49 Communication Activities, Exercises & Games

Communication games and activities

Read on to learn about how important communication is in a relationship and how you can work on improving your communication skills.

Before you continue, we thought you might like to download our three Positive Communication Exercises (PDF) for free . These science-based tools will help you and those you work with build better social skills and better connect with others.

This Article Contains:

What are communication activities, exercises, and games, the role of communication in a relationship, how can we develop better communication skills, 18 communication games and activities for adults, 17 exercises to help improve communication in a relationship, the importance of communication in the family unit, 14 family therapy activities for communication, a take-home message.

The resources in this piece include tips, techniques, exercises, games, and other activities that give you the opportunity to learn more about effective communication, help guide your interactions with others, and improve your communication skills.

Some might feel like a chore you need to cross off your to-do list while others may make you forget you’re not just having fun with your family , but actually boosting vital life skills; however, they all have one thing in common: they will help you become a better, more effective, and more positive communicator with those who mean the most to you.

But what’s the deal with these activities, exercises, and therapy games ? Are they really that important or impactful? Do we really need to work on communicating when it seems like we’re pretty good at it already?

Communication in relationships

Check out this quote from Stephen R. Covey and take a minute to think about how vital communication really is.

The most important ingredient we put into any relationship is not what we say or what we do, but what we are. And if our words and our actions come from superficial human relations techniques rather than from our own inner core, others will sense that duplicity. We simply won’t be able to create and sustain the foundation necessary for effective interdependence.

Stephen R. Covey

As Covey notes, communication is the foundation of all of our relationships , forming the basis of our interactions and feelings about one another.

According to Australia’s Better Health Channel, communication is “ the transfer of information from one place to another ” and within relationships, it “ allows you to explain to someone else what you are experiencing and what your needs are ” (Victoria Department of Health & Human Services, n.d.).

When communication is good, we feel good about our relationships. Dr. Susan Heitler (2010) puts it this way:

When people say, ‘We have a great relationship,’ what they often mean is how they feel when they talk with one another. They mean, ‘I feel positive toward that person when we interact. I send and I receive positive vibes with them.’

Besides making our relationships easier, there are also relationship-boosting benefits to good communication:

  • Effective communication shows respect and value of the other person.
  • It helps us to better understand each other; not all communication is about understanding—some are intended to fight, dismiss, invalidate, undermine, etc.—but it should be!
  • It makes us feel more comfortable with each other and encourages even more healthy and effective communication (Abass, n.d.).

communication activities in english

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These detailed, science-based exercises will equip you or your clients with tools to improve communication skills and enjoy more positive social interactions with others.

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Fortunately, all it takes to develop better communication skills is a commitment to do so and a little bit of effort.

These tips from Australia’s Better Health Channel can help guide you toward better communication with your partner or spouse (these tips can also apply to any other relationship in your life with a little tweaking):

  • Set aside time to talk without interruption from other people or distractions like phones, computers or television.
  • Think about what you want to say.
  • Be clear about what you want to communicate.
  • Make your message clear, so that your partner hears it accurately and understands what you mean.
  • Talk about what is happening and how it affects you.
  • Talk about what you want, need and feel – use ‘I’ statements such as ‘I need’, ‘I want’ and ‘I feel’.
  • Accept responsibility for your own feelings.
  • Listen to your partner. Put aside your own thoughts for the time being and try to understand their intentions, feelings, needs and wants (this is called empathy ).
  • Share positive feelings with your partner, such as what you appreciate and admire about them, and how important they are to you.
  • Be aware of your tone of voice.
  • Negotiate and remember that you don’t have to be right all the time. If the issue you are having is not that important, sometimes let the issue go, or agree to disagree (Victoria Department of Health & Human Services, n.d.).

If you’re experiencing high levels of conflict in your relationship(s), the Better Health Channel has some specific recommendations for you:

  • Avoid using the silent treatment.
  • Don’t jump to conclusions. Find out all the facts rather than guessing at motives.
  • Discuss what actually happened. Don’t judge.
  • Learn to understand each other, not to defeat each other.
  • Talk using the future and present tense, not the past tense.
  • Concentrate on the major problem, and don’t get distracted by other minor problems.
  • Talk about the problems that hurt your or your partner’s feelings, then move on to problems about differences in opinions.
  • Use ‘I feel’ statements, not ‘You are’ statements (Victoria Department of Health & Human Services, n.d.).

8 Tips on How to Teach Communication Skills

Teaching Communication

This useful framework comes from Alice Stott at Edutopia (2018):

  • Physical: How a speaker uses their body language, facial expressions, and voice.
  • Linguistic: The speaker’s use of language, including their understanding of formality and rhetorical devices.
  • Cognitive: The content of what a speaker says and their ability to build on, challenge, question, and summarize others’ ideas.
  • Social and emotional : How well a speaker listens, includes others, and responds to their audience (Stott, 2018).

Once you have a good framework for understanding communication, try these 8 ways to foster effective communication in your children or students:

  • Teach your kids empathy so they can get a sense of what the other person is thinking and feeling.
  • Teach your kids conversation skills with techniques like puppets and video modeling, which they can then apply in exercises and activities.
  • Establish listening and speaking procedures in the classroom or at home (e.g., Dr. Allen Mendler’s SLANT strategy : Sit up straight, Listen, Answer and ask questions, Nod to show interest, Track the speaker; Mendler, 2013).
  • Teach respectful vocabulary and remind students that being “cold” (passive) or “hot” (angry) will probably result in less understanding and more conflict.
  • Teach the power of pausing (e.g., encourage them to pause, think, and ask questions like “What do you mean by that?” and “Why?”).
  • Have your kids practice speaking and listening in natural settings (e.g., outside of the home and classroom).
  • Encourage introspection in your children; it will help them understand themselves better as well as those around them.
  • Practice taking turns with a talking stick or a ball, teaching your children that they can speak when they have the object but they are expected to listen when others are talking (Stanfield, 2017).

One of the most effective ways to avoid unnecessary disputes is to practice non-violent communication (NVC). According to Rosenberg (1999), non-violent communication methods can serve us in three ways:

  • It can increase your ability to live with choice, meaning, and connection
  • It helps connect empathically with yourself and others to have more satisfying relationships
  • It shares resources so everyone is able to benefit

In an effort to exemplify the various forms that communication can take, we want to share some key differences between passive, assertive, and aggressive communication styles.

  • Specifically, a passive communicator prioritizes the needs of others, even at their own expense. This often leads to being taken advantage of and having their own needs disregarded by others as well.
  • An assertive communicator mirrors the values of NVC, which is what we should aim for. This communication style emphasizes the importance of all parties’ needs and is defined by confidence and the willingness to compromise
  • Aggressive communication, also referred to as violent communication, disregards any other parties involved and consists of constant disrespect, interrupting, and domination.

Now that you are familiar with these types of communication styles, it’s time to analyze how you convey your thoughts to others (and if there is any room for improvement).

communication activities in english

If you’re looking for some concrete ways to build communication skills in adults, you’ve come to the right place. Below are 18 games, activities, and exercises that you can use to help adults develop more effective listening and communication skills.

5 Communication Activities for Adults

To get started improving your (or your team’s, or your student’s) communication skills, give these 5 activities a try.

1. Card Pieces

This exercise from the team at MindTools is a good way to help participants develop more empathy, consider other perspectives, build their communication and negotiation skills.

First, make sure you have enough people for at least three teams of two, enough playing cards to give out between 4 and 6 cards to each person, and 15 minutes to spare.

Here’s how the activity works:

  • Cut each playing card into half diagonally, then in half diagonally again, so you have four triangular pieces for each card.
  • Mix all the pieces together and put equal numbers of cards into as many envelopes as you have teams.
  • Divide people up into teams of three or four. You need at least three teams. If you’re short of people, teams of two will work just as well.
  • Give each team an envelope of playing card pieces.
  • Each team has three minutes to sort its pieces, determine which ones it needs to make complete cards, and develop a bargaining strategy.
  • After three minutes, allow the teams to start bartering for pieces. People can barter on their own or collectively with their team. Give the teams eight minutes to barter.
  • When the time is up, count each team’s completed cards. Whichever team has the most cards wins the round.

Afterward, you can use these questions to guide discussion on the exercise:

  • Which negotiation strategies worked? Which didn’t?
  • What could they have done better?
  • What other skills, such as active listening or empathy, did they need to use?

2. Listen and Draw

This game is easy to play but not so easy to “win.” It requires participants’ full attention and active listening.

Gather your group of participants together and hand out a piece of paper and a pen or pencil to each player. Tell them you will give them verbal instructions on drawing an object, one step at a time.

For example, you might give them instructions like:

  • Draw a square, measuring 5 inches on each side.
  • Draw a circle within the square, such that it fits exactly in the middle of the square.
  • Intersect 2 lines through the circle, dividing the circle into 4 equal parts.

As the exercise continues, it will get progressively harder; one misstep could mean that every following instruction is misinterpreted or misapplied. Participants will need to listen carefully to ensure their drawing comes out accurately. Once the instructions have all been read, compare drawings and decide who won.

For added engagement, decide in advance on what the finished product is supposed to represent (e.g., a spiderweb, a tree).

3. Communication Origami

This is a great exercise to help people understand that we all hear and interpret things differently, even if we are given the exact same information.

Here’s how it works:

  • Give one sheet of standard-sized paper (8.5 x 11 inches) to each participant.
  • Tell your participants that you will be giving them step-by-step instructions on how to fold their piece of paper into an origami shape.
  • Inform your participants that they must keep their eyes and mouths closed as they follow instructions; they are not allowed to look at the paper or ask any clarifying questions.
  • Give the group your instructions on how to fold the paper into the origami shape of your choice.
  • Once the instructions have all been given, have everyone open their eyes and compare their shape with the intended shape.

You will likely find that each shape is a little bit different! To hit the point home, refer to these discussion points and questions:

  • Make the point that each paper looks different even though you have given the same instructions to everybody. What does this mean?
  • Ask the group if you think the results would have been better if they kept their eyes open or were allowed to ask questions.
  • Communicating clearly is not easy, we all interpret the information we get differently that’s why it’s very important to ask questions and confirm understanding to ensure the communicated message is not distorted.

4. Guess the Emotion

Another useful exercise from the Training Course Material website is called “ Guess the Emotion .” As you might expect, it involves acting out and guessing emotions. This helps all participants practice empathy and better understand their coworkers or group members’ reactions.

Follow these instructions to play this engaging game:

  • Divide the group into two teams.
  • Place on a table (or put in a box) a packet of cards, each of which has a particular emotion typed on it
  • Have a participant from Group A take the top card from the table and act out (pantomime) the emotion for his/her group. This is to be done in a fixed time limit (such as a minute or two).
  • If the emotion is guessed correctly by Group A, they receive ten points.
  • Now have a participant from Group B act out an emotion; award points as appropriate.
  • Rotate the acting opportunities between the two groups.
  • After 20 to 30 minutes of acting and guessing, call time and announce the winning team based on its point total.

If you have a particularly competitive group, consider giving a prize to the winning team!

5. The Guessing Game

Finally, another fun and engaging game that can boost communication skills: “ The Guessing Game. ” You will probably recognize this game, as it’s similar to what many people know as “ Twenty Questions ,” except there is no hard limit on the number of questions you can ask.

To start, separate the group into two teams of equal (or roughly equal) size. Instruct one player from each team to leave the room for one minute and come up with a common object that can be found in most offices (e.g., a stapler, a printer, a whiteboard).

When this person returns, their teammates will try to guess what the object is by asking only “Yes or No” questions (i.e., questions that can only be answered with “yes” or “no”). The team can ask as many questions as they need to figure it out, but remind them that they’re in competition with the other team. If there’s time, you can have multiple rounds for added competition between the teams.

Take the last 10 minutes or so to discuss and debrief. Use the following points and questions to guide it:

  • Tell the group that obviously it took a long time and effort for us to find out the object in each round, but what if we didn’t have time and only had one question to ask to find out the object, what would that question be?
  • The question would be “What is the object?” which is an open-ended question.
  • Open-ended questions are an excellent way to save time and energy and help you get to the information you need fast, however, closed questions can also be very useful in some instances to confirm your understanding or to help you control the conversation with an overly talkative person/customer.

5 Listening Activities for Adults

If you’re intent on improving listening skills, in particular, you have lots of options; give these 5 activities a try.

1. Telephone Exercise

This classic exercise from Becky Norman (2018) at Sift’s Training Zone illustrates why listening is such an important skill, and why we shouldn’t ignore any opportunities to improve it.

