Chapter 2. Types of Communicative activities and their usage in the classroom. 1. Who’s Telling the Truth? Have each student write three facts about themdy in the class knows on a piece of paper. Make sure each student includes tselves that noboheir name on the top of the page. Collect the sheets of paper and bring three students to the front of the room. Read aloud one of the facts that is true for one of these three students.
All three claim that the fact is theirs, and the class then proceeds to questionthem in an attempt to determine who is telling the truth and who is lying. Each student is allowed to ask one question to one of the three students. After a round of questioning, the students guess who is telling the truth.
2. Variations on the game Taboo: For variation 1, create a PowerPoint presentation with a noun on each slide. Have one student come to the front of the room and sit with their back to the PowerPoint. The rest of the students take turns describing the words on the slides, and the student at the front has to guess them.
For variation 2, separate the students into groups of four or five. Place a pile of cards with random nouns in the center of each group. Have students take turns describing a noun for their group members to guess. The group member who guesses correctly keeps the card, so there’s competition to see who has the most cards at the end of the game.
Variation 3 is for advanced speakers. Separate the class into two teams. Students are given a word to describe to their teammates, in addition to a list of words that they cannot use in their description. Each student should have two to three minutes to see how many words their teammates can guess.
3. Descriptive drawing activity: Pair up the students and give each student a picture, placing it face down so partners cannot see each other’s cards. They must describe the picture for their partner to draw.
4. Comic strip descriptions: Give each student a portion of a comic strip. Without showing their pictures to one another, the students should attempt to describe their image, and put the comic strip into the correct order. After about 10 minutes, the students can guess the order, show one another their portion, and see if they were correct.
