3. REQUIREMENTS
Three types of involvement in conversation:
1. Self-involvement of the speaker.
2. Interpersonal involvement between speaker and hearer.
3. Involvement of the speaker with what is being talked about.
4. POINTS AGAINST ACTIVITY
Rapport with students.
Uncomfort if talking about someone known; not enough
motivation if talking about someone imaginary.
5. ACTIVITY 1
Stage 1
A.Explain and divide in groups of three
B.Distribute pieces of paper with gossiping information.
C.Let them talk and listen.
Stage 2
A.Divide in new groups of three.
B.Student talk with the previous information.
6. ACTIVITY 1
Stage 3
A.Show the following information:
B. Give the class some time to reflect.
C. Have two students disscuss the topic ¨The San we used to know¨.
Obituary
Unexpected death of San
San, founder of the Akyab Lonely Hearts Club, breathed his
last breath while watching a pretty girl come towards him
with a red rose in her right hand and a handkerchief in her
left hand. The funeral procession will__________________.
7. GOSSIP ACTIVITY 2
Not appreciated by teachers because:
It is tantamount to making an exhibition of oneself.
Encourage students who have a basic knowledge of
English but are shy or reluctant to talk.
Another way: using literatura.
Gossip: characters.
Have differing interpretations
and opinions
8. STAGE 1
Give the students few minutes to have a story or
novel in their minds.
Brief discussion.
Review the plot.
9. STAGE 1
IMPORTANT: Avoid ask them their opinions.
Whet the students’ appetite for more talk about
the characters.
10. STAGE 2
Make the students talk about their main
characters.
Students were allowed to form their own grupos
(size: not limited)
Students came to class with prepared gossip
ítems.
Language: should be natural.
11. STAGE 3
Ask each gossiping group to
prepare for an oral
presentation.
The group jotted down the
ideas that the members
suggested.
12. STAGE 3
One representative read their notes to the rest of
the class.
The activity show that the students’ languagewas
not faultless, but they can sapoke with more easy
and fluency with themes that they are fmailiar
with.
13. CONCLUSION
The gossiping activities are not intented to teach
students how to speak.
Students speak more fluently by making use of
their feelings.
Students are draw into the 1° activity for the sake
of fun.
14. CONCLUSIONS
Second activity allow them participate eagerly
because they are already familiar with the purpose
of the gossiping, they can show how much they
know and feel about the item.
Accuracy and formal correctness cannot be
achieved through these suggested activities.