Split your group into two even lines. At opposite ends of each line, whisper a phrase or short sentence to the person on the end and tell them to pass it on using only whispers, one person at a time. They can only repeat the phrase or sentence once.

While participants are busy passing the message along to the next person in line, play music or engage them in conversation to create some white noise. This will make it a bit more difficult but it will mimic real-life conditions, where distractions abound.

When the messages have made it to the end of each line, have the last person to receive the message in each line report out on what they heard. Next, have the first person to receive the message in each line report the original message and compare it to the final message received.

2. Stop Listening Exercise

This exercise , also from Becky Norman’s piece (2018), will show participants the emotional consequences of not listening and—hopefully—encourage them to practice better listening skills.

Split your group into two smaller groups of equal size and take one group outside the room. Tell them that they are instructed to stop listening to their partner after about 30 seconds, and to be open in showing their disinterest. Tell the other group to think of something that they are passionate about and be prepared to tell their soon-to-be partner a meaningful or personally relevant story about this topic.

Bring the other group back in, put all the participants into pairs, and tell them to get started. Observe the behavior from the listeners and the reactions from the speakers until you’re sure each speaker has picked up on what’s happening. Stop the conversations at this point and explain the instructions that were given to each group.

Facilitate a group discussion on the importance of listening, how to use active listening, and what indicates that someone is truly listening.

3. Listener and Talker Activity

The “Listener and Talker” activity is another good activity for showing the importance of active listening and giving participants a chance to practice their skills.

Divide your group into pairs, with one partner assigned to the talker role and the other assigned to the listener role. The talker’s job is to describe what he or she wants from a vacation without specifying a destination. The listener’s job is to listen attentively to what is being said (and what is not being said) and to demonstrate their listening through their behavior.

After a few minutes of active listening, the listener should summarize the three or main criteria the talker is considering when it comes to enjoying their vacation. Finally, the listener should try to sell the talker on a destination for their vacation. After a quick debrief on how well the listener listened, the two should switch roles and try the exercise again.

This exercise gives each participant a chance to practice talking about their wants and needs, as well as an opportunity to engage in active listening and use the knowledge they gained to understand and relate to the speaker.

4. Memory Test Activity

This great activity from TrainingCourseMaterial.com is called the “Memory Test” activity.

  • Tell participants that you are going to read them a list of words to test their memory.
  • Instruct them to listen carefully, as they cannot write down any of the words. Tell them you will test them later to see how many of the words they can remember.
  • When you finish reading the list of words, distract your participants by talking about something else for at least one full minute.
  • Once you have finished talking, have each participant write down as many words as they can remember from the list.

You (and your participants) will find that it’s pretty difficult to remember a list of somewhat-random words, especially when there is a break in time and another discussion in between hearing them and recalling them! Relate this to real-life listening by emphasizing the importance of paying attention to people when they are speaking to you, especially if it’s an important conversation.

5. Just Listen Activity

This activity comes from the folks at MindTools.com and offers participants a chance to communicate their feelings and provide a recap or rephrasing of another person’s feelings on a subject.

To get started, you will need an even number of people to pair off (or prepare to partner with one yourself) and eight index cards per pair. These index cards should have one topic written on each card; try to make sure the topics are interesting but not too controversial, as you don’t want listeners to dislike the speakers if they disagree with their viewpoint (e.g., you should probably avoid politics and religion).

Use these instructions to conduct the activity:

  • Have the team members sit down in their pairs.
  • Give each pair eight of the index cards.
  • Instruct one partner to choose a random card and then speak for three minutes on how he or she feels about the topic.
  • Instruct the other partner to stay quiet while the first partner talks, just listening instead of speaking.
  • After the three minutes is up, the listener has one minute to recap what the speaker said (not agree, disagree, or debate, just recap).
  • Have each pair switch roles and repeat the exercise so both partners get a chance to speak and to listen.

After each participant has played both roles, end the activity and guide a discussion with the following questions:

  • How did speakers feel about their partners’ ability to listen with an open mind? Did their partners’ body language communicate how they felt about what was being said?
  • How did listeners feel about not being able to speak about their own views on the topic? How well were they able to keep an open mind? How well did they listen?
  • How well did the listening partners summarize the speakers’ opinions? Did they get better as the exercise progressed?
  • How can they use the lessons from this exercise at work?

You will find this activity at this link , exercise #4.

6 Nonverbal Communication Activities for Adults

Nonverbal communication activities for adults

Nonverbal communication is just as important as verbal communication, if not more so!

Use these 6 activities to practice reading and “speaking” effective nonverbal messages.

1. Power of Body Language

This activity from TrainingCourseMaterial.com will help your participants work on their body language skills.

  • Tell the participants that you are going to give them a series of instructions and you want them to follow them as fast as they can.
  • Put your hand to your nose.
  • Clap your hands.
  • Touch your shoulder.
  • Stamp your foot.
  • Cross your arms.
  • Put your hand to your mouth (but while saying this one, put your hand to your nose).
  • Observe how many participants copied what you did instead of what you said.

Share this observation with your group and lead a discussion on how body language can influence our understanding and our reactions. It can reinforce what we hear or it can interfere with the verbal communication we receive. The more aware we are of this possibility, the better communicators we become. It’s vital to keep your own body language in mind, just as it’s vital to notice and understand others’ body language.

2. Clap and Follow

The “Clap and Follow” activity is a great way to practice using your body in conjunction with verbal communication.

It works like this:

  • Tell your group that this is a game that requires their full concentration.
  • When they hear one clap from the leader (you), tell them this means they should stand up.
  • When they hear two claps from the leader, they should hop once in place.
  • When they hear three claps, they should rub their belly.
  • When they hear four claps, they should do a 360-degree turn on the spot.
  • When they hear five claps, they should pat their head.
  • Begin the activity! Start with one clap, then two claps, and so on until you have given the group each instruction once.
  • Now, mix it up! Switch between the five different instructions and begin to pick up the pace. This is when the eliminations begin.
  • Each time a participant engages in the wrong activity, eliminate them from the game. Continue until there is one clear winner.

If you have a competitive group, you may want to bring a prize to ensure active engagement with the exercise. It will give participants a chance to practice nonverbal communication in a fun context.

3. Wordless Acting

This activity from Grace Fleming (2018) at ThoughtCo will show your participants how much we “speak” with our body language and facial expressions.

Here are the instructions:

  • Separate your group into pairs.
  • Assign one participant in each pair to be Partner A and the other to be Partner B.
  • Give each participant a copy of the script (copied below).
  • Instruct Participant A to read his or her lines out loud, but instruct Participant B to communicate his or her lines in a nonverbal way.
  • Provide Participant B with a secret emotional distraction written on a piece of paper (e.g., Participant B is in a rush, is really bored, or is feeling guilty).
  • Have each pair work through the script.
  • After each pair has finished working through the script, have the “A” participants guess what emotion their partner was feeling.

This is the script you will give each participant:

A: Have you seen my book? I can’t remember where I put it. B: Which one? A: The murder mystery. The one you borrowed. B: Is this it? A: No. It’s the one you borrowed. B: I did not! A: Maybe it’s under the chair. Can you look? B: Okay—just give me a minute. A: How long are you going to be? B: Geez, why so impatient? I hate when you get bossy. A: Forget it. I’ll find it myself. B: Wait—I found it!

After the activity, guide a discussion on how much information we can pick up from nonverbal communication and how important it is to regulate our bodies and our facial expressions when communicating, even if we’re also using verbal communication.

4. We Have to Move Now!

Another great exercise from Grace Fleming (2018) is called “We Have to Move Now!” and it will help your participants learn how to express and detect several different emotions.

These are the instructions for this activity:

  • Cut several strips of paper.
  • On each strip of paper, write down a mood, feeling, or disposition, like guilty, happy, suspicious, paranoid, insulted, or insecure.
  • Fold the strips of paper so you can’t see what is written on it and place them in a bowl or jar. These are your prompts.
  • Have each participant take a prompt from the bowl or jar and read the exact same sentence to the class, but with the emotion the prompt specifies.
  • The sentence everybody will read is: “We all need to gather our possessions and move to another building as soon as possible.”
  • Have the participants guess the emotion of each reader by writing down what they think the speaker is feeling (or what they are supposed to be feeling).

After each participant has had a chance to read the sentence based on one of the prompts, run through the emotions displayed and see how many each participant guessed correctly. Finally, lead a debriefing discussion on how things like tone and body language can impact the way a message is received.

5. Stack the Deck

All you’ll need for this exercise is a deck of playing cards, a blindfold for each participant, and some space to move around.

Here’s how “Stack the Deck” works:

  • Shuffle the deck of cards and hand one out to each participant.
  • Instruct the participants to keep their cards a secret; no one should see the suit or color of another participant’s card.
  • Tell the participants that they will not be allowed to talk at all during this exercise.
  • Instruct your participants to assemble into four groups according to their suit (hearts, clubs, diamonds, spades), but using only nonverbal communication.
  • If you have the time and your participants have the inclination, try blindfolding each participant and giving the same instructions—it makes it much more difficult and more time-consuming!
  • Once participants have all gathered into one of the four groups, have them line up according to their rank (Ace is the lowest, King is the highest); again, they cannot speak or show their cards to anyone during this part of the exercise.
  • The group that lines up in the right order first wins!

As always, you can offer a prize to the winning team to motivate your participants.

This exercise will show how difficult it is to communicate without words, but it will also show your participants that it is not only possible, it gets easier as they start to pick up on one another’s nonverbal cues.

You can find this exercise at this link (Activity #3).

6. Silent Movie

Finally, facilitate this activity to really drive home the importance of effective nonverbal communication.

Divide your participants into two groups. For the first half of the activity, one group will be screenwriters and the other group will be actors. In the second half, the two groups will switch roles.

Instruct the screenwriters to write a silent movie, but to keep these things in mind:

  • Silent movies tell a story without words. It’s important to start the scene with the actor doing an obvious task, like cleaning the house or rowing a boat.
  • The scene must be interrupted when a second actor (or several actors) enter the scene, and their arrival should have a big impact. The character(s) could be anyone (or anything), including burglars, salesmen, children, or even animals.
  • A physical commotion must occur.
  • The problem that is caused by the commotion must be resolved by the end of the scene.

Give the screenwriters time to write out their script, then have the actors perform the script. Once the scene is finished, have the groups switch roles.

The communication game – Asgar Hussain

2 Communication Group Activities

Other great activities for group communication include the “Square Talk” and “Follow All Instructions” activities.

1. Square Talk Activity

For this activity , you will need one blindfold for each participant, one long piece of rope for each team (teams should be composed of around 5 participants each), and 25 minutes.

Follow these steps to give this activity a try:

  • Divide your group of participants into groups of about 5 each.
  • Clear the room so you have as much space as possible.
  • Blindfold each participant and tell them their objective: to make a square from a rope (i.e., stand in the shape of a square with their team).
  • Disorientate each participant by moving them a bit, spinning them around, etc.
  • All team members are blindfolded and must remain so for the duration of the activity.
  • The rope you are holding is approximately ___ feet in length.
  • The role you are holding is knotted together to form a circle; it must not be undone.
  • You must not let go of the rope.
  • You will be told when you have 5 minutes remaining.
  • Allow the teams to work on the activity and inform them when they have 5 minutes left.

Once the teams have given this activity their best shot, use these 5 discussion questions to review the importance of good group communication:

  • Do you feel as a group you communicated effectively?
  • During the Activity, what communication skills did you use effectively?
  • During the activity, what communication skills could you have used to improve performance?
  • How important is communication in the workplace? Why?
  • What key points have you learned about communication from this activity, that you wish to apply in the workplace?

2. Follow All Instructions Activity

This activity from TrainingCourseMaterial.com is a great one for young people, but it can be used with participants of all ages. All you’ll need is a set of instructions for each participant.

  • Write all of your teams initials at the top right-hand corner of this sheet.
  • Write your first name on your sheet of paper.
  • Write the total of 3 + 16 + 32 + 64 here: __________________
  • Underline instruction 1 above.
  • Check the time by your watch with that of one of your neighbor’s.
  • Write down the difference in time between the two watches at the foot of this page.
  • Draw three circles in the left-hand margin.
  • Put a tick in each of the circles mentioned in 6.
  • Sign your signature at the foot of the page.
  • On the back of the page, divide 50 by 12.5.
  • When you get to this point in the test, stand up, then sit down and continue with the next item.
  • If you have carefully followed all these instructions, call out ‘I have’.
  • On the reverse of this page, draw quickly what you think an upright bicycle looks like from overhead.
  • Check your answer to Item 9, multiply it by 5 and write the result in the left-hand margin opposite this item.
  • Write the 5th, 10th, 9th and 20th letters of the alphabet here: ___________________
  • Punch three holes with your pen here: o o o
  • If you think you are the first person to get this far, call out ‘I’m in the lead’.
  • Underline all the even digits on the left-hand side of the page.
  • Draw triangles around the holes you punched in Item 15.
  • Now you’ve finished reading all the instructions, obey only 1, 2, 20 & 21.
  • Stand up and say, “We’re the greatest team in the World!”

