ҚОСТАНАЙ
МЕДИЦИНАЛЫҚ КОЛЛЕДЖІ
КОСТАНАЙСКИЙ
МЕДИЦИНСКИЙ КОЛЛЕДЖ
Aғылшын
тілінен коммуникативтік
тапсырмалар
жиынтығы
Сборник
коммуникативных заданий
по
английскому языку
Дайындаған: Ильина Е.А.,
ағылшын тілі оқытушысы
Подготовила: Ильина Е.А.,
преподаватель английского языка
Қостанай
2012
Сборник коммуникативных заданий по
английскому языку
Костанай, 2012 г., 31 стр.
Автор: Е.А.Ильина, преподаватель
английского языка
Рецензент: Г.А.Лукина, преподаватель
английского языка высшей категории
Данный сборник
коммуникативных заданий направлен на развитие навыков общения на английском
языке. Представленные в сборнике задания предназначены для работы в парах или
небольших группах студентов при подготовке к занятиям, контролям по модулю и
дифференцированному зачету. Сборник рекомендован к использованию как
преподавателями, так и учащимися, заинтересованными в развитии навыков
разговорной речи на английском языке.
№7 ПӘК отырысында
қаралды
№7 Хаттама 14.03.2012
Рассмотрено на заседании ПМК №7
Протокол №7 от 14.03.2012
Contents
1. Introduction…………………………………………………………………4
2. At
the chemist’s..…………………………………………………………....5
3. Find
10 important differences.........................................................................6
4. “The
mutual appreciation game”....................................................................9
5. Job
interview.................................................................................................10
6. Medical
Game...............................................................................................11
7. The
no-no game.............................................................................................12
8. Double
lives...................................................................................................13
9. First
impressions............................................................................................14
10. Dream
homes.................................................................................................15
11. Bedrooms.......................................................................................................16
12. Twist
of fate...................................................................................................17
13. Hard
sell........................................................................................................18
14. Advertising....................................................................................................19
15.
Party
for colleagues......................................................................................20
16. Conference.....................................................................................................22
17. Life
changes..................................................................................................23
18.
Time
changes................................................................................................25
19. Speeding........................................................................................................26
20. Shopping........................................................................................................27
21.
Strictly confidential.......................................................................................29
22.
Gifts of gold..................................................................................................30
23.
Literature.......................................................................................................31
24.
Introduction
Communicative Approach is one of the key ways for
teaching speaking. All communicative activities include choice, information gap
and feedback. We have choice in all real communicative situations. We choose
what to say and how to say it. That is why communicative activities are close
to real life. If there is no information gap the students do not have anything
to talk about. One of the students must know something that the other student
has no idea about. Feedback helps students to understand better their strengths
and weaknesses. It’s a good way to analyze their work, successes and failures.
All activities in this book are truly communicative.
They give students opportunities to speak, share opinions and make suggestions.
These activities can be used in the classroom by a teacher and as extra
material for students of the Nursing Affair department. Each activity involves
about two-six students in the process of communication.
Сборник
коммуникативных
заданий
1.
At the chemist’s
Procedure:
Students sit in pairs. In each pair, Student A is a
customer, and has a list of medicines to buy. Student B works at the chemist’s,
and has a list of medicines and their prices. They do not look at each other’s
lists. Student A tries to “buy” the things on his/her list, for example:
A: Have you got any drops?
B: Yes, I have.
A: How much do they cost?
B: 3$ for a bottle.
Feedback: discuss what was interesting for
(difficult).
2. Find
10 important differences
Procedure:
The two students in each
pair have pictures which are identical except for ten important differences.
They do not look at each other’s pictures, but try to find the differences by
describing their picture, for example, “In my picture there is…” When they find
a difference, they mark it on the picture.
Feedback: discuss the
procedure, how did you feel about this activity.
Spot the
difference – 1.
Spot the difference 2.
Spot the difference 3.
3.
“The mutual appreciation game”
It is very important for
a nurse to be able to improve the patient’s mood. Compliments are pleasant to
hear for all people. This communicative activity helps you to make your compliments
skills better.
Preparation:
Spend a few minutes
thinking of compliments you could pay your partner. Use the expressions below
to help you.
Play:
v When
you are ready start exchanging compliments with your partner. Respond to each
compliment you receive in an appreciative but modest way. See who can give the
most compliments in under two minutes!
v Join
the rest of your group and report some of the compliments you have been giving.
