work when he bumped into

a man looking exactly like him. He followed the man until to a

bar in Gergely utca but the man disappeared.

2. Tuesday (after the

Monday incident)

John walked to the place he first encountered the man and

discoreved the address was number 7 Felka utca. He started to

have recurring dreams about the man.

3. Every night, after

work.

John went to a bar to hunt for the man whom he saw in his

recurring dreams.

4. Saturday, 10 o‟clock John and Andrea went to Felka utca and searched for the man.

5. Monday John‟s life returned to normal.

6. Wednesday Andrea revealed that she was expecting a baby. But at the same

time, she also lost her job. Zsolt offered her a job at the bar.

7. August Andrea stopped working for Zsolt. By this time, John suspected

the man he saw was his doppelgänger.

8. 16 September John and Andrea‟s baby girl, Kati was born.

9. 22 December John and his family flew to London for Christmas, where John

met his best friend Paul Harris. Paul Harris gave more

information about doppelgänger.

10. 29 December John and his family flew back to Hungary.

11. 5 January, Monday John went back to work.

12. 11 January John‟s recurring dream came back to haunt his sleep.

13. 16 January, Friday John talked to Andrea about going to search for the man at

number 7 Felka utca again.

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14. 18 January, Sunday John had a second meeting with the man at the same time and

place as the previous year.

15. 19-25 January,

Monday-Saturday

John went to Budapest City Library to research on his

doppelgänger.

16. 25 January He finally found a newspaper article reporting on a killing of a

young mother and her child on 18 January 1945, due to a

Russian bomb dropped into a cellar. He further investigated the

truth at number 7 Felka utca.

17. 18 January,

Saturday

Andrea brought Kati to help replace Zsolt working at his bar. An

explosion took place at the bar. Andrea told John that his

doppelgänger helped save their lives.

POST ACTIVITY - WORKSHEET 23A

JOURNAL

ENTRY

JOURNAL COMMENTS

TWO

CHAPTER: 9

“I had had the dream again. The street. The door. Me running out. The man on the ground. Me. Meeting myself.

- John‟s second dream - The man is on the ground

THREE

CHAPTER: 9

“I had the dream again and again that night and on Saturday.”

- John‟s third dream - The dreams are similar

FOUR

CHAPTER: 10

“That night…The strange thing was that every time I had the dream, the noise got louder and louder.”

- John‟s fourth dream - Similar dream is recurring

but this time the noise gets louder

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FIVE

CHAPTER: 14

“As if to make me remember…I watched as he started looking for something in a destroyed basement in Gergely utca.”

- John‟s fifth dream - The dream is prolonged to

the part where a man is looking for something at the destroyed basement.

SIX

CHAPTER: 16

“Every night from then on…I could hear a man‟s voice shouting “Help me! And “Andrea, Kati.”

- John‟s sixth dream - The dream comes in many

versions and now he could hear voices calling for help

EXTENSION ACTIVITY


EXTENSION ACTIVITY - WORKSHEET 27A

"The Climb"

I can almost see it.

That dream I'm dreaming, but

There's a voice inside my head saying

You'll never reach it

Every step I'm takin'

Every move I make

Feels lost with no direction,

My faith is shakin'

But I gotta keep tryin'

Gotta keep my head held high

There's always gonna be another mountain

I'm always gonna wanna make it move

Always gonna be an uphill battle

Sometimes I'm gonna have to lose

Ain't about how fast I get there

Ain't about what's waitin' on the other side

It's the climb

The struggles I'm facing

The chances I'm taking

Sometimes might knock me down, but

No I'm not breaking

I may not know it, but

These are the moments that

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I'm gonna remember most

I've just gotta keep goin', and

I gotta be strong

Just keep pushing on, but

Keep on movin'

Keep climbin'

Keep faith baby

It's all about, it's all about

The climb

Keep the faith, keep your faith, woah

EXTENSION ACTIVITY - WORKSHEET 27B


SUMMATIVE ASSESSMENT

CHARACTER

The character that I like the most is John Taylor in the novel How I Met Myself. His

characteristics taught me some useful lessons. John was a determined person. When the issue

on doppelgänger started to become more disturbing, he was so eager to look for the answers

and did whatever he could to solve the issue. He asked people who had lived near the area and

researched in the library for a few days. He taught me that I must work hard to achieve

something.