As you can see, the instructions include lots of silly directives (e.g., “When you get to this point in the test, stand up, then sit down and continue with the next item.”) that will identify who is following the directions and who is not—but the person that stands is actually the one not following directions!

The first and only verbal instruction you will give participants is to read all the written instructions first before engaging in any of the directives. The first person to complete the list will be declared the winner of the activity. You can offer a prize to the winner if you think the group would be motivated by it.

This exercise is a fun way to see who is paying attention and who is skipping the most vital instruction—to read everything before acting.

Communication in Relationships

7 Communication Games for Couples

Defeating Divorce shares the following three games aimed at improving communication in a romantic relationship.

This game is goal-directed, meaning the couple is working towards a common goal, and that goal requires effective communication.

  • The couple sits back to back with an identical set of building blocks in front of each of them.
  • One partner uses their blocks to create some sort of building or structure.
  • The builder partner then relays a series of instructions to the other partner to help him or her build the exact same structure.
  • The listener partner must try to build the same structure based on the speaker partner’s instructions.

This game takes some serious teamwork and good communication, and it can be repeated as needed to help a couple build their skills.

2. Minefield

“Minefield” is a physical game that will not only get both partners up and moving, but it will also require a great deal of trust and communication to complete the challenge.

You will need a blindfold for one partner, some space to navigate, and some objects with which you can create a minefield or obstacle course. Once the course is ready to go, blindfold one partner and bring them into the room.

The challenge here is for the non-blindfolded partner to guide the blindfolded partner through the obstacle course using only verbal communication. The couple will only succeed if the blindfolded partner has trust in their partner and the non-blindfolded partner is an effective verbal communicator.

Feelings of frustration are common in this game, but it can be a great way to highlight issues in communication or, alternately, highlight the couple’s communication strengths.

3. Give Me a Hand

This game is another one that can be frustrating for the couple but ultimately provides a great opportunity to build effective communication skills and unite the two in a common goal.

In this game, the couple will be given a seemingly easy task to complete, such as buttoning a shirt or tying a shoe, but with a catch—each partner will have one arm tied behind their back. The couple will find that the lack of one arm makes the task much more difficult than they might expect!

To complete the task, the couple will need to communicate effectively and coordinate their movements. It will be tough, but immensely satisfying to successfully complete this challenge!

4. Twenty Questions Times Two

If you remember the game “Twenty Questions”, you’ll recognize this game. It can be used to help couples communicate, share important details, and strengthen their connection.

Here’s how:

  • The couple should schedule some time alone, without distractions.
  • Before playing the game, each partner should come up with a list of 20 detailed personal questions to ask the other partner. The couple should feel free to get creative here!
  • Both partners take turns asking each other one question at a time.
  • When they’ve finished asking each other their questions, they should reverse them! Instead of asking questions like, “What is your favorite color?” each partner will ask, “What is my favorite color?”

This fun twist on a familiar game will result in greater knowledge and understanding of your spouse and, hopefully, better communication skills.

5. Eye-to-Eye

This game is a good way for couples to work on communicating and improving their connection, and all you need is your eyes!

Here’s how to do it:

  • The couple sits facing each other, close enough to hold hands.
  • Each partner looks directly into the other partner’s eyes.
  • Each partner should take a minute to notice the feelings they are experiencing at this point.
  • One partner begins talking about something simple and easy to discuss, like what happened that day, what they had for lunch, or something they are grateful for.
  • The other partner reciprocates with a similar conversation, all while holding eye contact.
  • The couple continues sharing things one at a time until each partner has shared at least three or four times.
  • The couple discusses what the experience was like.

Many people find this game uncomfortable at first, but with practice, it can greatly enhance your sense of intimacy with your partner.

6. The Top Three

Similar to the “three good things” exercise, this game’s aim is to boost a couple’s gratitude for one another and give them both a chance to practice expressing it. Couples should schedule a time for this game every day, but the good news is that it doesn’t take long—just a few minutes will do.

To play “The Top Three”, couples should follow these instructions:

  • At the end of each day, take some time to reflect on your day. Think about what your partner has done for you today.
  • Take turns sharing those three things with your partner and tell them what each thing meant to you.
  • Don’t forget to say “thank you” or otherwise verbally express your gratitude to your partner!

This game gets couples to practice vocalizing their appreciation and expressing gratitude, two things that are not necessarily in everyone’s daily communications but can have a big impact on a relationship.

7. Make a Playdate

Playdates are not just for kids or puppies—they are a great idea for couples as well! A play date is not your average, regularly scheduled programming sort of date, but something that is different, spontaneous, unique, and/or just plain fun!

Here are the three ground rules for the playdate:

  • It has to be something for just the couple to do and they cannot include the kids or discuss mundane things like chores or bills.
  • It has to be something that requires both partners to be present in the moment; think sailing, rock climbing, or dance lessons rather than seeing a movie or going out to dinner.
  • The couple should take turns picking the activity and try to surprise their partner with something new.

Planning this date will not only make it easier to feel connected and closer to one another, but it also provides couples with an opportunity to communicate their love for one another through their actions. Depending on the date activity, it can also provide some much-needed time for the couple to talk.

5 Exercises and Activities for Married Couples

These exercises , also from Defeating Divorce, are not just for married couples, but for anyone in a committed relationship.

1. Fireside Chats

This communication exercise is based on President Franklin D. Roosevelt’s “fireside chats,” in which he addressed the American people with the intention of making it feel as if he was speaking directly into their living room, carrying on a calm and rational discussion of important issues.

The intention of this exercise for couples is similar: to make the couple feel more connected, more aware of what is going on in each other’s lives, and to maintain a pulse on how the relationship is going.

The two partners should schedule a 15 to 30-minute “fireside chat” each week to practice their ability to speak calmly, respectfully, and effectively about important and relevant issues. They should minimize the chances of distraction (turn off the TV, put their phones on silent, etc.) and focus only on one another for these chats.

What the couple discusses is up to them, but if there are salient relationship issues, this is a good time to talk about them. If the issues are very serious, it may be a good idea to start out this exercise talking about less intense, less emotional topics before moving on to the problem areas.

2. High-Low Activity

The high-low activity also aims to help couples feel more connected and in touch with one another, which requires measured and thoughtful communication. Engaging in this exercise daily will give the couple a chance to practice their communication skills on a regular basis, as well as their active listening skills.

Here’s how the exercise works:

  • Wait until the end of the day (e.g., at the end of dinner, around bedtime) to put it into practice.
  • The couple will then “check-in” with each other about the other’s day.
  • Each partner will ask the other to share their “high” of the day or the best part of their day.
  • Next, each partner will ask the other to share their “low” of the day or the worst or most disappointing part of their day.
  • As one partner is sharing, the other should practice active listening techniques, conveying their empathy and understanding to their partner.

This simple activity will result in a more intimate and understanding relationship between the two partners, all for just a few minutes a day.

3. Listening Without Words

If a couple wants to practice both their verbal and nonverbal communication, this is a great way to do it. The “Listening Without Words” activity allows each partner to apply both verbal and nonverbal communication skills, as it involves switching between only speaking and only listening.

This is how to practice it:

  • The couple will schedule some time for themselves without kids, work, or other responsibilities interrupting them.
  • They set a timer for somewhere between 3 to 5 minutes.
  • Until the timer goes off, one partner acts as the speaker and the other acts as the listener. The speaker will talk about any subject they’d like to talk about.
  • While the speaker talks, the listener will attempt to show the speaker compassion, empathy, and understanding through nonverbal communication only (e.g., smiling, nodding, taking their partner’s hand).
  • When the timer goes off, the partners will have a chance to process what they experienced and discuss any thoughts or feelings that came up.
  • Finally, the partners switch roles and repeat the exercise.

This exercise is a great way to boost your bond and your skills at the same time.

4. Eye See You

Similar to a previous exercise (“Eye-to-Eye”), this exercise relies heavily on eye contact; however, unlike the previous exercise, this one does not allow talking until the end.

Here’s how to give it a try:

  • The couple should be in a quiet and relaxing environment, with as few distractions as possible.
  • They sit in two chairs facing one another, near to one another but not touching.
  • The couple sets a timer for five minutes and settles in their respective seats, making and holding eye contact with one another. They will hold eye contact but refrain from speaking or touching until the timer goes off.
  • Both partners should be encouraged to note any thoughts, feelings, or sensations that come bubbling up during these five minutes.
  • Once the timer goes off, the two should try to guess what the other person was thinking and feeling during the five minutes. Once they have a chance to guess, they should discuss these things that bubbled to the surface as they maintained eye contact.

It might surprise some people to hear what their partner was thinking and feeling during the activity, but a strong relationship depends on understanding and empathizing with one another, making communication like this a necessity.

5. Send Me a Postcard

Although we’ve mostly focused on verbal communication and communications via body language, facial expressions, and touch, there is another form that we haven’t mentioned: written communication. This activity guides the couple in developing more effective written communication skills.

Both partners should have two blank postcards and something to write with for this exercise. On one postcard, each partner will write down a message to the other partner communicating a frustration, a feeling, or a desire. They should take a few minutes to create a thoughtful message to their partner.

Once they have their postcard ready to “mail” each partner will deliver their message to their partner without any verbal communication. They will both read their partner’s message and take a few moments to process. When they feel ready, they will use their remaining blank postcard to craft a response to their partner’s message.

When both partners have finished writing their response, they will deliver those messages to one another as well. After they have both read the response postcards, the couple can debrief and discuss their messages to one another.

5 Communication Exercises for Couples Therapy

If you’re hungry for more couples’ communication exercises, maybe these five exercises will hit the spot!

1. Active Listening

Active listening is not the easiest skill to master, but it is an important one to develop. This exercise from marriage counseling expert Racheal Tasker will give you a chance to practice it with the person closest to you.

The next time you and your partner are talking about something important or sensitive, put these tips and techniques into practice:

  • The speaker should remain focused on a single thought or idea.
  • The listener should listen attentively to the speaker, concentrating on understanding their perspective and attempting to gain new insights into their thoughts and feelings.
  • The speaker and listener should switch roles after a while to allow each to practice both types of communication.
  • Both partners should practice speaking and listening with patience and love, allowing their feelings for their partner to guide them toward true understanding rather than just reacting (Tasker, n.d.).

2. Sharing Emotions Freely

It can be tough to be truly open with our emotions, but it’s vital for effective communication and a healthy relationship. Try this exercise to work on this skill.

The couple should agree to try this exercise together and follow these instructions:

  • Decide on a specific time and place to put this exercise into practice.
  • Let your partner know what you need to feel safe sharing your feelings, and listen to what your partner needs to feel safe sharing his or her feelings.
  • Be sure to also ask your partner what would make him or her feel more comfortable as you share your feelings, as it can be just as difficult to hear as it is to share.
  • Share with your partner! If it helps, use a timer to limit how much sharing can occur and to ensure equal time to share feelings.
  • Listen to what your partner tells you and discuss what, if any, concrete steps you can take based on the information you’ve both shared. Commit to using the information you gained to improve your communication skills and your relationship in general (Tasker, n.d.).

3. Use Positive Language

Another great exercise from Racheal Tasker is focused on using positive language with one another. It can be surprisingly easy to slide into a pattern of mostly neutral or even negative language with your partner, but you can use this exercise to counter that tendency.

Here’s what to do:

  • Commit to using positive language when you communicate with your partner.
  • Ask your partner to make the same commitment to positive language.
  • Avoid being overly critical or negative when communicating with your partner.
  • Use a positive and encouraging tone when you speak to your partner.
  • Keep an eye on the words you use; try to incorporate words like “love”, “feel”, “appreciate”, and ditch words like “fault”, “never”, and “hate” (e.g., “I hate it when you do X!”).

As partners continue to practice this exercise on a regular basis, they will find that their communication style grows more positive with less effort, and their relationship will flourish (Tasker, n.d.).

