When this very large and often times overwhelming task of getting students to communicate with each other in English is achieved it's time to get down to actual lesson plans. In our current Module we learned about the importance of pair and group work and the idea that both of these stimulates cooperative learning as well as can allow students to more easily break out of their “shells”. In Unit 2 Module 3 we learned about speaking exercises such as dialogues and scripts that can be acted out when students are in pairs or group works and this is a great example of an exercise that can “break the ice” between students. A different kind of assignment that creates good relationships with students on a teacher-student level is something we learned about in Unit 2 Module 2 in the section about testing reading comprehension. The Module explains Intensive Reading and how a teacher should allow students to create their “own comprehension tests” and allowing them to voice their own opinion on a reading assignment instead of generic and unpersonalized questions. This is very important when creating a communicative classroom because it gives the students a chance to actually communicate in their own words. It gives students a voice, a sense of individuality and makes them more comfort to express their own opinions and viewpoints in the classroom. One of the best ways to establish a great communicative classroom is to not only have a good repertoire with your students but for the students themselves to have a good repertoire with each other. This goes beyond teaching and into something more that was touched on in Unit 2 Module 1, the ability for a teacher to have a good relationship with his students. Most students are shy and it's a teacher job to get them out their shells and to communicate not just in the classroom but with the student around them in the language they are learning. During my time volunteer teaching as a ESL teacher at the local community college this was...