In the theoretical evolution of English Language Teaching (ELT), pedagogical paradigms have transitioned from structural habit-formation methods to meaning-focused, interaction-driven frameworks. Consider the following four advanced propositions regarding the Communicative Approach and language teaching principles: I. The Communicative Approach prioritizes communicative competence over mere grammatical mastery, emphasizing that language learning is facilitated through active social interaction, authentic discourse, and meaningful negotiation of meaning rather than rote mechanical drills. II. According to the principles of Task-Based Language Teaching (TBLT)—a strong derivative of communicative methodology—instructional design centers around goal-oriented tasks where learners achieve a non-linguistic outcome, and grammar is addressed via reactive 'focus on form' rather than pre-sequenced structural syllabi. III. In communicative classrooms, learner errors are viewed exclusively as terminal fossilizations of bad habits that must be penalized and eradicated immediately through negative reinforcement and explicit teacher interruption to prevent syntactic contamination. IV. The Natural Approach and communicative methodologies advocate for lowering the affective filter by creating a low-anxiety environment, positing that communicative fluency precedes total grammatical accuracy and that learners acquire language when exposed to meaningful, contextually rich input. Identify the option that correctly evaluates the pedagogical, theoretical, and methodological validity of propositions I, II, III, and IV according to modern second language acquisition and Communicative language teaching principles.