4. Take a Trip Together

There’s nothing like traveling with someone to work on your communication skills! Making a trip successful requires tons of communication, coordination, and clear expectations, but it can also open you up to fun new experiences and relaxation. To practice communicating with your partner, try planning and taking a trip together.

Plan your trip with a focus on doing things you both like, going to a place you’d both like to visit, and trying new food, activities, and other experiences together. Getting out of your routine and into a novel environment can do wonders for your communication—not to mention your overall mood.

Use some of the other tips and techniques mentioned in this article when you are planning your trip and while you are enjoying your trip; you’re sure to see some improvements to your communication with your partner (Tasker, n.d.).

You can find this exercise at this link , second exercise from the bottom.

5. I Feel (Blank)

The final exercise from Tasker is called “I Feel _____” and it’s a simple one.

We often have trouble sharing our feelings, even (or especially) with those we are closest to. A great way to work on communicating your feelings more often—and more effectively—is to practice saying “I feel (blank).”

The next time you are experiencing strong emotions or discussing a sensitive or difficult subject with your partner, try beginning your sentences with “I feel…” and continue from there. So, if you’re upset with your partner for forgetting about an important appointment or canceling plans at the last minute, instead of saying “You don’t respect my time,” try “I feel like you don’t respect my time.”

Framing your discussion in this manner—as a statement of your feelings rather than a personal attack or blaming session—is not only conducive to greater understanding, it also shows your partner that you care about having a constructive conversation and that your intentions are not to hurt them but to help them see from your perspective.

Communication in the family

According to researchers Peterson and Green (2009), family communication is so important because:

“…it enables members to express their needs, wants, and concerns to each other. Open and honest communication creates an atmosphere that allows family members to express their differences as well as love and admiration for one another.”

The benefits of high-quality communication make spending time on improving the way family members relate to one another a task that is well worth the time spent on it. If you’re interested in working on your communication skills as a family, give the following activities and exercises a try.

These 14 activities are great tools to use in family therapy, but you can also try them at home.

4 Group Exercises for the Family

These four group exercises are a great introduction to communication skill-building as a family. They’re fun, engaging, and good for all ages!

1. What If?

The best time to work on communication skills is when families take the time to just sit and relax together. This simple game is a great way to do that, allowing families to improve how they communicate with one another while laughing together and putting their imagination to good use.

You will need strips of paper, a pencil or pen for each family member, and two bowls.

  • Get two slips of paper and something to write with for each family member.
  • On the first slip, have each family member write a question off the top of his or her head; it can be silly, serious, or anywhere in between. Put all the questions in one of the bowls and give them a good mix.
  • On the second slip of paper, have each family member write an answer to the question they came up with. Place these slips in the second bowl and mix them up.
  • Pass each bowl around the room and have each family member take one question slip and one answer slip.
  • Have each family member read the question and the answer that they have in their hand. The questions and answers might fit well together or they may result in absurd combinations!
  • Continue the game with two more slips of blank paper. It may take a few rounds for everyone to get the hang of the game, but family members will get more comfortable with the game and enjoy it more as they go along.

Use the following questions to guide your discussion as a family:

  • Did the activity spark your imagination?
  • Why did the questions and answers get funnier after several rounds?

2. Expressing Individuality

Although families usually share values, norms, and beliefs, that doesn’t mean all family members will see things the same way. It can be hard for some family members to communicate their thoughts and feelings when they feel like the odd one out or a “black sheep” in the family.

To make sure your family is a safe space for everyone to share their thoughts and feelings, give the “Expressing Individuality” activity a try. It will help each family member understand that they are a valuable part of the family and that they are always free to share their unique perspective.

You’ll need about an hour for this activity, 15 minutes to make the dough and 45 minutes for the activity itself. Use one of the recipes below to make your own play dough as a family.

If you want to make reusable play dough, mix together:

  • 1 cup flour
  • 1 cup water (add food coloring to water if you want colored clay)
  • 1 teaspoon cream of tartar
  • 1 tablespoon oil

After mixing these ingredients together, put over low heat and stir slowly. When the dough has formed into a small ball, remove it from the heat and knead while still warm. Store the clay in a sealed container.

If you plan on baking your designs at the end of this activity to preserve them, mix together:

  • ½ cup water
  • Food coloring (if desired—you can also paint the figures after you bake them)

Follow these instructions to encourage each family member to express their individuality:

  • If you love Boy Scouts, you may want to mold the image of a person sitting on a log by a campfire.
  • If you received an award as the “Employee of the Month,” you may want to mold the image of something that represents hard work, or dependability.
  • If friendliness is a personal characteristic that you value, you may want to mold a face with a pleasant smile, or if you have a great love for animals, you may want to mold several of your favorite animals.
  • After creating your unique design, you can preserve it by placing it on a cookie sheet and baking it in the oven on warm for several hours (until hard). This will harden the clay hard so that it maintains its shape. If you did not use food coloring to color the clay, or if you like to paint, you could paint the hardened figure. Once everyone has completed a mold, display these molds in the home.

To continue working on communicating your individuality as a family, ask these questions and discuss your answers together:

  • Why did you choose to make what you did?
  • What does it mean to you?

If the idea of creating a figure out of play dough doesn’t appeal to you, you can also try these two alternatives:

  • You could draw pictures using plain white paper and colored pencils/crayons. Drawing may allow you to express more ideas than if you use clay. Make sure that you do not place an emphasis on artistic abilities. It is okay to draw simple stick figures that represent people or other objects.
  • You could cut pictures out of old magazines and paste them on a poster board. After each person has completed a mold, picture, or collage, allow each family member to explain how their collage, picture or mold represents them.

3. Hints of Anger

Anger is a normal human emotion, and we will all get angry at some point. Instead of trying to avoid or deny anger, it’s vital that families learn how to manage their anger and communicate it to others in a healthy way. This activity will help family members identify their anger cues (the signs that indicate they are getting angry) and help them regulate their emotions to ensure they don’t say or do something they will regret.

Here’s how to do this activity as a family:

  • Tell family members to think about a time when they were angry or upset, and consider how they felt.
  • Were your hands relaxed or clenched in a fist?
  • Was your heart rate normal or beating fast?
  • Were your muscles relaxed or tight with tension?
  • What kind of thoughts was going through your head?
  • As a family, discuss any discrepancies between what you think about your anger cues and what other family members think.
  • How did your body feel during this period of time?
  • In which scenario did you feel more comfortable, angry, or happy?
  • Discuss the importance of knowing when you are getting upset and might need to take a break and think.

After the activity, discuss these questions as a family:

  • Why is it important to recognize the signs that you are angry?
  • Why is it important to control your anger?
  • What do you feel like specifically, when you are upset?
  • What are the things you are going to do to manage your anger so it does not hurt your family relationships?
  • Can recognizing anger cues help in managing your anger?

4. Family Meetings

Family meetings are a good idea for a lot of reasons, but yet another benefit of these get-togethers is the potential for building and developing better communication skills as a family. Regular family meetings can help family members learn how to:

  • Make joint decisions
  • Plan together
  • Accept responsibility
  • Show concern for others
  • Spend some quality time together

Pick one night of the week when your family can consistently get together for a weekly family meeting that lasts 30 to 60 minutes, and make sure it’s scheduled on everyone’s calendar.

Here’s how to conduct good family meetings:

  • Set a regular time. Setting a regular time and place gives the family council a position of importance and results in it becoming a permanent part of family operations. If everyone knows that the family is meeting together regularly, they find that most problems can wait a few days to be discussed. For this reason, some families like weekly meetings.
  • Use an agenda. Post a paper during the week where family members can list concerns they want brought up (possibly, the message center). Discuss things in the order listed. This also reduces problems between meetings when parents can say, “List it on the agenda and we’ll discuss it at the meeting.”
  • Attendance is voluntary . All members of the family are invited to attend — but attendance is voluntary. However, if a member is not present, he/she is still expected to abide by any decisions made by the family council.
  • Each person has an equal voice . Everyone should be encouraged to contribute ideas and suggestions. All members must be treated the same, regardless of age. Using the steps of negotiation to (1) introduce the problem, (2) discuss solutions, and (3) vote on a solution. This gives everyone a chance to be involved. Councils do not always run smoothly. Teenagers are often suspicious that the new program is just another way for parents to gain compliance with their demands. In the first council meetings, rebelliousness may be exhibited to deliberately test whether parents are sincere about including them in family decision-making.
  • Use rules of order . If participation is to be equal, then some type of order must be maintained. If a person has the right to express himself, then he also has the right to be heard — which implies that others have the obligation to listen. Rules of order help this situation.
  • Rotate chairmanship . If the same person conducts all meetings, that person eventually begins to assume an air of superiority. To help maintain a feeling of equality, family members should take turns conducting the councils. This allows each person to experience the privileges and the responsibilities of this position.
  • Accentuate solutions . Family council should not be “just a gripe session” — a time to get together and complain. In order to prevent this, you may decide that the person presenting a problem must also suggest one possible solution. Family members could then discuss alternate solutions or modify the one presented. In practice, some solutions do not work as well as anticipated. As family members begin to live with a decision, they may decide it needs to be changed. This change, however, must wait until the next regular meeting. Children soon recognize a need for better solutions and they learn by experience to make wiser choices. When family council is held regularly, each member learns to project ahead and anticipate problems. When this occurs, the emphasis at council meetings shifts from problem-solving to problem prevention and planning. Family council can also be a time to plan fun things like vacations or family outings. Families can talk about different places to visit and how they want to spend the time available.
  • Decide on the authority level . The family council can be the final authority for the family, or a family can have a modified version of decision making. For it to be effective, however, most decisions made by the council need to be binding. If parents always overrule the council, children will soon lose interest.
  • Keep a record . There sometimes develops a difference of opinions as to who conducted the last meeting, what matters were discussed, and what plans were agreed upon. For this reason, a secretary to record minutes is most helpful. The secretary can rotate with each meeting.

After your first family meeting, discuss these questions as a family:

  • How did your first family meeting go?
  • What about the meeting was good? What was bad?
  • What do you want to incorporate in future meetings?

4 Active Listening Exercises

Active listening is a vital part of communication and can greatly improve relationships between family members. These four active listening exercises are a great way to boost your skills.

1. Precision Communication

Another activity that can help your family build and continue to develop good communication skills is called “Precision Communication.” It’s focused on active listening, which is a vital part of communication and conducive to better understanding and stronger, healthier relationships.

Here’s how to put this activity into practice:

  • Set up a maze in your home using furniture, such as kitchen chairs or other pieces of furniture that can act as a barrier.
  • Tie string or yarn between the furniture to create a clear path through the maze.
  • Select a family member that will try to walk through the maze blindfolded. This person must not see the maze prior to being blindfolded.
  • Have someone give voice instructions so the family member can be directed through the maze.

This activity’s aim is to see if the family member giving instructions can help the blindfolded family member get through the maze without bumping into the furniture, walls, or string. This means that not only must the speaking family member communicate clear and detailed instructions, but the blindfolded family member must also use their active listening skills to receive the instructions and implement them effectively.

Use these discussion questions to debrief and maximize this learning opportunity:

  • Why was clear detailed communication necessary for this exercise?
  • How important was it to listen carefully to the one giving instructions? Why?
  • What were some of the difficulties associated with helping a family member complete this exercise?
  • Using some of the ideas from this exercise, how can you, as a family, improve your communication skills?

If you want more from this activity, try this follow-up:

Draw a simple picture or pattern on a piece of paper. Without letting family members see the diagram, tell them what they need to do to make a copy of your picture that matches as closely as possible. After giving detailed instructions, see how accurately the pictures match up.

2. End of the Word—Beginning of the Next

This is a fun game on the Encourage Play website that can keep your kids actively engaged in building their listening skills.

Here’s how to play:

  • One person (probably an adult) starts the game by giving out one word—it can be any word, it just needs to be one that every family member knows how to spell.
  • The next family member must listen to the word the previous person said, then come up with a word that starts with the letter the last word ended with.

This is an easy game to play since you don’t need any materials, just a few minutes and the ability to hear one another! That makes it a great game for car rides, waiting in restaurants, or standing in a long line. To make it more challenging, give it a bit of complexity by limiting the words to a category, like animals or cities.

3. Red Light Green Light

Another exercise from the Encourage Play website is a familiar one. It’s based on the classic “Red Light, Green Light” game in which the leader gives instructions by color: saying “red light” means stop and saying “green light” means go.

To make the game a bit more challenging and really emphasize the importance of active listening, incorporate these three variations to the game:

  • Different colors refer to different types of movement; for example, yellow light could mean skipping, purple light could mean crab walking, and blue light could mean hopping.
  • Pretend to be a different animal for different colors (yellow = lion, green = bunny, purple = frog, etc.).
  • Use words that rhyme with red or green to see if the players catch the difference (e.g., “Bread Light! Teen Light!”).