For example:
I
was just saying how nice Alain’s new haircut looks.
I
was just telling Yvonne what a marvelous tan she has got.
Useful
expressions:
v You
are looking as… as ever/ usual today!
v What
a brilliant/ fantastic/ fabulous …!
v You
know, that/ those … really suit(s) you!
v I
(really) like your …! Where did you get it (them)?
v By
the way, you did a great job in the class the other day.
v In
fact, I must say you are one of the …est people I have ever met! And I am not
just saying that. I (really) mean it!
Feedback: discuss how did you feel paying compliments
and getting them.
4.
Job interview.
Preparation: arranging
the chairs in the classroom.
Procedure:
Students count A-B. Each
student gets a card with directions. (Also students can choose the roles
themselves.)
Feedback: discuss the
procedure of the interview how did you feel asking/answering questions.
5.
Medical Game
Procedure:
Students
work in groups of three. Each person gets a card with his/her situations. For
5-10 minutes students discuss how are they going to solve their problem, then
they present a short role-play in front of the class.
1. Doctor
Read your card and find
other members of medical game among those who are present at the cocktail
party.
You’re
a doctor in the polyclinic. You have to be in your office but in fact now
you’re driving home because you forgot to turn the kettle off. When you came
back to work you see an angry patient who was waiting for you for 45 minutes.
Explain the patient your absence.
2. A nurse.
Read your card and find
other members of medical game among those who are present at the cocktail
party.
You’re the
doctor’s assistant. The doctor is away. The patient is waiting for him and
getting angry. Try to calm the patient down until the doctor comes.
3. A
patient.
Read your card and find
other members of medical game among those who are present at the cocktail
party.
You’re a patient. You want to consult the doctor about
your headache. The nurse told you the doctor would be back in 10 minutes but
you have been waiting for 45 minutes already. You’re very angry. You would like
to tell the doctor what you think of him. Do it politely.
Feedback: students
discuss the role-play, their behavior and chosen words.
6.
The no-no game
Preparation:
Ø Write
down eight false (but believable) statements about yourself, your classes, your
family, your interests, your college or your country. When you are ready, swap
lists with a partner.
Play:
Ø Imagine
the two of you are chatting at a corporate event. Take it in turns to make
wrong assumptions about each other using the lists as a starting point but adding
remarks of your own if you can.
For
example:
I
hear
you decided to move to Almaty.
I
understand you love football.
I
believe a new department is about to be opened in our
college.
I
read somewhere that Kazakhstan will be joining the
European Union soon.
Ø Your
objective is to get the other person to say ‘no’. Their objective is the same.
Use the expressions below to help you avoid saying ‘no’.
Ø Whoever
says ‘no’ first loses.
Feedback: students discuss what was difficult during
the activity.
7. Double
lives
Procedure:
1. Work
in small groups. Look at the list and decide which things are the most
important when you are describing who you are.
2. Discuss
these questions:
·
Which
information in exercise 1 are you most interested in when you meet someone for
the first time?
·
Which
of these things do you think people are most likely to lie about?
·
Talk
about the most honest person you know.
3. Put
the following in order of seriousness (1 = the most serious; 6 = least
serious).
·
Lying
about why you are late for work/school;
·
Lying
about your age to get into a nightclub;
·
Lying
about your qualifications to get a job;
·
Lying
to your partner about other person;
·
Lying
to a friend about their new hairstyle;
·
Lying
to a member of your family about a present that you didn’t like.
4. Choose
one sentence from the sentences below and complete it so that it is true for
you. Complete the other sentences so that they are not true for you.
·
I
come from…
·
I
live in…
·
I
work for…
·
I
have…
·
I
really like…
·
I’m
looking for…
·
I’m
feeling…
·
I
always…
5. Work
in pairs. Tell your partner your completed sentences. Can he/she guess which
sentence is true?
Feedback:
students discuss their emotions about this activity.
8. First
impressions
Procedure:
1. Work
in pairs. Discuss the following questions:
·
When
and where was the last time that you met someone new?
·
Who
was it?
·
What
was your first impression on them?
·
Were
your first impressions accurate?
2. Think
of five situations when it is important to look good and make a good
impression. Discuss it with your partner.
3. Explain
the meaning of the saying below. Do you agree or disagree? Give examples to
explain your opinion.
You
can’t judge a book by its cover.
Feedback: Students tell their thoughts on the topic.
