POST #2: Communicative Learning.

When it comes to communicative approaches, it is clearly seen that students' motivation to speak is much greater if what they say is "for real". That is to say, if the activities we give them take into account their individual opinions, their feelings and their experiences. In that case, language learning will be meaningful. 

Having said that, I think the image above represents a clear example of real communication because through a guessing game, the children are using English and their prior knowledge about animals, colours, everything they've learnt, to try to help them discover more about animals.
Games in teaching are not just to play games, but in fact, it serves for teaching. Its purpose is to make knowledge more joyful to children.

Our role, as teachers, is important because we need to provide students of English speaking with learning opportunities. Providing these opportunities for real communication is important too, because this kind of talk will satisfy students and motivate them. I think teachers should personalize the learning experience in such a way that engages students to participate and create the need to speak.

For example this activity taken from the book "Good Times 3" (Richmond, 1999) could be used as another example of real communication:





Just like guessing games, role-playing games can be a fun and compelling learning experience. Again, children would be using all their prior knowledge in a familiar context (They know food, they know the days of the week and it is a part of their routine). Interaction would be real and meaningful as it relates to their everyday lives. What's more, children think they are playing a game, but they are really focusing on future tenses. Educators have the power to teach them when students think they are playing.
The intent is to have the students think about the material and to have them make it relevant for themselves rather than just studying to pass a test. That is why, not only communicative but all kind of activities should be like this, .