4. Tell a Group Story

Group stories are a great way to practice active listening with the whole family. It also gives kids a chance to be creative and silly, which helps to keep them engaged in the activity.

  • The first person (probably an adult) starts a story with just one sentence (e.g., “Once upon a time, there was a very curious brown bunny”).
  • The next person adds onto the story with just one sentence as well (e.g., “This bunny lived with her mother and father in a cozy little burrow under a willow tree”).
  • The story continues until everyone has contributed at least a couple of sentences to the story.

This activity boosts active listening skills because it requires careful and attentive listening to what has already been said in order to make a good contribution to the story.

3 Assertive Communication Exercises

One of the best skills to teach your kids is how to be assertive instead of aggressive or passive (or passive-aggressive). Use these three assertive communication activities to help them learn this important skill.

1. Assertive Communication Worksheet

This worksheet is a great way to help older kids understand the difference between types of communication and to learn how to communicate assertively.

The worksheet first provides a good working definition of assertive communication:

“A communication style in which a person stands up for their own needs and wants, while also taking into consideration the needs and wants of others, without behaving passively or aggressively.”

It also outlines the traits of people who are assertive communicators, including:

  • Clearly state needs and wants
  • Eye contact
  • Listens to others without interruption
  • Appropriate speaking volume
  • Steady tone of voice
  • Confident body language

Next, it shares four tips on communicating assertively:

  • Respect yourself—your wants and needs are as important as everyone else’s.
  • Express your thought and feelings calmly rather than using the silent treatment or yelling and threatening.
  • Plan out what you’re going to say before you say it.
  • Say “no” when you need to, say it clearly, and do it without lying.

After some examples of assertive communication, we get to the active part of the worksheet. It’s geared toward adults, but the scenarios can be tweaked to fit kids as well.

There are four situations presented and space to write out your own assertive response to each. These situations are:

  • Your partner says, “ I know you have plans for the weekend, but I really need you to watch the kids. I have a friend coming to town, and we made plans .”
  • Situation: You’ve just received your food at a restaurant, and it was prepared incorrectly. Your sandwich seems to have extra mayo, instead of no mayo.
  • Your friend says, “ Hey, can I borrow some money? I want to buy these shoes, but I left my wallet at home. I’ll pay you back soon, I swear. It won’t be like last time .”
  • Situation: Your neighbor is adding an expansion to their house, and the crew starts working, very loudly, at 5 am. It has woken you up every day for a week.

Working through these scenarios as a family can help your kids see what healthy assertive communication looks like and show them that it’s okay to say “no” sometimes.

2. The Aggressive Alligator

The Aggressive Alligator is a great tool from Kristina Marcelli-Sargent, for teaching assertiveness over-aggressiveness or passiveness. It makes what can be a dry and boring subject more interesting and engaging.

Start by giving simple definitions to the terms “passive,” “aggressive,” and “assertive.” Next, show them a list of animals or a bin of small stuffed animals and allow them to choose an animal that they feel represents each definition. The aggressive animal doesn’t need to be an alligator, it can be anything that makes sense to your children.

After your kids have chosen an animal for each term, describe some social situations and instruct your kids to act them out with their animals. Each animal should act according to the definition it represents (e.g., the aggressive alligator should act aggressively, the passive panda should act passively, and the assertive anteater should act assertively).

Once all scenarios have been acted out, talk to your kids about how the outcomes differed between the three animals. Point out which one(s) resulted in a positive outcome and which one(s) should probably be avoided. In the future, you can refer back to the assertive anteater to remind your kids to be assertive instead of passive or aggressive (Sargent, 2015).

3. Keeping Cool

A great lesson for kids to learn is that assertive communication is about being firm and direct without being angry or upset. This activity will help you teach healthy assertiveness to your kids or students.

Here’s how to go about it:

  • First, ask your kids how people might feel when they are bullied. If they have trouble coming up with answers, talk about how people might feel angry, scared, sad, upset, embarrassed, or confused.
  • Next, ask your kids what kinds of things people want to do when they feel this way. If they can’t think of things people might do when they feel upset, angry, or sad, mention that they might yell, throw something, hit something, hide, cry, or do something else to make another person feel as bad as they feel.
  • Ask your kids if they think these are good or helpful things to do. Explain how everyone has strong, negative feelings like this sometimes, and that it’s okay to feel them. These feelings have a purpose; they tell us that something is wrong or that something needs to be fixed, but they can also encourage us to do the wrong thing unless we learn how to keep a cool head.
  • Close your eyes and take several slow deep breaths
  • Count to ten
  • Relax the muscles in your face and body
  • Talk silently to yourself and repeat a soothing phrase, such as “Keep calm” or “I control my feelings”
  • Get a drink of water
  • Go sit by a person you trust

Discuss these options with the whole group and decide together on what the best techniques are, then practice using them together.

Click here to read about this exercise from the Education Development Center’s Bullying Prevention program.

3 Nonverbal Communication Exercises

Finally, although verbal communication is generally the focus of skill-building exercises and activities, nonverbal communication is also a vital skill to develop.

Use these 3 exercises to help your kids build their nonverbal skills.

1. Understanding Non-Verbal Communication

Things like tone of voice, facial expressions, body posture, and hand gestures are all non-verbal, but they are hugely important in our communication with others. If we say one thing with our words and another with our face or body, we can end up giving mixed messages and confusing others.

To make sure we are saying what we want to say with our words and our face, body, and tone, help your kids learn how to understand and “speak” non-verbal communications.

Here’s s description of this activity:

“As a family, make a list of different non-verbal actions. For example, folding your arms, snorting, frowning, etc… Select a TV program or a segment of a video. Watch about 5 to 7 minutes of the program with the volume off. While watching the program without volume, identify the different non-verbal messages, especially the feelings that are expressed. After 5 to 7 minutes, turn off the TV and discuss what you observed. You could even carry on the discussion as the program continues.”

To get the discussion started, use questions like:

  • What were the non-verbal messages that you observed?
  • How important do you think the non-verbal messages are in helping you to enjoy the movie and understand what was going on in the movie?
  • Did you observe any confusing non-verbal messages?
  • What feelings were expressed through non-verbal communication?
  • What were some of the difficulties of this activity?
  • What can you do to be more aware of non-verbal messages?
  • Did everyone think the non-verbal message meant the same thing?
  • Are non-verbal messages always obvious in real life?

If you want more from this exercise, try this follow-up activity. Seat two family members away from each other and have them carry on a conversation about giving directions to somewhere or explaining how to do something. As they talk, they should focus on trying to understand the other person’s feelings.

After doing this for a few minutes, the two should turn around, face each other, and continue the discussion—they will likely find it much easier!

Use the following questions to guide your discussion after the follow-up:

  • When you had your backs to each other, did a lack of non-verbal communication affect your ability to communicate with the other person? If so, how?
  • What feelings did you experience as you communicated with your back to the other person?
  • When you spoke to the other person face-to-face, did this improve your ability to communicate and understand the other person’s feelings? If so, how?
  • Did face-to-face communication improve your ability to understand the other person’s feelings?
  • How can you increase your awareness of non-verbal messages you do not mean to be sending?
  • How can you be aware of how we may misinterpret someone else’s non-verbal messages?”

2. Charades

Charades is a popular game with kids since it’s fun, easy to play, and can result in some seriously silly situations.

Here’s what you need to do:

  • Animals: Monkey, dog, cat, rabbit, kangaroo, snake
  • Activities: brushing teeth, playing cards, shining a flashlight, fishing, playing frisbee
  • Emotions: scared, sad, bored, angry, happy, wary, proud

Acting out these prompts will give kids an opportunity to practice communicating non-verbally, a skill that they can easily build over time (Simmons, n.d.).

This nonverbal communication activity  is available from Sue Simmons at Equinox Family Consulting.

3. Silent Snack

Finally, another activity from Sue Simmons is called “ Silent Snack ” and it gives young children a chance to have fun while building their nonverbal communication skills.

Follow these instructions to give it a try:

  • Put out a few different snacks in individual bowls.
  • Tell everyone it’s “Silent Snack Time,” meaning there’s no talking allowed!
  • Offer each person a taste of each snack.
  • Each player should take turns sharing their opinion on each snack. They can use indicators like thumbs up and thumbs down or facial expressions to communicate their opinions.

It’s a simple activity, but an effective one! Give it a try at your next snack time.

I hope you leave this piece with a treasure trove of new resources you can use to improve your own life or the lives of your clients.

Communication skills are one of the most important skills a person can have, making it well worth your while to devote some time and energy to develop them.

What are your favorite ways to work on communicating with your spouse? Do you schedule a time to talk about how your relationship is doing or do you just let it flow naturally? What do you think are the best ways to build, enhance, and maintain your communication skills? Let us know in the comments section.

We hope you enjoyed reading this article. Don’t forget to download our three Positive Communication Exercises (PDF) for free .

  • Abass, S. (n.d.). 3 benefits of effective communication in a relationship. Lifehack. Retrieved from https://www.lifehack.org/509189/3-benefits-effective-communication-relationship
  • https://defeatingdivorce.com/communication-exercises-for-couples/
  • Fleming, G. (2018). 4 helpful nonverbal communication activities. ThoughtCo. Retrieved from https://www.thoughtco.com/nonverbal-communication-activities-1857230
  • Heitler, S. (2010). What does communication have to do with a good relationship? GoodTherapy. Retrieved from https://www.goodtherapy.org/blog/what-does-communication-have-to-do-with-good-relationship
  • Lee, T. R., & Pyfer, T. (n.d.). Helping youth succeed: Strengthening family ties: A workbook of activities designed to strengthen family relationships . Utah State University Extension. Retrieved from https://www.families-first.net/uploads/userfiles/files/FL_Youth_02.pdf
  • Mendler, A. (2013). Teaching your students how to have a conversation. Edutopia. Retrieved from https://www.edutopia.org/blog/teaching-your-students-conversation-allen-mendler
  • Norman, B. (2018). Trainers’ tips: Active listening exercises. Training Zone . Retrieved from https://www.trainingzone.co.uk/develop/cpd/trainers-tips-active-listening-exercises
  • Peterson, R., & Green, S. (2009). Helping Youth Succeed: Keys to successful family functioning: Communication . Virginia Cooperative Extension. Retrieved from https://www.pubs.ext.vt.edu/content/dam/pubs_ext_vt_edu/350/350-092/350-092_pdf.pdf
  • Reichmann, D. (n.d.). 5 communication games guaranteed to bring you closer. Engaged Marriage . Retrieved from https://www.engagedmarriage.com/5-communication-games/
  • Rosenberg, M. B. (1999). Nonviolent communication: A language of compassion. Del Mar.
  • Sargent, K. M. (2015). The aggressive alligator: Fun ways to teach assertiveness to children. Art of Social Work . Retrieved from https://kristinamarcelli.wordpress.com/2015/10/21/the-aggressive-alligator-fun-ways-to-teach-assertiveness-to-children/
  • Simmons, S. (n.d.). Nonverbal games: 10 simple activities . Equinox Family Consulting, Ltd. Retrieved from https://equinoxfamilyconsulting.com/communication/nonverbal-games-10-simple-activities/
  • Stanfield, J. (2017). 8 tips to teach effective communication skills. James Stanfield. Retrieved from https://stanfield.com/blog/2017/11/8-tips-teach-effective-communication-skills/
  • Sott, A. (2018). Teaching communication skills. Edutopia. Retrieved from https://www.edutopia.org/article/teaching-communication-skills
  • Tasker, R. (n.d.). 6 amazing couples therapy exercises for improving communication . GuideDoc . Retrieved from https://guidedoc.com/couples-therapy-exercises-for-improving-communication
  • Victoria Department of Health & Human Services. (n.d.). Relationships and communications . Better Health Channel. Retrieved from https://www.betterhealth.vic.gov.au/health/healthyliving/relationships-and-communication

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ELT Guide-1: Communication games

Devised by the British Council's English Language Teaching Institute (ELTI), specifically Donn Byrne and Shelagh Rixon, this 1979 publication is a teacher-friendly handbook which presents a range of games designed to promote the communicative use of language in the classroom.

communication activities in english

Games were devised which facilitate student talk and collaboration (and which do not simply practise isolated elements of grammar or pronunciation, for example), and each one has clearly identifiable objectives. Most of the games feature information gaps, which motivate students to find out from and share with each other the pieces of information needed to make up a whole ‘picture’. Section 2 additionally lists over 60 games originally designed for native speakers, discussing how, in general, these can be adapted for the English as a foreign or second language classroom. Section 3 addresses issues in the ‘Presentation, classification and retrieval of games’ so that they are kept in good, complete order, ready for use at any time. Finally, there is a select bibliography; transcripts of ELTI recordings of students playing games; and publishers’ and manufacturers’ addresses.

