Сборник заданий, направленных на формирования коммуникативной компетенции

ҚОСТАНАЙ МЕДИЦИНАЛЫҚ КОЛЛЕДЖІ
КОСТАНАЙСКИЙ МЕДИЦИНСКИЙ КОЛЛЕДЖ
-23749040005
Aғылшын тілінен коммуникативтік
тапсырмалар жиынтығы
-36576099060000Сборник 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 14.03.2012Contents
Introduction…………………………………………………………………4
At the chemist’s..…………………………………………………………....5
Find 10 important differences.........................................................................6
“The mutual appreciation game”....................................................................9
Job interview.................................................................................................10
Medical Game...............................................................................................11
The no-no game.............................................................................................12
Double lives...................................................................................................13
First impressions............................................................................................14
Dream homes.................................................................................................15
Bedrooms.......................................................................................................16
Twist of fate...................................................................................................17
Hard sell........................................................................................................18
Advertising....................................................................................................19
Party for colleagues......................................................................................20
Conference.....................................................................................................22
Life changes..................................................................................................23
Time changes................................................................................................25
Speeding........................................................................................................26
Shopping........................................................................................................27
Strictly confidential.......................................................................................29
Gifts of gold..................................................................................................30
Literature.......................................................................................................31

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
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.
269176511430STUDENT B
You sell:
Drops - 3$ for a bottle
Tincture - 3$ 50p a bottle
Powder - 2$ a box
Mixture - 1$ 20p a bottle
00STUDENT B
You sell:
Drops - 3$ for a bottle
Tincture - 3$ 50p a bottle
Powder - 2$ a box
Mixture - 1$ 20p a bottle
-1657351905STUDENT A
Things to buy:
1 bottle of drops
2 boxes of pain-relieving pills
1 bottle of tincture
4 boxes of powder
2 bottles of solution
1 bottle of mixture
00STUDENT A
Things to buy:
1 bottle of drops
2 boxes of pain-relieving pills
1 bottle of tincture
4 boxes of powder
2 bottles of solution
1 bottle of mixture

Feedback: discuss what was interesting for (difficult).
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.

“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:
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!
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:
You are looking as… as ever/ usual today!
What a brilliant/ fantastic/ fabulous …!
You know, that/ those … really suit(s) you!
I (really) like your …! Where did you get it (them)?
By the way, you did a great job in the class the other day.
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.
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.)
-80010149225STUDENT A
You are a candidate for the job of your dream. Decide on:
Your qualifications (degree, trainings)
Your experience (where have you worked before)
Your qualities (enthusiasm, patience)
00STUDENT A
You are a candidate for the job of your dream. Decide on:
Your qualifications (degree, trainings)
Your experience (where have you worked before)
Your qualities (enthusiasm, patience)
2901315149225STUDENT B
You are a director of the State Hospital. You need to hire a qualified nurse.
Prepare a list of questions you want to ask your candidates.
Try to find out the candidates’ strengths and weaknesses
Make notes while the interviewee is speaking
00STUDENT B
You are a director of the State Hospital. You need to hire a qualified nurse.
Prepare a list of questions you want to ask your candidates.
Try to find out the candidates’ strengths and weaknesses
Make notes while the interviewee is speaking

Feedback: discuss the procedure of the interview how did you feel asking/answering questions.

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.
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.
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.
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.

The no-no game
Preparation:
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:
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.
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’.
Whoever says ‘no’ first loses.
center0Useful expressions:
Not very
Not really
Not especially
Not exactly
Not yet
Not any more
Not at the moment
Not as far as I know
020000Useful expressions:
Not very
Not really
Not especially
Not exactly
Not yet
Not any more
Not at the moment
Not as far as I know

Feedback: students discuss what was difficult during the activity.
Double lives
Procedure:
Work in small groups. Look at the list and decide which things are the most important when you are describing who you are.
Name
Age
Job
Nationality
Marital status
Qualifications
Friends
Salary
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.
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.
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…
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.
First impressions
Procedure:
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?
Think of five situations when it is important to look good and make a good impression. Discuss it with your partner.
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.
Dream homes
Procedure:
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.
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.

Bedrooms
Procedure:
Complete the sentences with a verb from the box:
fall feel go have make set wake
I often find it difficult to _____ up in the morning.
I always _____ the bed first thing in the morning.
I sometimes _____ a nap after lunch.
I sometimes _____ asleep in front of the TV.
I often _____ sleepy in the middle of the day.
I never _____ to sleep before ten o’clock.
I sometimes forget to _____ my alarm clock.
Change these sentences so that they are true for you. Compare your sentences with a partner.
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:
Match the injures 1-8 to the pictures A-H:
He’s bleeding.
He’s got a big bruise.
He’s got a black eye.
He’s got a few scratches.
He’s sprained his wrist.
He’s suffering from shock.
He’s twisted his ankle.
He’s unconscious.

Work in pairs. Put the injuries in order of seriousness. (1 = most serious; 8 = least serious).
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.
Hard sell
Procedure:
Think of three different brand names that you know for each of the products below.

Which are your favourite brands for these products? Why?
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
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.
Advertising
Procedure:
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”.
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).
Present your advertisement to other group.
Feedback: Students share their opinions on the advertising projects of all the groups.
Party for colleagues
Procedure:
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?
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.

Conference
Procedure:
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.
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.

Life changes
Procedure:
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?

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?
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:
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?
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.
Speeding
Procedure:
Discussion. Who are better drivers: men or women? Why?
Complete the compound nouns in the phrases a-h with a word from the box.
belt licence lights limit phone street way zone
Driving a car 20 kph over the speed _____
Driving a car while you are using a mobile _____
Driving a car without a driving _____
Driving a car without a seat _____
Driving the wrong way down a one-way _____
Driving very slowly in the fast lane of a motor _____
Not stopping at the traffic _____ when they are red
Parking your car in a no-parking _____
Work in pairs. Choose the three most serious actions from 2. What should the punishment for these actions be? Discussion.
What annoys you most about other drivers? What kind of driver are you? Discussion.
Feedback: students tell what they learned about other people.

Shopping
Procedure:
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
Complete the quiz with a word or phrase from 1.

Which of the sentences from the quiz are true for you? Compare with a partner.
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.

Strictly confidential
Procedure:
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
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

Gifts of gold
Procedure:
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?
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:
Savignon S. Communicative competence: Theory and practice – N.Y.: McGraw Hill, 2002. 324 pages.
Mark Powell. In company, Upper Intermediate. Macmillan publishing company. 2007. 159 pages.
Friederike Klippel. Keep Talking. Communicative fluency activities for language teaching. Cambridge university press. 1992. 202 pages.
Jan Bell, Roger Gower. Matters. Upper intermediate. Longman publishing company. 2003. 158 pages.
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.
Livingstone, Carol. Role-play in Language Learning. Singapore: Longman publishing company. 1991. 207 pages.
Philip Kerr and Ceri Jones. Straight Forward, Intermediate. Macmillan publishing company. 2006. 168 pages.