The communicative approach focuses on using language for real communication between learners. It involves meaningful interactions where learners' natural acquisition strategies are used, such as asking classmates personal questions. This approach is based on the idea that successful language learning comes through communication. Teachers following this approach aim to involve learners in solving communication problems in the target language so that learning occurs naturally. A variety of methods, techniques, and theories inform the communicative approach and how it is implemented in the classroom.

1. COMMUNICATIVE
APPROACH
AN INTERACTION AND DYNAMIC TEACHING ON REAL LIFE

2. DEFINITION
 The communicative approach is based on the idea that learning language
successfully comes through having to communicate real meaning. When learners
are involved in real communication, their natural strategies for language acquisition
will be used, and this will allow them to learn to use the language.
 Example
Practicing question forms by asking learners to find out personal information about
their colleagues is an example of the communicative approach, as it involves
meaningful communication.

3. LANGUAGE IN USE
 The language we speak or write is governed by a number rules, styles and
contraints. According to this we quite apart from the meaning we wish to convey,
and we have to think how to teach in our school using those four skills (speaking,
listening, reading, writing) vinculated with our mission, vision, abilities and
methodology.

4. THEORIES – METHODS - TECNIQUES
 Approach: To refer to theories about the nature of language and language
learning which are the source of the way things are done in the classroom.
 Method: Is the practical realisation of an approach, or types of activities, teachers
and learners role.
 Procedure: Is an ordered sequence of techniques.
 Tecnique: Is a single activity that involve the approach.
 “If the language teacher´s management activities are directed exclusively at
involving the learners in solving communication problems in the target language
then learning will take care of itself”

5. LEARNERS VS TEACHERS
 Aptitude and Intelligence: Analyse various ways individual needs and behaviors
profiles
 Good learner characteristics: Tolerance, high aspirations, perseverance, creative
 Learner Styles: Categories
 a. Convergers: Independant and confident
 b. Conformist: Prefer to emphasise learning about language over learning to use
it.
 c. Concrete Learners: They enjoy the social aspects from direct experience.
 d. Communicative Learners: Comfortable out of class and show a degree of
confidence, interested in social interaction.

6. MANAGING LEARNING
 Three Methods: Developed in the 1970s and 1980s, Suggestopedia, Total Physical
Response, Silent Way,
 Communicative Language Teaching(CLT): Desire communicate something
 Task-based Learning(TBL): Task central to the learning process: Pre task, task,
planning, report, language focus
 The Lexical Approach: Is based on the assertion that language not traditional
language
 Methods and Culture: Native speakerism to describe teaching methodology
 Making Choices: six strands: Affect, input, output, grammar, cognitive effort

7. BASIC LEARNING RIGHTS
 The Basic Learning Rights (BLRs) un the area English language are an essential tool
ensuring quality and equity in education for all children in Colombia. These rights
describe the knowledge and skills that students must learn in english class in
grades 6° to 11° in the Colombia educational system.

8. LANGUAGE SKILL
 Language abilities are developing communicative competence in English.
 This allows promoting communicative situations: Before stages, during stages, after
stages.
 To be able to evidence the level of performance achieved by students in their
language abilities national and international frameworks.

9. FOCUSING ON TEACHING: SCOPE-
SEQUENCE
 Language study in lesson sequences: The status of language study depends on
why and when it occurs.
 Scope and Sequence: Describe the curriculum as a matrix of objectives assigned
to the grades(sequence) and group according to a common theme(scope).
 Content Scheme: Indicates a list of topics to cover arranged as a scheme.
 Modules: Democracy and Peace, Health, Sustainability, Globalization.

10. CURRICULAR PROPOSAL

11. EDUCATIONAL TECHNOLOGY
Language laboratories, videos, computers,
power point, web, web 2.0, 3.0
Papers, pens, blackboard,
books, audiocd,photocopiers
Nothing

12. EVALUATION
 Diagnostica
 Sumativa
 Formativa