The Oscars fiasco (a conversation lesson) 90′

Today’s lesson will focus on the Oscars major ‘best picture’ goof-up. I will be using an article and videos from The Guardian/youtube. This is a 90′ minute conversation lesson for upper-advanced students (EF: C1). Targeted age: 17 – on.

The topic of the lesson: The Oscars goof-up!

[Slide 1] The picture below can be used as a background image to incite students to what is to come. 

  1. Introducing the main topic
  • Interaction: (s-s) Pairs or (s-ss) trios
  • Timing: 10′
  • Monitoring: T walks around the room giving support to the groups of students, helping with what is needed and making notes of important language or language to improve to be used at the next stage.
  • Feedback: Board important language items.

oscars

Ask students the following questions:

  • Are you a regular Oscar fan?
  • Have you watched all the films presented at the Oscars 2017?
  • Are you more bound to watch the films or read the books?
  • Did you become acquainted with what happened at the Oscars 2017 (that took place this last Sunday, Feb, 26th)

[Slide 2] Use the same picture (above) as the background image.

2. Developing the main topic 1 (video task)

  • Interaction: (s-s) Pairs or (s-ss) trios
  • Timing: 20′
  • Monitoring: T walks around the room giving support to the groups of students, helping with what is needed and making notes of important language or language to improve to be used at the next stage.
  • Feedback: Board important language items.

Ss watch the video of what happened (even if they saw it on Sunday or afterwards) to gain vocabulary:

Vocabulary to be focused on from video:

Questions to be asked to ss about the video: 

  • If it had been you getting the wrong prize, how would you have reacted to that terrible goof-up
  • How has the ‘La La Land’ cast handled the situation?
  • What happened to the cue card?
  • What have you gathered from the last Twitterati‘s post shown on the video?

[Slide 3] Use the same picture (above) as the background image.

3. Developing the main topic 2 (video task)

  • Interaction: (s-s) Pairs or (s-ss) trios
  • Timing: 10′
  • Monitoring: T walks around the room giving support to the groups of students, helping with what is needed and making notes of important language or language to improve to be used at the next stage.
  • Feedback: Board important language items.

Next ss watch a video of Jimmy Kimmel (this year’s presenter) explaining the mix-up. Include this image to the slide: 

oscars-2

https://www.theguardian.com/tv-and-radio/video/2017/feb/28/who-had-the-card-jimmy-kimmel-explains-oscars-mix-up-video

Basically, it goes: Jimmy Kimmel, the host of one of the most eventful Oscars ceremonies in History, explains how the best film fiasco took place. One day after the debacle at the Dolby Theatre that resulted in La La Land being awarded Moonlight’s best picture Oscar, Kimmel told the audience of his own show that ‘the accountants gave Warren the wrong card and they apologised for it today, so it wasn’t Warren Beatty’s fault.’ Kimmel explained that Beatty was given the best actress envelope, and that is how the epic confusion arose.

Work with:

  • debacle
  • take lace

[Slide 4] Use the same picture (above) as the background image.

4. Reading task 1 – reading for gist (skimming)

Text can be found here:

the-guardian-on-the-oscars-2017

  • Interaction: Reading = individually / discussion = (s-s) Pairs or (s-ss) trios
  • Timing: 20′
  • Monitoring: T walks around the room giving support to the groups of students, helping with what is needed and making notes of important language or language to improve to be used at the next stage.
  • Feedback: Board important language items.

Gist questions:

  • Whose mistake was it really?
  • Who is PwC? For how long have they been working with the Academy of Motion Picture Arts and Science? 

5. Reading task 2 – reading for specific purposes (scanning)

  • Interaction: Re-reading = individually / discussion = (s-s) Pairs or (s-ss) trios
  • Timing: 15′
  • Monitoring: T walks around the room giving support to the groups of students, helping with what is needed and making notes of important language or language to improve to be used at the next stage.
  • Feedback: Board important language items.

Ask ss to re-read the article and work on the bold lexis. They can either use a dictionary. You can give the meanings for them to match. It’s your decision.

  • apologised (call ss attention to the BrE with “s”)
  • debacle (has already been discussed)
  • breaches
  • unprecedented
  • squarely
  • wings (of the stage)
  • rectified 
  • gaffe
  • punchlines
  • probe
  • under a bus
  • prank
  • Bed Bath and Beyond 

6. Reading task 3 – Follow-up

  • Interaction: Re-reading = individually / discussion = (s-s) Pairs or (s-ss) trios
  • Timing: 5′
  • Monitoring: T walks around the room giving support to the groups of students, helping with what is needed and making notes of important language or language to improve to be used at the next stage.
  • Feedback: Board important language items.

Ask ss:

  • After the mistake had been made, what would you have done to correct it (if you were working or PwC?)
  •  If you were Dunaway and Beatty (a.k.a Bonny and Clyde) how would you have reacted at that time?

6. Wrap-up (5′):

Revisit the topic of the lesson and the vocabulary acquired.

The Oscars goof-up!

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BeYouSolutions

- 16 years of teaching experience (Seven Idiomas / Cultura Inglesa Jundiaí) - 5 years as an Academic and Pedagogic coordinator - 1 year as a Pedagogic Bilingual coordinator at a Regular school - Letras Inglês Licenciatura Plena (PUC-SP) (2007) - CELTA - St. Giles SP (2008) - ETYL (English Teaching for Younger Learners) - International House Sydney (2012) - Cambridge DELTA MOD II, III - Cambridge Train the Trainer Cambridge Course - Pós em Pegagogia - PUC RS - MBA em finanças e geração de valores - PUC RS - MBA em Gestão da Escola na Contemporaneidade

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