TRANSFORMING THE WHOLE CLASS INTO GOSSIPING GROUPS

Martha Aguinaga GuerreroDiego Paredes Montero

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.

POINTS AGAINST ACTIVITY Rapport with students. Uncomfort if talking about someone known; not

enough motivation if talking about someone imaginary.

ACTIVITY 1Stage 1A.Explain and divide in groups of three B.Distribute pieces of paper with gossiping information.C.Let them talk and listen.Stage 2A.Divide in new groups of three.B.Student talk with the previous information.

ACTIVITY 1

Stage 3A.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¨.

ObituaryUnexpected death of SanSan, 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__________________.

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

STAGE 1

Give the students few minutes to have a story or novel in their minds.

Brief discussion.

Review the plot.

STAGE 1

IMPORTANT: Avoid ask them their opinions.

Whet the students’ appetite for more talk about the characters.

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.

STAGE 3

Ask each gossiping group to prepare for an oral presentation.

The group jotted down the ideas that the members suggested.

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.

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.

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.