This book is free to download below as a pdf file.

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Browse fascinating case studies, research papers, publications and books by researchers and ELT experts from around the world.

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23 ESL Speaking Activities for Adults: Free Their Inner Kids

Younger ESL students know what’s up. They treat being in ESL class like being on the playground.

And that’s how it should be! ESL class is the perfect place to make English mistakes.

But speaking out loud in front of other people—especially in a second language—can be nerve-wracking for many adults.

4. I Like People

5. sentence auction, 8. news brief, 9. running dictation, esl discussion activities, 10. surveys and interviews, 11. show and tell, 12. short talks, 13. video dictionary, 14. pechakucha, 15. two texts, 16. discuss and debate, 17. untranslatable, 18. skill share, activities to build speaking confidence, 19. reading aloud for fluency, 20. mimicking public figures, 21. sharing struggles with a trusted person, 22. reflecting on successful past english classes, 23. reading stories of progress.

Download: This blog post is available as a convenient and portable PDF that you can take anywhere. Click here to get a copy. (Download)

Man sitting in circle of people

This well-known ESL game is great speaking practice for adults. The teacher tells the class that a particular crime has been committed. For fun, make it locally specific. For example:

“Last Friday night, sometime between ___ and ___, someone broke into the ____ Bank on ____ Street.”

Depending on the size of your class, pick several students as “Suspects.” The “Police” can work in groups of 2-4, and you need one Suspect for each police group. So, for example, in a class of 20 you could choose four Suspects and then have four groups of four Police for questioning.

Tell the class: “___, ___, ___ and ___ were seen near the scene of the crime, and the police would like to question them.”

The Suspects go outside or to another room to prepare their story. They need to decide all of the details about where they were during the time of the crime. For example: If they were at a restaurant, what did they eat? What did it cost? Who arrived first?

1. The Police spend some time preparing their questions.

2. The Suspects are called back in and go individually to each police group. They’re questioned for a few minutes, and then each one moves on to the next group.

3. The Police decide whether their answers match enough for them to have a reasonable Alibi. (Maybe up to five mistakes is reasonable.)

Many people think of this game as a listening activity, but it can very quickly become a speaking activity.

There are a number of ESL websites that will allow you to quickly create a set of Bingo cards containing up to 25 words, phrases or even whole sentences. They’ll allow you to make as many unique cards as you need to distribute a different card to each student in the class. Each card can contain the same set of words arranged differently, or you can choose to have more or less than 25 items involved.

Rather than having students mark up their cards, you can give them markers (such as stones or sunflower seeds) to place on each square as they recognize it. This way the markers can be removed and the game can be repeated.

For the first round, the teacher should “call” the game. The first student to get five markers in a row in any direction shouts out “Bingo!” Then you should have this student read out every item in their winning row.

The winner is congratulated and then rewarded by becoming the next Caller. This is a great speaking opportunity. Everyone removes their markers and the game starts again. Every expression that’s called tends to be repeated quietly by everyone in the room, and by the end of a session, everyone can say all of the expressions on the card.

In this game, one player has a card listing four words:

  • The first word is the secret word. The aim of the game is to get another player to say this word. The student with the card will need to describe this word until another student figures out the secret word.
  • The other three words are the most obvious words that you might use to explain the secret word. They are all “taboo” and cannot be used in the student’s description of the secret word.

This game can be played between two teams. It can also be played between partners. You can create your own sets of words based on what you’ve been studying , or you can find sets in your textbook and on the internet.

Taboo is great for challenging students to expand on the vocabulary they would usually use, and helps them to think outside of the box. You can try timing them for an extra challenging element, or even play it as a whole class to get everyone involved in trying to guess the word on the card.

Students will have great fun playing, while also improving their speaking and communication skills, making it an ideal ESL game.

Adults do like to have fun, as long as they aren’t made to feel or look stupid. This is a brilliant game for helping them think quickly and speak more fluent English (rather than trying to translate from their native tongue).

1. Students sit on chairs in a circle, leaving a space in the circle for the teacher to stand.

2. First, they’re asked to listen to statements that the teacher makes and stand if it applies to them, such as: “I like people who are wearing black shoes,” “I like people who have long hair,” etc.

3. Next, the teacher asks standing students to change places with someone else who’s standing.

4. Now it becomes a game. The teacher makes a statement, students referred to must stand and quickly swap places. When the students move around, the teacher quickly sits in someone’s spot, forcing them to become the teacher.

5. The students quickly get into the swing of this game. Generally, they’ll quickly notice a “cheating” classmate who hasn’t stood up when they should have, and they’ll also eagerly encourage a shy student who finds himself standing in the gap with no ideas.

This game has no natural ending, so keep an eye on the mood of the students as they play. They may start to run out of ideas, making the game lag. Quickly stand and place yourself back into the teacher position and debrief (talk with them about how they felt about the game).

Create a list of sentences, some correct and some with errors.

  • The errors should be related to a language topic you’re teaching
  • The number of sentences will depend on your students’ abilities. 20 is a good number for intermediate students.
  • The ratio of correct and incorrect is up to you, but it’s a good idea to have more than 50% correct.

Next to the list of sentences draw three columns: Bid, win, lose.

You can set a limit for how much (imaginary) money they have to spend, or just let them have as much as they want.

They need to discuss (in English) and decide whether any sentence is 100% reliable, in which case they can bid 100 dollars (or whatever unit you choose). If they’re totally sure that it’s incorrect, they can put a “0” bid. If they’re unsure, they can bid 20, 30, 40, based on how likely it is to be correct.

  • When all of their bids are written in, get pairs to swap their papers with other pairs for marking.
  • Go through the sentences, discussing which are correct and why.
  • For correct sentences, the bid amount is written in the “win” column. For incorrect sentences, it’s written in the “lose” column.
  • Both columns are totaled, and the “lose” total is subtracted from the “win” total.
  • Papers are returned, and partners discuss (in English) how their bidding went.

This game can be played with a class as small as three, but it also works with large classes.

1. On the board draw a grid of boxes (e.g. 6 x 6). Mark one axis with numbers, the other with letters.

2. On a piece of paper or in a notebook (out of sight) draw the same grid. On your grid, fill in scores in all of the boxes. Most of them should be numbers, and others will be letters. It doesn’t matter which numbers you choose, but it’s fun to have some small ones (1, 2, 3, etc.) and some very big ones (500, 1000, etc.). About one in four boxes should have the letter “T” for “Typhoon.”

3. Mark a place on the board to record each team’s score.

4. Ask questions to each team. If they answer correctly, they “choose a box” using the grid labels. The teacher checks the secret grid, and writes the score into the grid on the board. This score also goes into the team’s score box.

5. If the chosen box contains a number, the scores simply add up. But if the box contains a “T,” the team then chooses which other team’s score they want to “blow away” back to zero.

You can spice it up by adding different symbols in some of the boxes. I use:

  • Swap: They must swap their score with another team’s score.
  • S: Steal. They can steal a score.
  • D: Double. They double their own score.

Here’s an example of one Typhoon variation:

1. Devise several scenarios with two or more characters and a premise. These could be something simple, like someone going to a bakery to buy a cake or visiting a museum with an unusual exhibit.

2. Divide your students into teams, with one student per role.

3. Give your students the premise for the scenario they’re going to act out. For example, you might say, “You’re a father at a bakery, trying to buy a cake with your child’s favorite cartoon character. The baker has never heard of this character. You need to describe how the character looks so that the baker can create the cake you want.”

4. Each team member will have about five minutes to prepare their part of the skit. Ask each student to prepare separately. That way, the other students they are interacting with must react spontaneously to their questions and statements.

5. Each team will perform their vignette in front of the whole class. Limit the time to play out each scenario to five or ten minutes.

6. At the end of each round, the non-performing class members can ask questions of those performing their roles. The performing students should respond in character to the questions.

This activity will help students react to impromptu situations.

Prepare a number of short news stories for different students to read. You can use stories directly from a source like:

  • The Times in Plain English
  • Breaking News English
  • News in Levels
  • FluentU (Each video on FluentU has transcripts, so you can let your students read the transcripts as an alternative to watching the clip.)

1. Divide the class into teams of four or five students. Each team will read one of the short news stories you’ve prepared.

2. One student on the team will pretend to be a news anchor reporting on the story. Another student can play a field reporter, who will interview the remaining students. The remaining students can play either passers-by or eyewitnesses to an incident.

3. You can prepare multiple stories for each team. With each new story, students should exchange roles, so that they each have a chance to practice different kinds of speaking.

Students playing the “eyewitnesses” will get the opportunity to answer spontaneously, especially if they’re not privy to the reporter’s questions ahead of time. The news anchor and reporter roles will require more formal, neutral English.

The interviewees will also have more opportunities to practice speech that expresses emotion, since they’ll be communicating their opinion on a hot topic.

To stretch out this activity into multiple lessons, consider assigning your students a writing exercise in which they “manufacture” their own news stories.

These news stories can have a humorous angle which could afford students the opportunity to explore satire using English.

This useful activity requires students to use all four language skills—reading, writing, listening, and speaking—and if carefully planned and well-controlled can cause both great excitement and exceptional learning.

Pair students up. Choose who will run and who will write. (At a later stage they could swap tasks.)

Print out some short texts (related to what you’re studying) and stick them on a wall away from the desks. You should stick them somewhere out of sight from where the students sit, such as out in the corridor.

There could be several numbered texts, and the students could be asked to collect two or three each. The texts could include blanks that they need to fill in later, or they could be asked to put them in order. There are many possibilities here!

The running students run (or power-walk) to their assigned texts, read, remember as much as they can and then return to dictate the text to the writing student. Then they run again. The first pair to finish writing the complete, correct texts wins.

Be careful that you do not:

  • Let students use their phone cameras to “remember” the text.
  • Let “running” students write—they can spell words out and tell their partner when they’re wrong.
  • Let “writing” students go and look at the text (or let “running” students bring it to them).

Woman standing in a circle of people clapping

Becoming competent at asking and answering questions is invaluable in language learning. It is helpful in a range of contexts, including anything from speaking exams, to casual conversation.

In the simplest form of classroom survey practice, the teacher hands out ready-made questions—maybe 3 for each student—around a topic that is being studied.

For example, let’s say the topic is food . Each student could be given the same questions, or there could be several different sets of questions such as questions about favorite foods, fast foods, breakfasts, restaurants, home-style cooking, etc.

Then each student partners with several others (however many is required), and asks them the questions on the paper. In each interaction, the student asking the questions will note down the responses from their peers.

At the end of the session, students may be asked to stand up and summarize what they found out from their survey. This helps them to consolidate a range of opinions based on the same topics. You can change the difficulty of the topics based on the level of your students, and center it around what you are focusing on in lessons.

This makes it a great exercise to use for all your classes and is easily customizable based on the needs of your students.

Students can be asked to bring to school an object to show and tell about. This can be anything from a favorite item of clothing , to a souvenir they picked up on an interesting trip. This is lots of fun because students will often bring in something that’s meaningful to them or which gives them pride. That means they’ll have plenty to talk about! Encourage students to ask questions about each other’s objects.

Instead of having students bring their own objects, you could provide an object of your own and ask them to try to explain what they think it is and what its purpose is. Another option is to bring in pictures for them to talk about. This could be discussed with a partner or in a group, before presenting ideas in front of the whole class.

Generate a stronger discussion and keep things flowing by asking students open-ended questions. Speaking for an extended period about one object will help students challenge themselves to say different, and more creative things. The exercise can also be easily repeated by asking students to bring in different objects the next time, or by providing a selection of your own objects to inspire them.

Create a stack of topic cards for your students, so that each student will have their own card.

Each student draws their card, and then you assign them a time limit—this limit may be one minute initially, or maybe three minutes when they have had practice. This is the amount of time that they’ll have to speak about their given topic.

Now, give the students a good chunk of time to gather their thoughts. You may want to give them anywhere from five minutes to half an hour for this preparation stage. You can let them write down three to five sentences on a flashcard to remind them of the direction they’ll take in the course of their talk.

