It is relevant to pay attention to the differences between adult motivation and children motivation.

We are going to make a list in order to show you several strategies of motivation that you can use in
English class, some theory and practice ones. We have focused on students lacking motivation
trying to provide you some advices.

Its origins are many, insofar as one teaching methodology tends to influence the next. The
communicative approach could be said to be the product of educators and linguists who had grown
dissatisfied with the audiolingual and grammar-translation methods of foreign language instruction.
They felt that students were not learning enough realistic, whole language. They did not know how
to communicate using appropriate social language, gestures, or expressions; in brief, they were at a
loss to communicate in the culture of the language studied. Interest in and development of
communicative-style teaching mushroomed in the 1970s; authentic language use and classroom
exchanges where students engaged in real communication with one another became quite popular.
In the intervening years, the communicative approach has been adapted to the elementary, middle,
secondary, and post-secondary levels, and the underlying philosophy has spawned different teaching
methods known under a variety of names, including notional-functional, teaching for proficiency,
proficiency-based instruction, and communicative language teaching.

The communicative approach, understood in this comprehensive way, has had a bearing on second
languages curriculum , on teaching methodology and materials, and also on evaluation. Today,
many language teaching methodologistic subscribe more or less consciously to one or other aspect
of communicative teaching. Although it has incorporated many of the characteristics of earlier
language teaching innovations, communicative languages teaching has avoided the narrowness and
dogmatism of the method concept and covers a wider range of components. Many of its advocates
are seeking a synthesis with aspects of earlier methodologies. These qualities give communicative
language teaching the potencial for greater strenght and durability and for making a more lasting
contribution than was the case with earlier innovations.