9. Dream
homes
Procedure:
1. Do
any of these phrases describe where you live?
·
It’s
really convenient for the shops;
·
It
gets quite noisy at night;
·
It
can be a bit dull at times;
·
The
neighbours are really friendly;
·
It’s
a bit small and we need more space;
·
It’s
quite a long way from where I work/study;
·
There’s
loads of space and plenty of light.
2. Work
in pairs. Compare your answers and discuss these questions:
·
What
are the advantages and disadvantages of living where you live?
·
Would
you like to live somewhere completely different? If yes, where?
Feedback: Students tell what was difficult/interesting
for them in the activity.
10. Bedrooms
Procedure:
1. Complete
the sentences with a verb from the box:
fall feel go
have make set wake
a) I
often find it difficult to _____ up in the morning.
b) I
always _____ the bed first thing in the morning.
c) I
sometimes _____ a nap after lunch.
d) I
sometimes _____ asleep in front of the TV.
e) I
often _____ sleepy in the middle of the day.
f) I
never _____ to sleep before ten o’clock.
g) I
sometimes forget to _____ my alarm clock.
2. Change
these sentences so that they are true for you. Compare your sentences with a partner.
3. Work
in pairs. Discuss the questions:
· Do
you find it easy to get to sleep?
· What
do you do when you can’t get to sleep?
· Are
you a heavy or a light sleeper?
· Do
you usually remember your dreams the next morning?
· Can
you remember a recent dream?
Feedback: Students’ discussion on the activity, what
did they learn about their partners.
11. Twists of fate
Procedure:
1. Match
the injures 1-8 to the pictures A-H:
1) He’s
bleeding.
2) He’s
got a big bruise.
3) He’s
got a black eye.
4) He’s
got a few scratches.
5) He’s
sprained his wrist.
6) He’s
suffering from shock.
7) He’s
twisted his ankle.
8) He’s
unconscious.
2. Work
in pairs. Put the injuries in order of seriousness. (1 = most serious; 8 =
least serious).
3. Work
in pairs, A and B.
A: Choose an injury from the pictures
and explain how it happened.
He was running for the
bus when he fell over.
B: Listen to your partner’s
explanation and decide which injury he/she is talking about.
Then exchange roles.
Feedback: Students share their emotions about the
procedure of the activity.
12. Hard
sell
Procedure:
1. Think
of three different brand names that you know for each of the products below.
Which are your favourite brands for
these products? Why?
2. Match
the adjectives in the box to the products in the pictures. Can you think of any
other adjectives to describe them?
comfortable
delicious efficient fashionable fresh healthy popular
reliable strong stylish
3. Think
of another product and write six adjectives to describe it. Read your
adjectives to the class. Can they guess what the product is?
Feedback: students discuss the most
difficult/interesting moments for them in the activity.
13. Advertising
Procedure:
1. Work
in small groups. Read the information:
You work for an
advertising agency. A company that produces a mineral water called “Life” has
hired you to create an advertisement. It wants to sell the water to young
people (16-25 years old) as an alternative to Coca-Cola and other such drinks.
It has decided to advertise on TV. The advertising slogan will be “Natural and
healthy”.
2. Plan
your advertisement. Follow the steps below:
·
Make
a list of seven images you associate with the words “natural” and “healthy”;
·
Choose
one image from your list that is fashionable and will appeal to young people;
·
Choose
the kind of music you want to use;
·
Decide
whether you want to use a famous personality;
·
Decide
when would be the best time to show the advert on TV (before or after which
programme).
3. Present
your advertisement to other group.
Feedback: Students share their opinions on the
advertising projects of all the groups.
14. Party
for colleagues
Procedure:
1.
Work
in groups of four, A-D. Imagine that you work together in a hospital. The
administration of the hospital wants to organize a party for the hospital
staff.
A:
The boss.
A
party is good for the staff because it is an opportunity for people to get to
know each other better. For this reason, you don’t mind paying as long as it
isn’t too expensive. You think that it is important that the staff decide what
kind of party they want, but the final decision is yours.
B:
The workaholic.
You’re
not very keen on parties and you hate dancing, but a meal in a restaurant would
be a good opportunity to talk to people from other departments. You certainly
don’t want a late night, because you like to get up early in the morning.
C:
The gossip.
You
think the party is a great idea. A disco would be nice and you have lots of
friends who would like to come. You know some very good clubs in the centre of
town and you think that everyone would like them. These clubs are often closed
on Monday and Tuesday nights, so the hospital could rent one. It could be a
fantastic night out.