To keep listening students focused, you could create an instant “Bingo” game. The class is told the topic and asked to write down five words that they might expect to hear (other than common words such as articles, conjunctions and auxiliary verbs). They listen for those words, crossing them off as they hear them and politely raising a hand if they hear all five.

You can adjust the complexity of the task depending on your students, and gradually increase the difficulty if you play more regularly to ensure you are stretching their skills.

The authentic English videos on FluentU —with its built-in vocabulary lists—can be catalysts for conversation practice. Every word used in a video has a definition, plus extra usage examples.

In this activity, students will learn some vocabulary words from the videos, then create their own definitions or usage examples for those words.

Select several FluentU videos for teams of your students to watch, according to their level. Then, You can then use the built-in vocabulary list to select the words you’d like your students to learn.

In the example below, you might target certain words in the Vocab list, such as “anecdote,” “engaging” and “brisk.”

FluentU screenshot showing vocabulary list

Divide your class up into teams of about three or four students apiece and have them watch the selected videos. Students will work together to come up with new usage examples or definitions to illustrate the vocabulary words from their chosen video

FluentU screenshot showing definition of "brisk"

Teams will then take turns presenting words (and their own examples or definitions) to each other. Students on each team should take turns presenting their example sentences or definitions.

Students can also be given time for discussing the words they learn, having conversations about what the words mean and how to use them.

After watching the other teams’ presentations, students who didn’t watch the video can take the accompanying quiz on FluentU, to see how well they learned the target words from their fellow students.

If your students have laptops (or a computer lab they can use) and are reasonably familiar with presentation software (such as PowerPoint), then all that’s left to acquire for this activity is access to an LCD projector.

Students can have a lot of fun speaking while giving a presentation to the class. Using projected images helps to distract some attention away from the speaker and can be helpful for shy students.

The “PechaKucha” style of presentation * can give added interest with each student being allowed to show 20 slides only for 20 seconds each (the timing being controlled by the software so that the slides change automatically) or whatever time limit you choose. You could make it 10 slides for 15 seconds each, for example.

You could also add rules such as “no more than three words on each slide” (or “no words”) so that students must really talk and not just read the slides. They need to be given a good amount of time, either at home or in class, to prepare themselves and practice their timing. It can also be prepared and presented in pairs, with each partner speaking for half of the slides.

* PechaKucha originated in Tokyo (in 2003). The name means “chitchat.”

“Nowadays held in many cities around the world, PechaKucha Nights are informal and fun gatherings where creative people get together and share their ideas, works, thoughts, holiday snaps—just about anything, really.”— the PechaKucha 20×20 format .

This challenging task is great for more capable students and it involves reading. Having texts in front of them can make adult students feel more supported.

Choose two short texts and print them out. Print enough of each text for half of the class. Create a list of simple questions for each text and print out the same quantity.

Divide the class into two groups and hand out the texts. Hang onto the question sheets for later. One group gets one text, the second group gets the other text. The texts can be about related topics (or not).

Group members then read their texts and are free to talk about them within their group, making sure they all understand everything. After five minutes or so, take the papers away.

  • Each student is paired with someone from the other group. Each student must tell their partner everything they learned from their text. Then they must listen to (and remember) what the other student tells them about their group’s text.
  • Students return to their original groups and are given a list of questions about their original text.
  • Students are paired again, this time with a different person from the other group. Each student must test their partner using the questions about the text—which their partner never read and was only told about. Likewise, the students quizzing their partners must answer questions about the text they were told about.

On another day, use two different texts and try this activity again. Students do remarkably better the second time!

More mature students can discuss and debate issues with a partner. They can even be told which side of the argument they should each try to promote. This could be a precursor to a full-blown classroom debate.

Working with a partner or small group first gives them an opportunity to develop and practice the necessary vocabulary to speak confidently in a larger forum.

It would be a good idea to debate something relevant to the topics you are studying currently, as it will mean that your students have a bigger bank of information and vocabulary to pull from and keep the conversation flowing.

You could have smaller groups debate in front of the rest of the class, and have the other students decide on who they think won the debate by the end of it, explaining their reasons why. This ensures that both their speaking and listening comprehension skills are being tested, and keeps the whole class engaged.

Depending on the level of your students, you can change the level of the debate topics you assign them. This makes it a great accessible option for a range of learners, which you can easily customize based on the needs and interests of your students.

If you happen to have students in your classroom with different native languages, they’ve almost certainly stumbled across words without direct English translations. You can use your students’ expertise in their own languages to spark conversation in the classroom.

1. Divide the class into small groups of students—preferably, each group of students will represent two or more native languages.

If the students in a group all speak the same native language, no worries—there are still different dialects, regionalisms and variations in individual experiences to drive conversation about each “untranslatable” word and its possible English definition.

2. Ask each student to come up with a small handful of words that they cannot translate directly into English.

3. Students will then take turns presenting to their respective groups, pronouncing each featured word and explaining—to the best of their ability—what it means in English.

4. After the presentation of each word, the other students will have the opportunity to ask questions, to clarify the word’s meaning and usage.

5. Where possible, each student who hears a presentation can also be asked to think of a word in their own language that means the same as the presenter’s “untranslatable” word.

6. Depending on the skill level of your students, they can also participate in an open discussion of the featured word and its meaning after the presentation.

This activity encourages students to conceptualize the meanings of words in both their native language and English.

1. Ask each student to come up with a hobby or skill they can share with the rest of the class in a short presentation. You can give them several days to prepare ahead of time.

2. If you have a larger class, you can divide your students up into teams to allow each student more time to present in a smaller group setting. You can also pair off your students, so one student will take turns presenting to one other student only.

3. Students will take turns making a short presentation to their respective audience. In their presentation, they should explain their chosen hobby, skill or activity in clear terms that can be easily understood.

4. Within their presentations, students will also give simple, step-by-step instructions, to teach their audience members the target skill.

5. After each presentation, the student’s audience must ask the presenter at least one relevant question pertaining to the skill or activity in question. The questions should clarify their understanding of the process.

6. When the presentations and “Q & A” sessions are done, students can pair off with other partners or form new teams.

Variation :

Audience members can use the information they’ve gleaned from a teammate’s presentation to explain the process they’ve learned to someone in the class who didn’t hear the original presentation.

The original presenter can act as a subject matter expert, prompting their former audience member (as needed) to explain the process more clearly.

Man speaking to a group of people

All you have to do is select a piece of text, which students will practice reading out loud until they can read it fluently. The goal is to work towards reading the text in front of an audience.

Short pieces like poems work best here, as students tend to memorize them easier. The websites Poetry Out Loud and Classic Poetry Aloud  are great for finding such poems.

Don’t forget to have the students focus on body language as well as how they speak. If they don’t know how to appear confident, start with a small lesson about body language. Give them a checklist so they can use it as a reference. For example:

  • Are you standing tall?
  • Are you looking at the audience?
  • Are you speaking loudly enough?
  • Are you enunciating your words?
  • How is the tone of your voice?
  • Are you smiling?

Once your students understand how to speak and focus on body language, have them read the text in front of a mirror. When they feel they are ready, have them read it in front of you, then work up to reading with a partner.

You can track their progress in class by filming their speeches so students can see the progression. Let them know that no one else will see what you filmed.

An activity like this should last no longer than a month, or else students might get bored of it. At the end of the month, students can present their poems/texts to the class.

Watching videos of public figures can help students see good examples of how to appear confident. Public figures can include news anchors, politicians or even famous celebrities.

Start off by doing a class activity where the students analyze why the public figure they are watching is so confident. You could use a checklist, and have students look for each element while they’re watching, or leave it open-ended.

While the students are discussing, write their answers on the board. You can watch a few short videos at a time for your student to see if there any commonalities. John F. Kennedy and Steve Jobs are great examples of speakers to observe in your class.

Once you’ve identified the qualities of confident speakers, students can then begin mimicking. Start off with a short video or give the students a choice between several. Students should simply mimic what they see on the video—including body language and tone.

It’s easiest to copy the speaking if there’s a transcript or subtitles available, so a short fragment from a TED Talk , captioned YouTube video or an exciting video from FluentU would be a suitable idea.

Have your students move on to longer videos when they are ready. Depending on your class, you can have them show you what they’ve done and conference with you about how it has helped them before moving on to longer videos.

Having students share their struggles with you is great for building rapport and trust between teacher and student. The more they trust you, the more feedback you can get about your lessons. Students might also come up to you and ask for help, which in turn help them get extra practice.

Don’t introduce this activity until you’ve known the students for at least a month. You want them to be familiar with the class and you before asking them to reveal their feelings. Any sooner and it may backfire on you.

To begin, tell a story about something you’ve struggled with (it doesn’t have to be academic, as long as it’s a skill you were trying to learn) where sharing your woes helped you push on. Give them time—a week or so—to think about what they’ve been struggling with and to record it somewhere.

After a week, tell your students that you will start conferences with them and in groups. Make sure they don’t feel pressured to share all their struggles in the beginning, even something small will help them.

Don’t fall into the trap of allowing students to complain or compare themselves with other students. If they do this, it will only make them feel worse about themselves. If you see this happening in groups or during your conferences, redirect the conversation to focus on just the student who is sharing.

Sometimes students are so focused on what they have to achieve that they forget how far they’ve come already. Asking your students to reflect on past English classes forces them to see where they used to be and where they are now.

In fact, many of your students will probably be very surprised at how much they have progressed. This serves as a confidence booster, and also as motivation to continue pushing themselves.

Some ideas for how to have your students reflect include writing in a journal , keeping a learning log, collecting works in a portfolio and periodically filming them thinking or reading out loud.

Set aside some time to conference with students regularly about their progress—every two weeks or monthly. Make sure you keep your own conference notes so you can also see how the student has progressed.

Take a look back through the lessons you taught at the beginning of the course as a class to show your students what you were doing as a class then, versus now. Reassure them that they will continue to learn, and that in a few months they will look back on the challenging material they are studying now and find it much easier.

When your students are feeling discouraged, it’s a great confidence booster to see how other people have also struggled yet improved and grown. Make sure not to label these “success stories” though, as you don’t want to give students the false view that their English (or anything!) is either a failure or a success.

The most important takeaway is that learning is a journey where you’re constantly developing and progressing. Mistakes and weaknesses are not “failures,” but natural and necessary. Reading stories of others’ struggles and progress helps students to see that it will take time—they just need to persevere and put in continual effort.

If possible, invite some of your past students to share their stories with your current class. If this is not possible, look for written articles or stories that you could base a lesson on—such as stories of famous celebrities whose first language isn’t English.

For example, Arnold Schwarzenegger immigrated to the United States and commonly shared how hard he worked on his pronunciation when he was trying to break into Hollywood. Penelope Cruz didn’t begin learning English until age 20, and in several interviews, she mentions common English mistakes she made when first arriving in the USA.

The above ESL activities for adults are sure to help your students come out of their shells and practice their speaking skills—all while having fun! 

Check out this article next: 

Wondering how to teach ESL to adults? While your lessons might be a bit less chaotic than with younger students, they don’t have to be dull or boring. Everyone enjoys…

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communication activities in english

English Grammar Communication Activities


communication activities in english

Ten simple games to improve your communication skills

communication activities in english

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This guest blog was written by Kelly Miller and was originally published by  PositivePsychology.com .

Our world is in a communication crisis. Kids spend astounding amounts of time on their electronic devices and with this shift, they are losing their skills in how to communicate their needs—with their own voices.

Picture the kids you know having no access to Wi-Fi. There might be a revolt when you start to ask them to communicate with you without a phone or device.

With the availability of alternative sources of social support (Leung, 2007), reaching kids in a one-to-one setting is difficult. The skill of self-expression in real life and face-to-face interaction has far-reaching implications.

Improving communication skills in children of all ages today could benefit generations to come, salvaging the power of verbal communication in a world buzzing with technological alternatives.

What are communication activities, exercises, and games?

Certain activities, exercises, and games can teach children to communicate better. In most settings, adults decide the communication style and social norms. The rules of etiquette are also decided by adults.

These days, it is revolutionary to teach communication skills in “kid terms” with room to advance the skills as children develop. Imagine a world where every adult practised their face-to-face communication.

The following are effective communication fundamentals (Stanfield, 2017):

  • Conversation skills;
  • Established listening and speaking procedures;
  • Respectful vocabulary;
  • The power of the pause;
  • Practice speaking and listening in natural settings;
  • Introspection;
  • Turn-taking.

Any activities, exercises, and games that include these fundamentals can improve skills in communication. Interactive games encourage kids to express their needs. Plus, when kids see these activities as fun and engaging, the more likely they are to participate.

Five activities for middle and high school students

1. famous pairs.

