This research focuses on understanding how the use of humor in the ESL/EFL classroom furthers content apprehension in the approach of gender issues. It aims at investigating how teenage ESL/EFL students perceive the underlying gender ideology behind the scenes of sitcoms they are exposed to, analyzing if there are any gendered differences in perception and observing how memorable they can be so as to work as a vehicle to develop language as well as foster critical thinking and feeling in the ESL/EFL class. In order to do so, two scenes of sitcoms widely seen by Brazilian teenagers were chosen, the first being rather more stereotypical of gender than the second. Students of mixed sex groups were exposed to the scenes and marked their opinion on a Differentials Scale devised based on critical discourse analysis and theories of gender and discourse. After 48 hours, students were asked to answer two questions in order to learn how memorable the scenes had been and how effective they can be for raising awareness to gender bias in humor. The findings in this paper will shed a light on the importance of critically choosing exerts of authentic media material to do language work in the ESL/EFL classroom, especially regarding gender ideology.