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skills by defining a problem, making suggestions,
discussing the ideas, persuading, trying not to
monopolise
the discussion, taking short turns,
listening to and reacting to your interlocutors’ ideas,
arriving at a final conclusion.
4. Doing follow-up by giving a home-task, feed-back,
evaluation, revealing how well participants have
performed communicative skills, expressing further
work on language, skills and content.
Through role play activities, learners develop their
problem- solving and decision- making skills that lead
to gaining more experience in cooperative and inde-
pendent
learning, bringing lots of positive emotions
from the team work in the multicultural environment.
The approximate task of the role play can be the fol-
lowing.
Role-play the situation “Giving and Asking for Ad-
vice”. Student A: You are a cross- cultural consultant
hired by a foreign executive going to do business for
the first time in a foreign country. Prepare some ad-
vice that you would give your client about business
practices. Follow the prompts: Use of English: Is there
a special way of addressing people? Non-verbal com-
munication: What are the various roles played by
handshaking, gestures, silence, etc.? Business nego-
tiations: How important are punctuality and respect-
ing agenda? What kinds of negotiating styles are pre-
ferred? When is the right moment to mention money?
Socialising: What are the attitudes towards gift giving,
eating, humour, etc? What kinds of conversation top-
ics are avoided? Student B: You are a business per-
son going to negotiate in a foreign country. While pre-
paring for your trip, you have arranged to meet a con-
sultant (student A), who is an expert on the culture of
this country. Draw up a list of the questions that you
would ask him/her.
Another type of the communicative tasks to teach
speaking skills is to make
a presentation and to deliv-
er it. Presentation is a public monologue with the el-
ements of both persuading and informative advertis-
ing. King states, “Oral presentations have been shown
to help bridge the gap
between language study and
language use; that presentations require students to
use all four language skills in a naturally integrated
way; and that presentations have been shown to en-
courage students to become active and autonomous
learners” [14]. Successful presentation should include:
1) careful preparation: collecting data, organizing au-
dience, writing a script of the presentation, rehearsing;
2) visuals: a projector, a whiteboard, graphs, videos,
product samples, hand-outs; 3) knowledge of the au-
dience: choosing the style of addressing, evaluating
the degree of the participants’ involvement; 4) delivery
of the presentation: manner, choice of vocabulary, for-
mality, eye-contact, making pauses, emphatic speech,
persuading. The approximate task of the presentation-
making is the following.
Prepare a presentation about a culture shock –
a feeling of confusion that results from unexpectedly
experiencing a culture with customs that are not famil-
iar to you. Consider the following points: Have you vis-
ited any country or countries that you felt were very dif-
ferent from your own? What did you find that was very
strange to you? Which aspects of life in your country
do you think might seem strange or unusual to a first
time foreign visitor? Which nationalities do you think
would find your country most different? Which would
find it similar? Mind the following areas: food, clothes,
ceremonies, natural features, public holidays, daily
routines, celebrations, religion, attitude to work, leisure
activities, modes of transport, climate.
Another type of the communicative tasks to teach
speaking skills to higher school students is to play out
cases. Case Study is a brilliant communicative tech-
nique, based on some factual information, real life situ-
ation, which first appeared in the nineteenth century at
the Faculty of Law at Harvard University. Cases con-
tain information that should be solved. They are char-
acterised by: – a high degree of authenticity, a great
extent of involvement in the form of a team or group
work, integrated skills activity aimed at improving gen-
eral communicative skills such as reading, speaking,
writing and professional social skills such as decision-
making, sharing one’s opinions; – combining both the
process and product- oriented tasks, simulation activi-
ties, follow-up activities; – developing managerial skills
such
as team-building, solution- taking and problem-
solving activity; – relevance to trainee’s work experi-
ence and direction of education.
In order to develop your own case studies you
should: 1) collect the authentic material, choose
a
theme or a company; 2) create the case e.g. se-
lect the materials, organise the materials in a logic se-
quence of events, think about the final communicative
task; 3) write a scenario; 4) familiarise students with
the facts e.g. perform information gap activities, organ-
ise a discussion, do comprehension tasks, study the
company and a person’s profiles; 5) do the language
work, improve professional communicative skills; 6) do
follow-up. The approximate task of the case study is
the following.
You work on the creative team in the marketing de-
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