D:
The lazy worker.
You
don’t really want to go out with people from work on a Friday night or at the
weekend – you’ve got better things to do. But if the hospital is going to pay
for an expensive meal in a restaurant or a good party, you don’t mind. In fact,
you don’t mind organizing everything – booking a place and making other
arrangements. It would be a nice change from your usual boring job.
Read
the information on your role card and think about your answers to the questions
below:
·
What
kind of party would you like: a meal in a restaurant, a disco, a drinks party?
Where would you like the party to be?
·
What
day of the week would you prefer for the party? What time should it start and
finish?
·
Who
should be invited to the party: only hospital staff, a staff and their
partners, staff and as many friends as they like?
·
Who
should pay for the party: the hospital, the staff, both the hospital and the
staff?
2.
Now
work with your group. The boss has called a meeting to discuss the party. Share
your opinions and decide what sort of party you are going to have.
Feedback: the students share how they
reached compromise in the group, tell about their feelings about their roles.
15. Conference
Procedure:
1. Work
on groups of three, A-C. Read the information on your role cards.
A: You came to take part in a conference with a
friend, but he/she isn’t feeling well and has decided to stay in bed this
morning. You’d like to wander around and explore the city after the conference.
You also want to do a bit of shopping. It would certainly be more fun with some
other people. If your friend isn’t feeling better later, you think you’ll find
out if it’s possible to do some water-skiing.
B: You’re taking part in a conference tomorrow but
today is free. You know this city well. When you have free time, you often hire
a speedboat, but it isn’t much fun on your own. You also like surfing. But,
first of all, you need to go to the shops to buy a new battery for your laptop
computer.
C: You came to the conference on your own. You think
it’s a good way to make new friends. You want to go to the city to find out
about hiring a car. You have read that there is a very interesting old town
about 40 kilometres from the city, and you would like to visit it. With a car
you could also visit the most beautiful beaches which are further along the
coast.
2. You
came to the medical conference and it’s your first morning in a hotel. You are
sharing a breakfast table with some other guests. Find out what their plans are
for the day.
Feedback: students share their thoughts and emotions
about their roles.
16. Life
changes
Procedure:
1. Work
in pairs. Look at the list of life-changing events below and discuss these
questions.
·
Which
are the three most important changes?
·
Which
is the most difficult decision to make?
·
Which
is the easiest change to deal with? Which is the most stressful?
·
Have
you had to make any of these changes in your life? If yes, what difficulties
(if any) did you face?
2. Imagine
that you have just made a big life change. Use your imagination or choose one
of the ideas from the list. Think about your answers for the questions.
List of life changes:
You have recently:
·
Started
work as an early morning newsreader.
·
Gone
back to college to train to be a nurse.
·
Become
a ski instructor.
·
Opened
a beach bar on a tropical island.
·
Married
a millionaire.
·
Signed
up at circus school to train to be a clown.
·
Been
chosen to star in a Hollywood movie alongside a very famous actor/actress.
·
Had
five children (quintuplets).
Questions
to answer:
·
What
change have you just made?
·
Why
did you decide to make this change?
·
How
long have you been doing what you are now doing?
·
What
difficulties did you face at the beginning?
·
Are
you happy with the change?
·
Are
there any aspects you particularly enjoy? Are there any that you really don’t
like?
·
How
long do you think you’ll continue with this new lifestyle?
3. Work
in pairs. Interview your partner about their life change. Find out as much as
you can about their new lifestyle.
Useful language:
·
I
think the most difficult thing was…
·
I
really didn’t know what to expect…
·
At
first I was excited/nervous/unsure…
·
It
took me some time to…
·
From
the start I really enjoyed/liked/hated…
·
It’s
the best thing I’ve ever done!
·
I’d
recommend it to anyone!
Feedback:
students share their feelings about the procedure of the activity.
17. Time changes
Procedure:
1. Work
in two groups, A and B. You are going to talk about the changes that have taken
place in your lifetime. Answer the questions.
Group A:
·
How
has your town changed in your lifetime? Is it a lot bigger?
·
Have
a lot of immigrants moved into your town? If yes, from where?
·
Have
a lot of new houses been built? If yes, where and what kind of houses?
·
What
other new buildings are there?
·
Have
the shops and shopping areas changed?
·
Can
you think of any other changes?
