This study aims at examining the models of skills integration to foster EFL beginners’ communicative performance. To achieve this goal, it shows the benefits of the implementation of integrated-skill approach on EFL students’ communicative competence during classroom activity. The methodology used is quantitative and qualitative. It consists in collected information from teachers and learners through the means of classroom observation, interviews and questionnaires distributed to ten (10) English teachers and one hundred fifteen (115) students of CEG de l’Unité. The results show that integration of the models of skills motivates the students to learn English and improve their communicative competence.