John was also a loving family man. His life in Hungary was only about his work and

family before the incident with the doppelgänger. He taught me that one should always value his

family and they were the source for happiness. John spent his Christmas and New Year

holidays with his and Andrea‟s families. That has made their parents happy. However John has

also been obsessed with his doppelgänger and at some part had neglected his family for a while

which caused Andrea to be very upset. So I learnt that I must not allow problems to take over

my mind and upset people around me. These lessons indeed are very useful for life.

THEME

The novel that I have chosen is “How I Met Myself” by David A. Hill. One of the themes

that I find interesting is perseverance in looking for the answer.

This theme can be seen clearly in John‟s reaction after he met the doppelgänger. He

was curious about the man who resembled him and tried to look for him but failed. He went

looking everywhere but could not find any trace of the man. This made him even more curious.

For almost every day after that John kept to his mission to look for the man. After

sometimes he had to reveal the problem to his wife because his wife started to notice his

102

changes. He also went to the area where he met the doppelgänger and asked around. John

even took days off from work to do research in the library without Andrea‟s knowledge. He read

a lot of books and old newspapers. All these demonstrated his perseverance and although it

had affected his marriage somehow, he continued looking for the answer to the mystery that

surrounded him which in the end actually protected his family.

VALUES

The novel that I have chosen is “How I Met Myself” by David A. Hill. One of the lessons

that the novel teaches us is to value our family.

The novel showed that John was a good husband to Andrea and loved her very much

too. He felt very guilty towards her when he could not tell her the truth about his whereabouts.

He was not sure if Andrea could understand his problems so when he told her some white lies,

he could probably want to protect her from his worries. So the lesson learnt is that we should

always share our problems with our wives or husbands no matter what the problems are.

John was also a doting father. When Andrea announced she was pregnant, John was

very happy. When Kati was born, he became a very proud father and wanted his family

members in England to know her too. So, he took Kati to visit his parents for Christmas that

year. They also went to spend their New Year with Andrea‟s family. This shows that the value of

family is very important to John because most of whatever he does, centres on his family.

In conclusion, I find the value of family to be of utmost importance for a family to function

happily as a unit.

103

HOW I MET MYSELF

CHAPTER 1: A STRANGE MEETING

district an area of a town

shutting closing

ran into met someone unexpectedly

CHAPTER 2: GETTING TO KNOW ME

pleased happy

goulash a type of European soup or stew of meat and

vegetables (especially onion), seasoned with paprika

and other spices

CHAPTER 3: A SEARCH

brushed off cleaned

entrance door

footprints marks made by the feet or shoes

running round and round in circles confused

Glossary

http://www.macmillandictionary.com/search/british/direct/?q=meet

http://www.macmillandictionary.com/search/british/direct/?q=someone

http://www.macmillandictionary.com/search/british/direct/?q=expect

http://en.wikipedia.org/wiki/Soup

http://en.wikipedia.org/wiki/Stew

http://en.wikipedia.org/wiki/Onion

http://en.wikipedia.org/wiki/Paprika

104

CHAPTER 4: 7 FELKA UTCA

difficulty problem

revolution rebellion

usual regular

CHAPTER 5: I TELL ANDREA

terrible bad

argued quarreled

completely totally

CHAPTER 6: TALKING TO THE HOUSEKEEPERS

excellent wonderful

housekeeper someone whose job is to clean someone else‟s

house

imagining forming a picture in your mind

CHAPTER 7: DOPPELGANGER

woman‟s touch the particular style or signature of a woman

ghostly looks like ghost

CHAPTER 8: A HOLIDAY

uncomfortable uneasy

CHAPTER 9: THE DATE GETS CLOSER AGAIN

unexpectedly suddenly

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CHAPTER 10: 18 JANUARY

shouting screaming

CHAPTER 11: A LITTLE BIT OF HISTORY

discovered found

party an organisation with the same political belief

jumped out at shocked to notice something enexpectedly

destroyed damaged

CHAPTER 12: LOOKING FOR THE TRUTH

explode blow up

CHAPTER 13: PROBLEMS AT HOME

ill sick

CHAPTER 14: ANOTHER YEAR GOES BY

meetings occasions where people meet

CHAPTER 15: I DISCOVER SOME MORE FACTS

tailor someone who makes clothes

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CHAPTER 16: IT ALL HAPPENS AGAIN

ground eaerth

CHAPTER 17: WE MUST GET THEM OUT!

explosion something bursts with a lot of force and a loud of noise

CHAPTER 18: UNEXPECTED HELP

shut out put everything behind and started anew

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3 How I Met Myself - WordPress.com · component of the English Language Curriculum for secondary schools. ... Pn Vasantha Mallar Narendran SMK Victoria, Kuala Lumpur 2. Pn Yong Wai