Create a list of well-known famous pairs. For instance, peanut butter and jelly, Romeo and Juliet, Superman and Lois Lane, etc. Each participant should receive a post-it-note with one half of a famous pair on their back.

Moving throughout the room, with only three questions per person, the participants try to figure out who the person is on their back.

Once the person has discovered who they are, they need to find their partner. If the other partner has not figured out his/her identity, they must not reveal themselves until they know

2. The Enigmatic Self

We are often mysterious to others. This game promotes self-awareness about what you find mysterious about yourself. In this activity, students write down three things about themselves that no one else knows. In groups of three or four students, each read the mysterious aspects to each other.

Each group collects the mysteries. At a later time, each group reads the fact list and the remainder of the class tries to guess who the facts are from on the list. Encourage deep respect for these mysteries. Encourage students to celebrate the uniqueness of each other.

Classrooms with solid trust are often built on awareness and appreciation of each other.

3. Stand Up for Fillers

How many people use “like” or “um,” or “uh” or “so,” or “right” to fill a silent space? It is a nervous habit that is often rooted in the perceived discomfort of silence. This activity helps eliminate these fillers in conversation or in public speaking.

Each student is given a topic that they will speak about for 1-3 minutes (topic is not important; it should be simple). During their speaking time, the remainder of the class will stand when they hear any of these fillers occur in the speech.

The class is listening and the speaker is hyper-aware of the words that they use. It is a deliberate shock to the speaker to see the entire class stand when they hear these fillers and helps to be mindful about using precise vocabulary.

4. Blindfold Game

Create an obstacle course with everyday items in the classroom. Sort students into two groups. One person is blindfolded while the rest of the group decides how to communicate (from their seats) instructions on how to navigate through the course wearing a blindfold. Time each group and discuss which communication style was the most effective.

This activity builds trust and requires accurate communication to successfully navigate through the course. *Be sure to have at least one person to stand near the blindfolded student to help them stay safe during the course.

5. Drawn Understanding

Have two students sit back-to-back. One student has an object and the other has coloured pencils and paper. The student with the object must describe it in as much detail as possible, without directly saying what it is.

The second student must draw the object as best they can, based on the communication of the student with the object.

Five assertive communication activities for teens

Assertive communication is a healthy way to express one’s needs. Being respectful and honest may still cause discomfort, and negotiating that discomfort is a critical skill. The following are activities that can help teens to develop these vital communication skills.

1. Emotion Awareness

Being attuned to our own emotional needs is the foundation of understanding why we are happy or frustrated with others. Many teens have trouble putting words to how they are feeling, and that is often a matter of knowing how to identify complex emotions.

In this activity, provide each participant with a sheet of various emojis. Take the group through various emotion-invoking scenarios. Have them keep track and label the emotions that popped up for them. Being able to name emotions as they are cued is a first step in improving emotional intelligence, and also relaxes the amygdala from over-firing.

Divide the group into pairs. The pair will get two different sets of instructions.

Person 1 instructions will read: Person 2 will make a fist. You MUST get that fist open. Person 2 instructions will read: Person 1 is going to attempt to get you to open your fist. You must NOT open your fist unless he/she asks you politely and assertively.

Most people will try to pry the fist open. It is an opportunity to efficiently explain assertive communication. Knowing the power of good communication skills is important in building them properly.

Discuss with the students how the directions influenced their actions. Did they consider a peaceful way of asking? Why or why not? What communication role-models do movies and media offer?

3. Situations Samples

Have a list of scenarios where assertive communication would be the most effective. Offer the teens an opportunity to practice responses to the situations. Have them demonstrate aggressive, passive, and then assertive styles.

When they know the difference, the better they may practice it in real life scenarios.

Some sample scenarios could be:

  • You are standing in line at the check-out and two salespeople are engrossed in a deep conversation ignoring you.
  • Your teacher graded a paper that you feel should have received a higher mark.
  • Someone calls you a name that is hurtful.

Go through various options for responses and get the teens brainstorming.

4. Eye Contact Circle

This nonverbal skill is essential in assertive communication. A creative way to build this skill is with this circle. Create a circle with group participants. Each participant will answer the same question (ie: what is your favourite ice cream flavour) and after answering must find mutual eye contact with someone across the circle.

Once this eye contact is made, the participant must call out their partner’s name and slowly switch places with them, while maintaining that eye contact. Eye contact is one of the basic principles of communication and trusting others.

5. Role-playing

Put the group into pairs and have them play different roles. Have the teens brainstorm scenarios from the past where they wish they had been more assertive. This also can be used in the workplace with employees, where people brainstorm in pairs.

This gives people the chance to learn from mistakes, and the empowerment to express their needs during the next uncomfortable situation. Have a list of possible scenarios ready, just in case the brainstorming doesn’t produce enough opportunities to explore.

 A take-home message

Good communication is a skill that serves people in every area of life. Even the best communicators make mistakes, let alone those of us still learning how to improve. Imagine a world where everyone knew the emotion behind their message and tried to communicate with assertive kindness.

Equipping children with effective communication skills results in higher levels of emotional intelligence, higher test scores, lowering incidents of bullying, and improvements in overall mental well-being. There is so much to gain from practicing these skills.

With the omnipresence of technological advances, kids need to practise these face-to-face skills more than ever. 

Building these skills in all age groups builds a society for empathy and emotional resilience. The more practise kids get in school and at home, the better these skills will become. Adults and kids alike have endless opportunities to change how they speak and address their shared needs.

The article has been shortened to only include games and activities for middle and high school students. To read the full version, see below.

Read more about this:

Positive Psychology: 39 communication games and activities for kids, teens and students

communication activities in english


Beauty kaluba

I found this content very helpful and useful in a more fun kind of way.

Kalu Grace

This was very informative and helpful. The games are very promising.

Chandrika S.Bhandary

Very useful activity

Swapna Meena.R

Thank you Mam for your sharing information & skill to us It very use full in our life time


very helpful and useful


Excelente contenido muy útil y de una manera divertida, me han encantado. Buen

Ngozi Osuagwu

I am a doctoral student, presently carrying out a study on assertiveness. I need your permission to use these skills for my participants for research purposes. Thank you in anticipation.


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10 Games and Activities that Foster Communication Skills

  • December 23, 2022
  • Games for kids , Home activities

comunicación con niños

Communication is one of the most important aspects of our relationships with others—especially our children! Children begin to develop communication skills from the day they are born and start interacting with their caregivers. 

When we communicate with our kiddos , we teach them about love , respect , boundaries , and even safety . 

What are the types of communication?

Verbal communication has to do with the words we use when speaking:

  • Pitch (speaking in a loud voice vs. whispering)
  • Tone (calm, firm, loving, gentle, angry, accusatory)  
  • Word choice (“Please speak more softly” vs. “Shut up” might mean the same thing but have very different connotations)
  • Language/dialect (using words that your child understands) 

Nonverbal communication has to do with body language:

  • Physical touch (hugs, high fives)
  • Hand gestures (thumbs up)
  • Facial expressions (smiling, frowning) 
  • Eye contact (direct, indirect) 
  • Personal space (body autonomy) 

Why Are Communication Skills Important?

When parents communicate with their children, they are teaching them how to interact with others and are helping shape kids’ emotional development. 

Children will use the communication techniques that they learned from their caregivers long after they grow up and set out on their own! 

What are the benefits of communication skills?

  • Mental well-being
  • Emotional intelligence
  • Assertiveness
  • Empathy and compassion
  • Self-control and motivation
  • Boundaries 

telephone game

10 Activities and Games to Support Communication Skills 

Parents know that their kids are like sponges ; they soak up everything they see and hear! Caregivers can model positive skills that will help their children grow to become effective communicators.  

Playing fun activities and games with kids is a great way to introduce positive communication skills! 

1. Guess the Object 

  • Place an object in a bag and give clues to help your child guess what it is.
  • For example, if you are hiding a spoon, you could say: “It’s small.” “It’s silver.” “It’s a tool we use to eat food.”
  • After modeling how to play, let your child pick an object to hide. Then, ask them questions until you guess correctly!

2. Telephone 

This is a classic game from childhood! It’s best to play with 3 to 5 people , so you can get the whole family involved. 

  • Have everyone stand in line .
  • Start with an easy sentence , like “The ball is red.”
  • Whisper the sentence into your child’s ear without letting anyone else hear.
  • Then your child must whisper it to the person next to them.
  • The last person in line gets to say the sentence out loud. 

Most of the time, it changes from the original sentence to something much funnier! After a few rounds, you can make the sentences more and more complex. 

3. Show and Tell 

  • Gather the whole family together for “Show and Tell.”
  • Each family member needs to pick out a favorite item from their room.
  • One of the adults should go first to model how to play.
  • Show off your favorite item and explain why you love it so much, where you got it , and how it works .
  • After modeling how to play, let your child go up and deliver their speech!

To make the game a little sillier, the game can also be done with “least favorite” items… will your child go straight for the broccoli or their toothbrush? 

4. Picture Storytelling 

This is a great activity to teach children new vocabulary words and sequencing . 

  • Start with one photo and have your child tell you everything they see . For example, if it’s a farm photo, they might say: barn, cat, farmer, pig, straw, cow.
  • Then, have your child invent a story about what they see in the picture.
  • You can help prompt them by saying, “The farmer brings food to the animals in the barn” or “The cat is unhappy because she has to share her food with the pig.”
  • Encourage your child to be silly and let their imagination run wild!

You can make this game more complex by giving your child a set of images that tell a story. Have your child arrange the images to show what happened first, next, and last. Then ask them to tell the story of what happened by adding their own details.  

5. Chain-link Story 

This is a fun game that encourages creativity and quick thinking ! 

  • Grab a ball and sit in a circle.
  • Start off the story by saying something like, “once upon a time there was a baby dinosaur…”
  • Then, pass the ball to someone new and have them add to the story .
  • Keep passing the ball and adding to the story until it comes to an end!

6. Charades 

“Charades” is a family favorite and a great way to teach kids nonverbal communication . 

  • Write down a bunch of different emotions and place them in a bowl.
  • If your child cannot read yet, you can draw the emotions (and help them act when it’s their turn).
  • Each player must grab a piece of paper from the bowl and act out what it says… without speaking!
  • Then, the rest of the players must guess what the emotion is.

7. Ten Questions 

This game helps strengthen kids’ critical thinking and problem-solving skills . 

  • One person must think of an animal , but they can’t tell anyone what it is.
  • The other players have 10 chances to ask questions about the animal in order to figure out and guess what it is !
  • For example, players might ask:  “Does it have a tail?” “Does it live in the ocean?” “Does it have fur?” 

8. Obstacle Course 

Obstacle courses help kids strengthen their active listening skills . 

  • Use household objects like frisbees, shoes, chairs, pillows, etc. to set up an obstacle course.
  • To create an obstacle course, you’ll need a starting point and a finish line.
  • Hop on each frisbee
  • Go around the shoe
  • Crawl under the chair
  • Spin 3 times in the hula hoop
  • Help guide your child as they make their way through the course, and don’t forget to celebrate them when they make it to the finish line!

9. Exact Instructions 

This game is bound to make your child laugh and sigh in frustration! It’s a great way to practice clear and effective communication . 

  • Tell your child that you want to make a peanut butter and jelly sandwich, and you need them to tell you how.
  • Set out all the ingredients you need: bread, peanut butter, jelly, a knife, and a plate.
  • Do the literal action that your child tells you. For example, if they say “put the peanut butter on the bread,” place the whole jar of peanut butter on the bread.
  • Then, prompt them to give you clearer instructions . They might say, “spread the peanut butter on the bread.” In this case, maybe stick your fingers in the jar and spread it on the bread with your hands!

Eventually, your child can learn to be more specific . This fun game will surely help you all laugh through your tears of frustration! Click here to check out this dad’s hilarious experience playing with his children.

10. Role-Playing 

Role-playing games help stimulate creativity and imagination .

  • Let your imagination run wild and act like police officers, firefighters, nurses, vets, astronauts, etc. Pretend to be mermaids, grocery store clerks, or even shooting stars! 
  • While playing, communicate your needs and ask for help . For example, if you’re role-playing veterinarians, you might hold up a horse figurine and ask your child to help it relax while you fix its hoof! 

The possibilities are endless and you will see how much your little one enjoys playing with you. 

Communication and Lingokids

Interested in learning more about our games and activities that support kids in learning communication skills? Download the app and check out the content on our YouTube channels ! 

What are your tips and tricks when it comes to communicating with your child? Let us know by commenting below! 

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