Қарым-қатынас дағдыларын дамытуға арналған тілдік ойындар

Positive features auction

1. Tell the students that they have $10 to buy some positive features, like: honest, intelligent, humorous, healthy, beautiful, stubborn, curious, fair, cheerful, gentle, optimistic, polite, hospital, helpful, thoughtful, wise, just, friendly, generous. 2. You can start with $1 for each adjective. 3. When the auction is over, student adopt their quality, saying: I am honest and helpful

Typical questions

1. Give them these typical questions, a four-year-old child may ask, e.g. ‘Mummy, does the moon go for a wee-wee?’ ‘Where did I come from?’ 2. Ask each student to write half a dozen questions (or answers) such a person might ask (and an adult answer).

At the time of the photo

1. Ask the students to bring in a photo of themselves and bring one yourself. 2. Show your own photo and say: What you are doing at the photo, What you have just done before it was taken, What you will do immediately after. 3. Ask the students to write the 3 sentences in the same way about their photos. 4. Then students tell the sentences to their neighbors. 5. The neighbors tell their partners’ sentences in reported speech: John said that he was fishing at the photo.

Different roles

1. Write the following questions on the board: Who/what does/did your best friend want you to be/do? Who/what does/did your father want you to be/do? Who/what does/did your girlfriend/boyfriend want you to be/do? Who/what does/did your mother want you to be/do? Who/what does/did your brother/sister want you to be/do? Who/what does/did your teacher want you to be/do? Who/what does/did your subordinate want you to be/do? Who/what does/did your boss want you to be/do? Who/what does/did your conscience want you to be/do?2. Tell the students to answer the questions in writing - give them the patterns: X wants / doesn't want / didn't want / wanted me to…

Finishing conditional sentences

1. Give students only the if clause of a conditional sentence: If I go away on holiday this year ... and invite them to compose their own endings: If I had a million dollars, I would buy… If you asked me out for a meal, I would order ... If I could live anywhere I wanted, I would live ... If I had 20 children, I would be… If I had a museum, I would collect... If you loved me ... If I went to live in another country ... If we were all geniuses ... If you came to visit me…2. Give the 'result' half of the conditional sentence as a cue: I would be rather disappointed if ... and do the same: I would stand on my head if ... We would all be very ill if ... Our teacher would be delighted if ... Would you be well prepared if...? My friend would give me a kiss if ...

Last year's feelings

1. Ask the students to write down one thing that happened to them last year in each of the following months: January, April, July, October. 2. Put this verb list on the board: avoided; postponed; resisted; enjoyed; loathed; denied; finished3. Ask the students to try and remember things they avoided doing last year and things they postponed doing last year, etc... Tell them to write one sentence for each verb, like this: In July I ... ed ... +ing...

What she’ll do if...

1. Pair the students. Ask the pairs to work simultaneously and think up 5 actions A might mime doing to B and 5 actions B could mime doing to A. To get the students thinking, give some examples: A pats B's hand / B stares at A / A ignores B / B kisses A, etc.2. Go round supplying vocabulary the students will need.3. Get a volunteer pair out in front of the class. Ask A to start miming one of the actions but to freeze the action halfway through. At this point invite comments from the class about B's likely reaction, using this pattern: If A slaps B's face, B'll... Let B tell the group what s/he'll do if A finishes his/her action!

Three of a kind

1. Ask each student to write down the titles of three books that have affected them. Alternatively, they could choose three public figures, three towns, three languages, etc.2. Ask them to find and write down five adjectives to describe each.3. When they have done this, they should explain their choice of books etc.

Was my teacher like that?

1. Prepare a set of statements about yourself at the age of 8-10. Here are four about Mario: I used to read a lot. I'd often feel angry with my father. We went to the cinema from time to time. I used to have loads of friends. The first three statements are true, the last one is false. In preparing 12-14 statements about yourself at the age of ten mix true and false ones.2. Tell the class you are going to dictate some statements about yourself when you were young. Some of the statements will be true, some false. They are to write the ones they reckon are true in one color and the false ones in the other. Give the dictation.3. Ask the students to compare colors. They should try and justify their choices. Finally tell them which were true and which false.

I didn’t know that last week

1. Ask the students to remember the events of last week.2. Tell them to write down the things they didn’t know that were at that moment, would happen, and had happened before, e.g.: Last week I didn’t know that I was pregnant / would marry this summer / had met my future husband.

Finishing conditional sentences

1. Give a sentence using the first conditional, describing one of a number of possible variations, preferably based on personal taste. For example: If I go to France this summer I will visit ... the Eiffel Tower. If I had a million dollars I would buy ... a luxury yacht.2. Invite students to express their own variations: If I go to France this summer, I will visit the Eiffel Tower. If I go to France this summer, I will visit the Louvre. If I go to France this summer, I will visit the Opera.3. If the activity is done in full class, students may later try to recall what other students' variations were: If I go to France this summer, I will visit… If feel very hungry this evening, will eat... If I have time next weekend, I will go to… If I have to write a story for homework, I will write about... If you come to my home, you will see ... If I go away on holiday this year ... If I lose all my money... If we get too much homework ... If my friend gets into trouble ... If we finish early today ... I'll eat my hat if ... This school will have to close if ... We will all be very happy if ... I will be rather disappointed if ... Will you help me if …

Things in common

1. Put students in pairs, tell them to talk to each other and try to find as many things as they can in common with one another in three minutes. These should not include things they can find out just by looking at one another, e.g. that they both have blue eyes or are wearing jeans; nor should they include more than two things beginning 'We both like...’ or ‘Neither of us…’2. They should write down the things they find out they have in common in full sentences: We both have two brothers. Neither of us likes reading detective stories.3. Then ask the pairs to describe their common features. Which pair found most?

I remember

1. Tell the students about an accident or an illness, starting most of your sentences with: I remember... ing...2. Put these sentence starters up on the board: I think I remember ... ing; I'll never forget ... ing; I remember . . ing my...; I don't clearly remember … ing.3. Ask the students to think back to an accident or illness of theirs and write half a dozen 'remember' and 'forget' sentences. Get the students to tell their stories.

Eatable vs. uneatable

1. The teacher asks questions, such as: Can we eat a hotdog? Can we eat a dog? etc.2. Student answer: Yes, we can? No, we can’t.

My thingumajig

1. The teacher explains that the students must guess the name of an object by making questions about how the object is used, using can. Because they cannot use the name of an object, this is substituted by thingumajig. 2. As an example the teacher gives a good student the name of an object. Then he asks prompt questions, helping the other students to question and guess at the word, e.g. Teacher: Can you eat a thingumajig? Student: No, you can't. Teacher: Can…