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I believe that the communicative approach plays a fundamental role in language teaching, almost all current teaching methods are derived from this approach, thanks to this approach that changed the entire perspective of how to teach and learn a language.
Probably CLT is used by almost all English teachers who have the objective of developing the communicative competence of students. It is interesting the infinity of strategies and activities that the teacher designs to develop these linguistic skills, and above all how they combine methodologies such as Task-based teaching, collaborative & cooperative teaching and Flipped classroom all with the purpose of learning the language using it in different contexts. , to work in groups, and to solve real life problems.

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We must take advantage of virtual and face-to-face teaching, both strategies promote a more active and student-centered learning. As teachers, being able to teach not only inside the classroom, but outside of it. For this, the flipped class is applied, which consists of delivering the contents at home so that the students become familiar with the topic and then in the classroom they apply that prior knowledge.

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*Practical activities: experiments, simulations or demonstrations in the classroom to apply and reinforce the concepts learned.

*Online discussions: They can ask questions, share ideas and collaborate with other classmates prior to the classroom session.

*Teaching videos: Students watch videos prepared by the teacher at home, where theoretical content is explained or key concepts are presented.

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*Class discussions: The teacher may pose challenging questions, problems to solve or case studies for students to analyze and discuss in small groups or as a whole class.

*Group projects and group work: They can work together on research projects, presentations, discussions or multimedia content creation. These activities encourage collaboration, critical thinking and the development of social skills.

*Individual tutoring: The teacher can take time to work one-on-one with students, address their concerns, provide personalized feedback and offer additional support based on each student's needs.

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According to Jane Wilis (2007) The Task-Based Learning approach is based on the idea that learning occurs most effectively when students are engaged in performing meaningful and authentic tasks.

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Center for Teaching Innovation at Cornell University. (2017). Flipping the classroom. Retrieved from https://www.cte.cornell.edu/teaching-ideas/designing-your-course/flipping-the-classroom.html.
Richards, J. (2006). Communicative Language Teaching Today. New York, USA: Cambridge University Press. Retrieved from https://www.professorjackrichards.com/wp-content/uploads/Richards-Communicative-Language.pdf
Silva, J. (2018). Communicative Language Teaching Techniques for enriching the speaking skill in High school students. Ambato, Ecuador: Universidad Técnica de Ambato. Retrieved from https://repositorio.uta.edu.ec/bitstream/123456789/27089/1/Silva%20Juan.pdf
Surbhi S (2021, Agoust 5) keydifferences.com Retrieved from https://keydifferences.com/difference-between-collaborative-learning-and-cooperative-learning.html
- Vive (2020, August 21). TBLT or task based language teaching, what is this language teaching methodology? UNIR.
https://www.unir.net/educacion/revista/task-based-language-teaching/

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- In conclusion, this is an approach focused on the development of communicative skills, which allows students to use language effectively to meet specific objectives. By focusing on real communication, students gain confidence and competence in real life situations.

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*Cooperative and collaborative teaching is a highly beneficial pedagogical approach for students. By promoting active participation, joint learning and the development of social skills, this methodology goes beyond the simple transmission of knowledge and fosters meaningful and lasting learning.

*By working in groups, students have the opportunity to actively participate, discuss ideas, raise questions and solve problems. This promotes a deeper and more meaningful understanding of concepts, rather than mere memorization of information.

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According to Jack C. Richards (2006) CLT focuses on the interaction of the students, so that they can negotiate meanings in order to improve the fluency and accuracy of the language.

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*Project-based learning: Students work together on solving a problem or creating a project. This promotes collaboration, communication and critical thinking.

*Guided debate and discussion: Students participate in debates and discussions on relevant topics, expressing and defending their ideas. This promotes collaboration, critical thinking and respect for the opinions of others.

*Peer evaluation: Students evaluate the work of their peers and provide constructive feedback. This promotes individual responsibility and the development of critical evaluation skills.

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Refers to a pedagogical approach in which the traditional classroom dynamic is reversed. Instead of students acquiring new knowledge in the classroom through teacher explanations and doing homework and exercises at home, in the flipped classroom, students study learning materials on their own outside the classroom, usually through online resources such as videos, readings or interactive activities.
The primary goal of classroom investment is to foster more active, student-centered learning.

