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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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