Group B:
·
How
have people’s lifestyles changed in your country during your lifetime?
·
Do
people still do the same kinds of jobs?
·
Have
any new industries developed? Have any old industries disappeared?
·
Has
family life changed?
·
Do
people still do the same kinds of things in their free time? Do they spend
their money on the same things? Are their hopes and dreams the same?
·
Can
you think of any other changes?
2. Use
your notes and Useful language to help you report back to the class on your
discussion. Feedback.
Useful
language:
·
Our
group has been discussing…
·
We
spent a lot of time talking about…
·
We
think that the biggest changes have been…
·
We
agreed that…
·
We
thought it was particularly interesting that…
Feedback: students share their feelings about the
procedure of the activity.
18.
Speeding
Procedure:
1. Discussion.
Who are better drivers: men or women? Why?
2. Complete
the compound nouns in the phrases a-h with a word from the box.
belt
licence lights limit phone street way zone
a) Driving
a car 20 kph over the speed _____
b) Driving
a car while you are using a mobile _____
c) Driving
a car without a driving _____
d) Driving
a car without a seat _____
e) Driving
the wrong way down a one-way _____
f) Driving
very slowly in the fast lane of a motor _____
g) Not
stopping at the traffic _____ when they are red
h) Parking
your car in a no-parking _____
3. Work
in pairs. Choose the three most serious actions from 2. What should the
punishment for these actions be? Discussion.
4. What
annoys you most about other drivers? What kind of driver are you? Discussion.
Feedback: students tell
what they learned about other people.
19.
Shopping
Procedure:
1. Match
the words in the box to the categories 1-3.
shop assistant shopping centre window-shopping
shoplifter corner shop discount shop online
shopping high street shopping shopaholic
1-people 2-types of shopping 3-places
to go shopping
2. Complete the quiz with a word or phrase from 1.
3. Which of the sentences from the quiz are true for you? Compare
with a partner.
4. Discuss in pairs the following questions:
·
Are you really an addict?
·
When do you usually go shopping?
·
Are there an ideal time to go shopping?
·
Where do you most like to go shopping?
·
How much do you usually spend a week?
·
What do you most enjoy shopping for?
·
When did you last go shopping?
·
What did you buy?
Feedback: students tell what
they learned about their partners.
20. Strictly confidential
Procedure:
1.
Work in pairs. Which of the following pieces of information about
you are the most confidential?
·
Your age
·
The way that you vote
·
Your emails and where you surf on the internet
·
Your financial situation
·
Your employment record
·
Your school record
2.
Which pieces of information in 1 do you think the following people
have the right to know? Explain your reasons.
·
Parents about their children
·
Husbands or wives about their partners
·
Employers about their staff
·
Schools or universities about their students
·
Governments about people
Feedback: students share their feelings about the questions, their
opinions
21. Gifts of gold
Procedure:
1.
Work in pairs. Discuss these questions.
Do you know anyone who:
·
Has got engaged?
·
Has graduated from the university?
·
Has had their golden (50th) wedding anniversary?
·
Has moved to a new home?
·
Has retired?
·
Has been promoted to a top job?
·
Has worked for the same company for 25 years?
Did these people do anything to celebrate these occasions?
What would you do to celebrate these occasions?
2.
Choose three occasions from the list in 1 that you think are the
most important for people’s lives.
Now choose an appropriate present for each of these occasions.
Explain your reasons.
Feedback: Students share the ideas they liked most of all.
Literature:
1.
Savignon
S. Communicative competence: Theory and practice – N.Y.: McGraw Hill, 2002. 324
pages.
2.
Mark
Powell. In company, Upper Intermediate. Macmillan publishing company. 2007. 159
pages.
3.
Friederike
Klippel. Keep Talking. Communicative fluency activities for language teaching.
Cambridge university press. 1992. 202 pages.
4.
Jan
Bell, Roger Gower. Matters. Upper intermediate. Longman publishing company.
2003. 158 pages.
5.
Lightbown,
P. and Spada, N. Focus-on-form and corrective feedback in communicative
language teaching: Effects on second language learning. Studies in Second
Language Acquisition. Lexington. 1990. 490 pages.
6.
Livingstone,
Carol. Role-play in Language Learning. Singapore: Longman publishing company.
1991. 207 pages.
7.
Philip
Kerr and Ceri Jones. Straight Forward, Intermediate. Macmillan publishing
company. 2006. 168 pages.
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