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*Peer learning: Students can work in pairs to teach each other a concept or skill. Each student can assume the role of "teacher" and explain the topic to the partner, while the partner acts as the "learner," asking questions and seeking clarity.

*Collaborative online learning: Using online tools, students can collaborate on content creation, they can use collaborative platforms such as Google Docs, wikis or discussion forums to work synchronously or asynchronously.

*Role-plays or simulations: Students can participate in games that assume different roles or characters to explore specific situations. This promotes collaboration and teamwork, as students must communicate and make decisions together.

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*Research and presentations: Students research a specific topic related to the lesson and prepare a short presentation to share with their peers in class. This encourages independent research and the development of presentation skills.

*Group Problem Solving: The teacher provides challenging exercises that require application of concepts learned and encourages collaboration and critical thinking.

*Discussions and case analysis: Students are divided into groups and participate in debates on controversial topics or analyze case studies related to the topic.

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- Paired interview: Students are divided into pairs taking the role of interviewers on different topics such as hobbies, travel, music, etc. Students ask a series of questions and the interviewer answers.
- Thematic debate: Two groups of students are divided, each group is assigned a topic for debate, the groups research and gather relevant information on the assigned topic, each group prepares for the debate, identifying arguments for and against the topic, the groups take turns to present their arguments and counter-arguments during the debate, respecting the time allotted for each intervention.
At the end of the debate, students can participate in a general discussion to share ideas and reflections on the topic.

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*The dialogues usually have Wh-questions with a falling intonation, so in pairs the students can first practice pronouncing the questions with the correct intonation and then practice the rest of the dialogue.
*Simulate a doctor's appointment in pairs, one student can assume the role of doctor and the other the patient.
*In a 'restaurant' scenario, one student is the customer and the other is the server.
*Other possibilities include giving directions, asking for advice, bargain, buying clothes, etc.

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1. Communicative activities to develop fluency as a dialogue simulation. The teacher gives an example of a dialogue and then in pairs the students create a dialogue in which they negotiate meanings. The teacher must correct the errors at the end.
Also, role plays, the teacher gives cue cards to the students and assigns a role to each of them.
2. Communicative activities for the accuracy of the language, such as debates or discussions, the teacher must give the opportunity for the students to interanalyze the information on the topic, that they can argue correctly in the intervention (critical thinking).
3. Communicative activities to teach grammar, grammar is the skeleton of every language, therefore it is very important to teach it. According to this approach, grammar is taught communicatively for better acquisition of the target language.

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Richards and Rogers (1986) point out that there are three types of
fundamental materials in CLT approach:
-Authentic materials such as Flashcards, recordings, songs, charts, pictures, audios, etc. Teachers transfer what students cannot learn from outside to inside the classroom, this produces spontaneous communication in different real-life situations.
-Task-based materials give the opportunity to
students to use the target language through certain roles; The teacher can use resources from the environment such as classroom objects, toys, school supplies, clothing, nature, etc.
-Text-based materials provide analysis and reflection on the topic. For example, short stories, poetry, different graphic organizers, summaries, infographics, magazine or research article...

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*Role plays, learners can use English authentically and therefore practice in real life situations.
*Simulations of daily situations where students improvise and establish a conversation spontaneously.
*Discussions & Debates, it is important to let students interact in groups, share opinions and positions on a topic to be discussed; this will improve the communicative competence of the language.

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-Choose topics that are relevant to your students. The more they can relate to them, the easier it will be to engage them.
-While planning your lesson, choose different types of student activities (pair work, role-playing, collaborative group tasks) to make sure all students will actively participate.
-Choose clear context for your activities and language and communicative goals. Each role should be precisely defined, and all participants need to know what to do.
-Make sure you practice both formal and informal interactions to prepare your students for real-life situations.
-Personalize tasks and roles according to the student’s language abilities.
-Provide a supportive and playful atmosphere.
-Teachers need to find innovative manners to teach grammar in such a fun, meaningful and authentic context.

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4. Collaborative and Cooperative Teaching

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4. Collaborative and Cooperative Teaching

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In this type of teaching, students become active participants in their own learning and in the learning of their peers. Students learn to work together, communicate effectively and solve problems as a team, developing social and emotional skills as well as cognitive skills. Promoting active learning.

