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Unit 9 Communication Functions
Lesson 54: How Embarrassing!
I. Teaching Objectives
By the end of the lesson, students will be able to:
Extract narrative details (Li Ming’s embarrassing experience, resolution) from the diary to retell the story, aligning with High school entrance examination reading and speaking skills.
Master target phrases (run into, return to, hear from, make plans) and use them accurately in context, preparing for High school entrance examination vocabulary tasks.
Understand emotional changes in embarrassing situations (shame → relief) and how communication resolves awkwardness, supporting High school entrance examination - style thematic analysis of social interactions.
Write a structured narrative about personal embarrassing moments, enhancing High school entrance examination writing skills and self - reflection.
II. Key Points & Difficulties
Key Points
Narrative Structure:
Embarrassing event: Runs into an old friend but forgets his name.
Resolution: Talks to Wang Mei, calls Gao Yuan, re - connects.
Vocabulary & Phrases:
Run into (偶遇), return to (返回), hear from (收到… 来信), make plans (制定计划).
Difficulties
Retelling the story logically with emotional nuances (e.g., “felt awful,” “felt better”).
Using target phrases accurately in past - tense contexts (e.g., ran into, heard from).
Describing personal embarrassing moments with vivid details and emotional arcs.
III. Teaching Methods
Task - Based Learning (TBL): Through diary retelling, phrase practice, listening 填空，and personal narrative writing.
Emotional Engagement: Discussing embarrassing experiences to build empathy.
Collaborative Learning: Peer feedback on written narratives, emphasizing clarity and detail.
IV. Teaching Aids
CAI (diary - retelling visual prompts, phrase usage slides, embarrassing - moment writing templates).
Textbook, worksheets, and “Embarrassing Moment Cards” (for peer sharing).
V. Teaching Procedures
Step 1: Warm - up – Embarrassing Memories (5 mins)
Discuss the THINK ABOUT IT questions:
（1）How do you feel if an old friend forgets your name (E.g., Awkward, hurt, but understanding.)
（2）Have you reconnected with an old friend How (E.g., Called, messaged, met by chance.)
Share: Invite 3–4 students to share. Write down keywords: embarrassing, old friend, forget, reconnect.
Step 2: Pre - reading – Vocabulary & Prediction (8 mins)
Vocabulary Introduction:
Show definitions and examples (past - tense focus):
Run into: I ran into an old classmate yesterday.
Return to: She returned to China after 10 years abroad.
Hear from: I heard from my pen pal last week.
Make plans: We made plans to watch a movie.
Prediction:
Ask: What embarrassing thing happens to Li Ming How does he fix it
Step 3: Reading – Retelling the Embarrassing Event (12 mins)
Retell with Hints (Let’s Do It! 1):
Use hints to structure the retelling:
“Li Ming ran into an old friend... seemed familiar but he couldn’t remember... felt awful... chatted with Wang Mei... called Gao Yuan... made plans...”
Emotional Arc Analysis:
Track Li Ming’s feelings: Awful → Bad → Better → Happy (after reconnecting).
Highlight: Communication heals awkwardness (talking to Wang Mei, calling Gao Yuan).
Step 4: Vocabulary & Listening Practice (10 mins)
Phrase Fill - in (Let’s Do It! 2):
Answers:
returned to (回到小镇)
made plans (制定计划)
heard from (收到儿子的消息)
ran into (偶遇老朋友)
Listening & 填空 (Let’s Do It! 3):
Hypothetical answers (based on context):
First story: Suddenly (手机响), towards (朝我走来), hardly (几乎不能呼吸).
Second story: surprise (特别惊喜), stage (舞台), wrong (错误的).
Focus: Using past - tense verbs and emotional descriptors.
Step 5: Writing – Personal Embarrassing Moments (15 mins)
Template Introduction:
Structure:
Event: When/Where did it happen What went wrong
Feeling: How did you feel (Awful, nervous, ashamed...)
Resolution: What did you do Did you fix it
Example Sentence:
“I ran into my primary school teacher but forgot her name. I felt so embarrassed! Later, I messaged her to apologize, and we made plans to meet.”
Peer Brainstorming:
Students share ideas in pairs, using target phrases and emotional words.
Independent Writing:
Students draft a 6 - sentence narrative. The teacher circulates to assist with structure and vocabulary.
Step 6: Summary & Homework (5 mins)
Summary:
Recap Li Ming’s story, target phrases, and the power of communication in resolving embarrassment.
Homework:
（1）Polish the embarrassing - moment narrative and exchange it with a classmate for feedback.
（2）Research one “cultural embarrassment” (e.g., greeting mistakes in foreign countries) and write 3 sentences about it.
VI. Blackboard Design
Li Ming’s Embarrassing Event Timeline:
Run into Gao Yuan → Forgets name → Feels awful → Talks to Wang Mei → Calls Gao Yuan → Reconnects (makes plans)
Target Phrases:
run into, return to, hear from, make plans (past - tense: ran into, returned to, heard from, made plans)
Core Message:
“Communication turns embarrassment into connection!”

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