This paper is the result of intensive research into what should be taught in translation teaching as input in order to help students to realize the principles necessary for a correct development of the translation process and how to apply the communicative approach translation class so that students may be able to internalize those principles.Through description of several pairs of conflicting translation approaches, it is concluded that a translator has to integrate insights from the different schools of translation theory for there is no perfect one.It is believed that, in addition to linguistic competence (syntactic and semantic knowledge), a translator has to draw on his pragmatic knowledge of the situational, verbal, cognitive, and general socio-historical contexts in order to understand a word, a phrase or a text. In the reformulation stage, not only do the factors listed above play an important role, but a new communicative situation must be taken into account: the purpose for which the text is being translated, the readers of the translation, their social and cultural situation and the extent to which their knowledge include the contexts of the original, etc.In order to show the principles in the process of translation, a translationwork has been analyzed. Through the analysis, it is shown that there is an interdependence between macro-structural meaning and micro-structural meaning. It is instructive, from the point of view of both the students and teacher, to make a systematic attempt to identify all of these global constraints on the macro-level that determines the meaning of micro-structure.Based on the competences a translator should own, the requirements of TEM 8 and the actual level of the students, some specific inputs necessary for a translation class are listed.It is realized that the dominant teaching method, which is characterized with its contrastive analysis nature, is not sufficient for acquisition of communication competence. Translation, as a special form of language use, is a kind of communication. Current trends in language teaching and translation teaching have a common communicative orientation. Several class activities with the communicative approach have been devised.Through the argumentation, this thesis concludes that the job of the translation teacher can be seen as raising students’ consciousness of the theoretical aspects and concepts as well as teaching transferring skills in a way with a sound theory as its guide.Key words: translation class, input, principles, the communicative approach