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Table 9. The stages of organizing “Case-study” 
 
The stages of actions 
The form and content of 
activity 
1 stage: to introduce information 
on the case. 
- To organize audio-visual work 
independently. 
- To acquaint with situation. 
- To generalize information. 
- To dissect information. 
- To determine problems. 
2 
stage: 
to 
determine 
problematic 
positions 
and 
problematic tasks. 
- To work in groups and 
individually. 
- To determine intensive 
hierarchy of problems. 
- 
To 
analyse 
the 
main 
problematic situation. 
3 stage: to search the solution of 
problematic tasks, to make ways 
of solution. 
- To work in groups and 
individually. 
- To arrange the ways of 
solution. 
- To find out the opportunity of 
each solution and dissect 

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interference. 
- To choose a solution. 
4 stage: to make the solution of 
problematic tasks. 
- To work in groups and 
individually. 
- To give an opportunity of using 
variants practically. 
- To prepare the presentation of a 
creative-project. 
 
 
5. Game methods 
 
Games are used frequently in Communicative language 
learning. Students find them enjoyable, and if they are properly 
designed, they give students valuable language and communicative 
practice. Besides a game/play is the form of organization in the 
conditional situations directed to recreation and acquisition of 
experience in forming and developing individuals’ behavior. Many 
of the games have the following signs: 
- free developing activity in line with persons’ wish and for the 
pleasure, not only for the result; 
- creative, improvised and active character of this activity;
- emotional activity, competitiveness, attraction; 
- direct and indirect rules, reflecting the content of the play, 
logical and temporal 
sequence of its conducting. 
Didactic game method refers clearly to the goal and relevant 
pedagogical results which have teaching-cognitive direction. 
Games are important tools of language learning with a number 
of benefits. These are: 
• games are useful for aspects in language development; 
• games emphasize the use of rules; 
• games can enhance knowledge; 
• games develop a range of skills. 
Through being involved and participating in games learners 
develop knowledge, understanding, and come to appreciate various 
skills and lessons. With these newly acquired skills: 

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• learners are able to make informed choices daily, in and out of 
class; 
• learners abide by the rules of a particular game and they have 
to know and follow the rules. Notably, this skill of being able to 
follow rules also applies to the following societal and/or moral 
rules. 
• games, like music, can be seen to assist in the development of 
thinking skills such as evaluation and synthesis. 
In ELT game methods have some forms: 
1. Language games (phonetic, lexical, orthographic, vocabulary 
and grammar) 
2. Communicative games (role-play, simulations, creative 
games). 
Teachers by the term ‘games’ also understand role-playing and 
acting. Everything that calls for body movement is termed also as a 
‘game’. 
The communicative games allow solving the following 
objectives: 
- creation of psychological readiness of students to 
communicate; 
- provision of natural necessity of several times repetition of 
the language and speech material; 
- practice in selection of appropriate speech variants by 
students that is the preparation to the spontaneous speech.
Games require a good command of language and the ability to 
communicate with others. Games can be used as a vehicle to teach 
certain content in both languages, making learning more fun. Game -
like activities provide pleasurable tension and challenge through the 
process of attaining some “fun” goal while limited by rules. An 
introduction of such rules (an arbitrary time limit, for example) can 
add spice to almost any goal-oriented task. 
Role-play is very important in Communicative language 
teaching because this method gives students an opportunity to 
practice communicating in different social contexts and in different 
social roles. At the same time this method allows teachers to 
improve the efficiency of teaching process. Role-play involves the 
learners into active work by positively influencing their inner 

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activity. This creates favorable conditions for cooperative work. 
Such an atmosphere creates their motivation, personal potentials of 
inner activity and helps to form practical skills.
During the role-play such skills as creativity, getting out of the 
difficult situations, resourcefulness, and self-management are 
formed and improved. Role-play can often be based on a dialogue or 
a text. Used in this way, a role-play gives students a chance to use 
the language they have practiced in a more creative way. 
When a teacher uses a role-play method in ELT he/she should 
follow the below given instructions: 
- Creating cordial atmosphere among the learners who take part in 
the play. 
- Learners should feel free and this will help them to play their role 
perfectly. 
- Creating favorable conditions in the teaching process and using 
props. 
- Taking into consideration the personal features of the learners. 
Role-play can be organized according to the following 
principles: 
1) closeness (a plot can be very close to learners’ experience or 
environment);
2) situation (a situation can be everyday or unusual);
3) realism (the circumstances can be realistic or imaginary); 
4) personality (the characters of a role-play can resemble the