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Task-based teaching focuses more on the development of practical communicative skills through meaningful and authentic activities in order to promote more active and motivating learning, allowing students to use the language effectively in real-life situations.

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1. Communicative Language Teaching (CLT)

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1. Communicative Language Teaching (CLT)

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This method arises from the communicative approach, this consists of helping students to use the English language in a communicative way; and different contexts of real life so that they learn the linguistic functions of the language.

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*Problem-based learning: Students group together to address a common problem or challenge. They collaborate to identify solutions, research, analyze data and generate joint proposals.

*Team-based research projects: Students form teams to conduct research. They collaborate in collecting data, analyzing results, and presenting their findings together.

*Game-based learning: Board games, role-playing games or other playful activities that require collaboration and teamwork are used. These games promote cooperation, joint decision-making and active learning.

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- Interview activity: provide students with a sheet of questions to each with a specific topic, each student assumes the role of interviewer and interviewee using the English language, thus developing and improving their oral expression and listening comprehension. After the activity there is a group reflection where students share their answers and experiences.
- Problem-solving activity: In this activity the students are posed with a situation can be ficititious or a real one respectively with the topic they are studying, for example the student wants to solve the problem of pollution and has to look for solutions using the English language, this is a group work where they can discuss possible solutions . At the end of the activity each group presents their solutions and evaluate the different proposals.

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- Online collaboration tools: These tools facilitate communication, organization and the exchange of ideas on different platforms such as padlet or google docs, thus encouraging interaction and teamwork.
- Authentic recordings and audios: Use recordings such as excerpts from radio programs, interviews or podcasts, in order to improve students' listening comprehension.

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*Interactive tools: these can include educational games, interactive applications, online quizzes, etc. These tools allow students to practice and apply the concepts learned in an interactive and autonomous way.

*Feedback and assessment: it is important to have resources that allow the teacher to provide feedback and assess student progress. This may include evaluation rubrics, online tests.

*Online platforms and resources: These platforms allow teachers to organize and share educational content, assign homework, assess student progress and facilitate online communication and collaboration, such as; platforms include Edpuzzle, Flipgrid, Google Classroom and Schoology.

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*Jigsaw: Students must work together to assemble the pieces and complete the puzzle. This encourages communication, brainstorming and group problem solving.

*Whiteboards or chalkboards: These can be used to brainstorm, organize information, or solve problems together.

*Flashcards: Each card can contain a question, problem or task, and students must discuss and collaborate to find the answer or solution.

*Graphic organizers: help students visually organize information and collaborate in constructing schemas and visual representations of knowledge.

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- Role Play: This technique has the purpose of simulating real situations where students interact using the English language, here students take roles and act as if they were in a specific situation, such as an interview, a visit to the doctor or a conversation in a restaurant. This helps students to improve their pronunciation, develop their communication skills and oral expression.
- Collaborative tasks: This technique helps students to better organize themselves as a group to achieve a goal using English by including activities such as group research, presentations or discussions to encourage communication and interaction in English.

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*Educational videos: Teachers can create their own videos or use online resources to provide students with the explanations and fundamental concepts they need to learn outside the classroom.

*Readings and study materials: These materials can include texts, articles, textbook excerpts or other relevant resources that provide additional information and reinforce key concepts.

*Online interactive activities: Such as quizzes, simulations and interactive activities can be used for students to practice and apply the knowledge acquired independently.

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- Designing authentic tasks: This is intended to reflect real-life situations where students must use the target language, these tasks seek to motivate students to feel engaged with the task.
- Guided feedback: It is important and essential as teachers to apply guided feedback to help and provide students with specific comments and suggestions during the English language learning process by providing linguistic, communicative and strategic guidance and encouraging self-reflection and continuous improvement.

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*Small group learning: Students work in small teams, which facilitates interaction and active participation of all members.

*Mutual support: Students help each other by sharing resources, explaining difficult concepts and providing constructive feedback. An atmosphere of trust and mutual respect is created.

*Shared roles and responsibilities: Each group member has a specific role or responsibility, which promotes equal participation and a sense of belonging to the team.