This document discusses strategies for improving communicative competence in the classroom. It recommends activities that encourage reflection, interaction, collaboration and risk-taking to lower students' affective filters. Examples of classroom activities provided include working in pairs and groups, using authentic materials, integrating content and language, and incorporating the four skills of reading, writing, listening and speaking. Metacommunicative language and learning about each other are also emphasized to build a supportive environment for language development.

2. MEJORA DE LA COMPETENCIA
COMUNICATIVA
WHY?

3. COMMUNICATIVE
COMPETENCE

4. CLASSROOM ACTIVITIES
 REFLECTION

5. INTERACTION AND
COLLABORATION
 WORKING INDIVIDUALLY, BUT WITH THE MAIN PURPOSE TO
IMPROVE INTERACTION. SO, WE WILL WORK MAINLY IN
PAIRS, IN GROUPS AND CHORUS WORK.

6. HOW?
 AFFECTIVE FACTORS
-ATTITUDE
-MOTIVATION
-PERSONALITY

7. AFFECTIVE FILTERS
 LOW AFFECTIVE FILTER Risk taking
It is imperative that teachers also institute a policy in the classroom that
prohibits students from making fun of their peers or laughing at
errors made by other students. The optimal classroom for language
learning and production is a classroom that encourages risk-taking in
language production and views errors as a natural progression of
language learning.
When placed in a safe and affirming environment, many students
will blossom and grow in their language development!!
 HIGH AFFECTIVE FILTER (Anxious, worried for his/her results)

8. LOVE IS THE ONLY WAY

9. INTERLANGUAGE
Interlanguage is the type of language produced by second- and
foreign- language learners who are in the process of learning a
language. In language learning, learner’s errors are caused by
several different processes. These include:
a. borrowing patterns from the mother tongue
b. b. extending patterns from the target language.
c. c. Expressing meanings using the words and grammar which
are already known
From Richards, Jack C et al. 1992. Dictionary of LanguageTeaching
& Applied Linguistics. Second Edition. Essex: Longman Group
UK Limited. p.186

10. APPROACHES TO EFL/ESL
 Authentic Task-Based Materials
Bringing the Real World Into the
Classroom
 CLIL (Content and Language
Integrated Learning) whenever
possible.

11. STRUCTURE OF THE SESSIONS
 5’ WARM-UP QUESTIONS (Reflection
on session.Self-Assessment Sheet)
 The 4 skills with its correspondent
microskills; reading, writing, listening,
speaking. Integrated or separated.
 5’ END-UP QUESTIONS (Reflection
on session.Self-Assessment Sheet)
WHY?

12. METALANGUAGE
 Meta-language is the language teachers and learners use to talk
about the English language, learning and teaching.
 Example
Words and phrases such as 'verb', 'noun', 'present perfect
continuous', 'phrasal verb' and 'reported speech' are all
examples of common classroom meta-language.
 In the classroom
Certain classroom teaching materials rely on the learner
knowing an extensive range of meta-language and teachers
sometimes spend time teaching learners some of the more
common terms.

13. FIRST SESSION CONTENTS
 RESOURCES TO BE USED:
-BOOKLET
-BLOG
-BOOKS
 CLASSROOM LANGUAGE IMPORTANCE.
 PHONETICS
 KNOW OUR TEACHER
 KNOWING EACH OTHER
 GLOGSTER TASK

14. PHONEMIC CHART

16. ALL ABOUT YOUR TEACHER
 I’ ve got a younger sister.
 Last week I went ice-skating.
 I really like going swimming
 FIND OUT MORE ABOUT ME (PAGES 10-13)
 EXAMPLES:-How old is your sister? What’s her name?
-Who did you go ice-skating with? Did you fall over?
-How often do you go swimming? How many lengths do you usually
swim?
IF A QUESTION IS TOO PERSONAL:
I’d rather not answer that question.

17. ME TOO; ME NEITHER
AFFIRMATIVE
(when you agree
with the
speaker)
I want to go to
Paris.
Me too.
NEGATIVE
(When you
disagree with
the speaker)
I don't like fried
fish.
Me neither.
a. I like playing volleyball.
b. I'm not very good at physics.
c. I'd love to go to Disneyworld.
d. I really like the Beatles.
e. I can't speak Japanese.
f. I like to go to the club on Saturdays.
g. I love chocolate!

18. What can you say if someone tells
you something surprising
 Really?
 What?
 What a surprise!
 Well I never! / Blimey!
 That's the last thing I expected
 You're kidding!
 I don't believe it! / Are you serious?
 I'm speechless!
 I'd never have guessed.
 You don't say!
 No way
 You’re joking!!

19. ALL ABOUT YOUR TEACHER
 At weekends I usually go to the beach.
 For breakfast I always have coffee.
 Yesterday I went to a course to learn Valencian language.
 When I’m older I think I’ll be travelling.
 Next week I am going to teach you all about different learning styles.
 I listen to music when I feel happy.
 I’ve never been to China.
 Learning English is one of the most rewarding experiences I have had.
 The best day of the week is Friday.
 At home I have to make the beds, tidy up the living room, cook, look after the
kids, etc etc.
 When I was little I wanted to be a vet.
 I don’t really like the housework.
 People my age enjoy dancing.
 I reckon that parents should collaborate with teachers.
 The best sport is indoor cycling.

20. QUESTIONS
 Where do you?
 When do you?
 Why?
 Who?
 What?
 How?
 Really?
 Me too
 Me neither

21. YOUR TURN
 Complete worksheet 1
 Two rows facing each other
 1 minute one sentence (move one place
to the left)
 Work in pairs to see how much YOU
remember
 Feedback to the rest
 http://edu.glogster.com