james james

REading Lesson. Gossip


Abc Detailed reading practice

Main Aims

  • To provide detailed reading practice using a text about gossip in the context of scientific research related to gossip

Subsidiary Aims

  • To provide fluency speaking practice in a discussion in the context of research related to gossip


Warmer/Lead-in (3-5 minutes) • To set lesson context and engage students

Using Slides, I show an image of two people gossiping. I make sure students come up with the word or verb for what is happening in the picture. I ask: "so, what does it mean to gossip?" I then split them into pairs and have them briefly discuss the following questions: Has anyone ever gossiped about you or someone you know? How did you / they feel?

Pre-Reading/Listening (10-12 minutes) • To prepare students for the text and make it accessible

Selected blocking vocab from the text has been chosen, namely: -Pass on -Feel Guilty -Social Skill -Share Meaning is presented via a matching exercise, namely: “We all enjoy gossiping about people we know, although sometimes we might feel guilty about it afterwards.” “McAndrew says that gossiping is a social skill and that we need to learn to do it well.” “People were happy to pass on good news but only if it was about a friend.” “...gossiping is in our genes and we feel pleasure when we share interesting information.” to be matched with: To tell someone else about your thoughts, feelings, ideas, etc. To experience worry or unhappiness because you have done something wrong. To give something to someone else, after receiving it yourself. Strategies and behaviors that are necessary to communicate with others. The word share has severall meanings, these are expanded on via showing other definitions, followed by a summarized version of when we use the verb to share. Meanings of share: -To have in common -To divide with other people -To post on social media -To talk/communicate an idea Students are asked to identify what meaning of share is used in the text. Form is elicited from students by having them which word is the "odd one out", using among us as a reference, "who is the impostor?". Students are asked to identify what type of words the phrases are and which one is different. Form is then expanded by having students come up with following words to the phrases, and we then collectively identify what types of words follow the words presented. Hopefully, students will recognize they are followed by nouns. The instruction is "what types of words go in the blanks?", "Can you think of examples?" Colors and visual aids are provided. -My friend passed on ___________ -I feel guilty about ________ -My friend and I shared ___________ Pronunciation is covered via modelling, drilling and phonetic transcription. Linking, difficult sounds, pronunciation and stress are covered. Appropriacy is covered via the question "Formal, informal or neutral?" and the elicitation, "can we use these with both our friends and at work?"

While-Reading/Listening #1 (3-5 minutes) • To provide students with less challenging gist and specific information reading/listening tasks

Students read and answer the questions: What is McAndrew’s Job? What does he research? They check answers in pairs and then in group.

While-Reading/Listening #2 (8-10 minutes) • To provide students with more challenging detailed, deduction and inference reading/listening tasks

Students are asked to read again and answering the following true or false questions True or False. Gossip is always something negative True False X We usually feel bad after we gossip Yes, Always Not always, but sometimes X People are happy to pass on good news about people they like True X False Men and women gossip differently True, Men don't gossip much with friends X False, both gossip with friends It’s positive when someone gossips to make themselves feel more important in the group True False X Gossip definitely isn’t genetic. True False X Answers are checked in chat in pairs, then OCFB

Post-Reading/Listening (8-10 minutes) • To provide with an opportunity to respond to the text and expand on what they've learned

Students are given practice in speaking and providing their opinion on the text, using the questions: Do you agree with McAndrews? Do you think gossip is positive or negative? When is it ok to gossip or talk about someone? Students talk in pairs while teacher monitors, then we go back to the class for OCFB and DEC

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