Then you can work on the narrative structure of embarrassing stories. Most importantly, you can ask whether they share embarrassing stories and who with, so you can introduce the importance of personal stories for forging closer relationships.
#Most embarrassing moments video zip
She also uses “like” as a discourse marker: “And so I was in like one of those cool Tom Ford dresses with the zip and everything.”/“But I like introduced myself.” You may wish to draw attention to her use of “be like” to introduce (internal) dialogue and how that can be used for reported speech: “I was like, ‘You’re unbelievable!’”/”And I was like, ‘This is Elizabeth Taylor’ and she was like, ‘No, it’s not.’” / “And I was like, ‘Oh my God, this is Francis Ford Coppola!’” /”And finally I was like, I HAVE TO, or I’ll regret it for the rest of my life.” /”I noticed I was barefoot, but I was like, ‘Mmm, maybe, they probably won’t notice.’” (Mind, depending on how comfortable they feel in the group, they might not share.)ġ0. Post-listening (PW) 4′: Ask students to discuss how they’d feel in her shoes (or in her dress, rather) and whether something similar has ever happened to them.
Class check.Ī) Where was she? A: In a restaurant in Paris.ī) What was she wearing? A: A designer dress with a zip and no shoes (she was barefoot).Ĭ) Who did she see? A: Francis Ford Coppola, the man who directed ‘The Godfather’.ĭ) What did she decide to do when she saw that person? A: Go talk to him.Į) What did she realize when she walked away? A: She realized her zip was undone and her whole back was showing.ĩ. Listening for detail (PW) 10′: Say you’re going to play the last story again ( From 03:46 to 05:02) and ask them to answer these questions in pairs. Pair check and class check (Key: 2, 3, 14). Ask them to tick the three situations from the text she mentions. Listening for gist (Ind>PW) 8′: Tell students they will listen to Jennifer talking about embarrassing moments in her life. Ask them whether they think she ever feels embarrassed (they might remember her tripping over when she won an Oscar or you can show a picture).ħ. Pre-listening (WG) 3′: Show students a picture of Jennifer Lawrence and elicit what they know about her. Draw attention to the fact that the list was published in a UK newspaper: what would they scrap off the list to make it more representative of what makes Brazilians embarrassed? Would they add anything?Ħ. Debriefing and expanding 6′ (WG): Elicit groups’ chosen situations and ask whether there are any situations on the list that they wouldn’t consider embarrassing at all. Speaking 10′ (PW>GW): Pair students up to choose the 3 most embarrassing moments in their opinion, then group two pairs together to decide on the worst situation for all of them.ĥ. You may also need to work on the difference between situations 5 and 7.Ĥ. Use stock photos and mime to help clarify. burping, snorting, flies/zip being undone, and swallowing). Vocabulary 6′ (WG): Elicit the meaning of “red-faced” and any other expressions you think they might not know (e.g.
Thinking someone’s waving at you when they are notģ.Waving at someone and they don’t see you.Getting food stains or splashes on your top.Forgetting someone’s name when introducing them.
Scanning/ Pre-teaching vocabulary 5′ (Ind): Ask students to go over the list quickly just to match the pictures to the situations below.
You might need to work on the difference between being embarrassed and being ashamed.Ģ. Elicit embarrassing moments/feeling embarrassed. Lead-in 3′ (WG*): Show students the three pictures from this Daily Mail article ( – N.B.: If the page appears blank, it may be due to your ad block.) and ask what they have in common. The main point here is to get them to speak a lot, of course, but also to learn and practice (both in listening and in speaking) the structure of a personal story. The topic is embarrassing stories and students will read about it to get in the topic, listen to a celebrity telling her own stories and talk throughout. If you are suffering from Novemberitis and need a comical interlude or just an idea for a lesson, here’s an integrated-skills lesson plan for B2 learners.
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