1. LEARNING ENGLISH
STRATEGIES

2. LISTENING
The skill of listening is the most difficult skill to develop because our students don’t experience a real inmersion.  
In real life: oral communication is face to face interaction so that we (listener) may ask for any missed information or the speaker may notice the listener is having some understanding problems that can be clarified.
So that, there are a lot of disadvantages when working listenings in class. Nevertheless, they can be trained in two different directions:
a.- Training our students in the linguistic elements of the language (sounds, stress, intonation): a complete knowledge of the sounds of the alphabet in English. the sounds in connected speech: contractions, assimilations, stress patterns, intonation patters.
b.- Training our students in developing comprehension skills: prediction, skimming, scanning. Recognising discourse patterns. Relaxed attitude.  

3. WRITING
. There are some steps they must follow in order to develop their writing skills.
PLANNING STAGE:
brainstorm-.
list of vocabulary
Structures  
ORGANISATION STAGE:
organise all the information from the brainstorm, according to the structure of the text.
each idea in a paragraph.
REALIZATION STAGE:
writing the first draft.
correcting this first draft.
the final version of the writing.

4. VOCABULARY
Vocabulary is very important to communicate in a language and to get fluency and proficiency in a second language. Communcation blockages are very frecuent and most of the time; they are due to the lack of vocabulary. So they should learn it in an organised way and we should provide our student with some tips.
1.- Prioritise your vocabulary building. They must do it every day.
2.- Read and analyse words. Read everything, especially nonfiction articles and look for any confusing words at dictionary.
3.- Form your sentences. Keep a diary with all the new words and write a couple of sentenses using each new word.
4.- Use a thesaurus. Look for words approximate in meaning (synonym) and form sentences.
5.- List your words and use them regularly. We tend to forget the new words within the first 24 hours. You must come back to your list as much as possible or put stickers with the new words on your room wall.
6.- Listening and watching short videos in youtube or listen to the BBC radio if you don’t have time to read
7.- Writing. When you write you must put words into context. The words you know and the ones you may need to express your ideas.

5. VOCABULARY
8.- Subscribe to one or some of the “words of the day” pages on internet. You will receive a short list with “the words of the day” every day.
Vocabulary.comwordlist
Dictionary.com:word of the day
Merriam Webster
Wordsmith.org
The New York Times word of the day
Oxford English Dictionary
9.- Vocabulary games: It is a good way to learn having fun. Some vocabulary games are crosswords, Scrabble and there are some pages on the internet.
Vocabulary.com.il: Learning vocabulary fun.
Daily Crossword Puzzle
Vocabulary games
Vocabulary.com
10.- Continuity which is difficult if you are not really interested, so start to love learning vocabulary.

6. SPEAKING
When producing a monologue the process is more or less the same as in writing.
PLANNING STAGE:
brainstorm.
Vocabulary and structures.  
ORGANISATION STAGE:
organise all the information from the brainstorm, outline. .
REALIZATION STAGE:
rehearse
correct and remake the speech.
the final version of the speech.

7. INTERACTION
 1.- Tag questions: the addition of elements as an after thought.
This is a good students, you say, isn’t he?
 2.- Interjections: with an exclamatory function. It expresses the speakers’ emotions. Oh!,
Oh yes!, Oh my God!, Wow!
 3.- Response elicitors: The speaker wants to confirm that the listener has understood the message, e-g- question tags, right?, Okey?.
 4.- Recognising scripts. Fixed structures in conversation. For example, greating – greating or farewell.
 A.- Hello, Mrs Smith. B.- Oh, good morning,
A.- See you later! B.- See you, bye.

8. 5.- Discourse markers: They are inserted within utterances and then tend to occur at the beginning. Well, right, Ok, you see, you know...
6- Polite speech act formulae: They are used in in conventional speech acts like congratulating, thanking, apologising, requesting,, etc : Thank you, no problem, you’re welcome, sorry, pardon me, excuse me and so on.
7.- Using language to talk about language. Misunderstanding and the need for clarification must occur in any type of interaction. We must encourage our students to use clarification phases in class and respond positively when they do. Sorry, con you repeat?; Do you mean... ?
There are more ways of facilitating production of speech, for example by simplifying grammatical and lexical structures or by using ellipsis (tomorrow; what else?....); using formulaic expressions so that students don’t have to think every answer, they should learn this answers as a whole (nice to meet you, I’ve nerver thought about this before, etc); by the use of fillers, pauses and hesitation devices: “well”, “erm”, “you see”, “you know.

9. PARTICIPATION AND ATTITUDE
Students must adopt an active attitude in their learning process.
They will elaborate hypotheses, generate rules, and apply communication strategies which will enable him or her to develop their learner autonomy.
in any communicative interaction, we analyse all the elements involved in the communicative interaction (transmitter, receiver, channel, situation, context, etc.). From this analysis we plan a performance that produces a speech act. If our message is right we have fulfilled communication. If it is wrong, we must start the process again (feedback), analyse the interaction to identify the problem, replan the performance and continue with the same process until we fulfil communication.
having a possitive attitude toward mistakes.
Part of their responsibility in the learning process is to let the teacher know what works or does not work for them. The roles of teacher and student are therefore closely related and by working together we can make a lot of progress.