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CommunicativeLanguageTeaching:AslongastheCommunicativeLanguageTeachingwasintroducedintoChina,ithadbeenappliedtolanguageteachingimmediatelyandgraduallysubsituteforourtraditionalteachingmethods.Thispassagefirstintroducethedefinition,characteristicsofcommunicativelanguageteaching,thengoontodealwiththenewrolesstudentsandteachersshouldactinthisteachingapproachandlistsomeusefulclassactivitiesthatmayutilizeintheteachingprocess.Atlast,thepassagealsogivesomecommentsonthisnewapproach.s:communicativelanguageteaching,theroleofteachersandstudents,classactivities,evaluationsChapterOneBackgroundInformationandDefinitionofCLT1.1DefinitionofCLTCommunicativeLanguageTeachingisanapproachtotheteachingofsecondandforeignlanguagesthatemphasizesinteractionasboththemeansandtheultimategoaloflearningalanguage.1.2BasicFeaturesofCLTDavidNunan(1991:279)listsfivebasiccharacteristicsofCommunicativeLanguageTeaching:(1)Anemphasisonlearningtocommunicatethroughinteractioninthetargetlanguage.(2)Theintroductionofauthentictextsintothelearningsituation.(3)Theprovisionofopportunitiesforlearnerstofocus,notonlyonthelanguagebutalsoonthelearningprocessitself.(4)Anenhancementofthelearner'sownpersonalexperiencesasimportantcontributing(5)Anattempttolinkclassroomlanguagelearningwithlanguageactivationoutsidetheclassroom.ChapterTwoTheRolesofTeachersandLearnersintheClassroom2.1TheRoleoftheTeachersCommunicativelanguageteachingisthegenerallyacceptednorminthefieldofsecondlanguageteaching.InCLTtheteacherservesasmoreofafacilitator,allowingstudentstobeinchargeoftheirownlearning.2.1.1OrganizerInthecommunicativelanguageteaching,theteachershouldorganizethecommunicativeactivities,duringwhichthestudentscanhaveinteractionsaccordingtothetopics.Consequently,atthebeginningofeachclass,theteachershoulddesignvariouscommunicativeactivitiesthatcanarousestudents’interests.2.2.2AdviserDuringtheclassroomcommunicativeactivities,thestudentsmayencounterdifferentkindsofexpressingdifficulties,orsometimesevencannotcontinuetheirconversationduetothelimitsoftheirlanguageskillsorlackofcertainknowledge.Whenthishappened,theteachershouldhelpthestudentseitherbygivingthemthedirectexpressingorinspirethemtoexpresstheirideasinanotherway.2.2.3FacilitatorandParticipantBreenandCandlinpointedoutthatincommunicativelanguageteaching,therearetwoimportantrolestheteachershouldactas.Thefirstroleistofacilitatethecommunicationprocessbetweenallparticipantsintheclassroom,andbetweentheseparticipantsandthevariousactivitiesandtexts.Thesecondroleistoactasanindependentparticipantwithinthelearning-teachinggroup.Thelatterroleiscloselyrelatedtotheobjectivesofthefirstroleandarisesfromit.2.2TheRoleoftheStudentsInCLT,studentspracticereal-lifesituations.Intheseexercises,thegoalisforthestudenttocommunicatehisorherneedsandthoughts,withoutworryingabouthavingperfectgrammar.Consequently,ininteractiveclassroomteaching,studentscanactasthemaster,cooperatorandrespondentintheclassroomteachingactivities.2.2.1ManagerInCLT,theclassroomislikeapublicplace;everystudentcanhaveadiscussiononacertaintopicormakearoleplayaccordingtoonesituation.CLTcangivestudentsaccesstoachanceoffreelearning.Inthiskindofclass,thelearningandcommunicatingofstudentsbecomeanactiveandmeaningfulprocess.2.2.2ParticipantDuringtheprocessofcommunicativeactivities,studentslearnanduselanguagebydiscussing,communicatingandcooperating.Thatmeans,thelanguagelearningdependsonthecooperationwithotherstudents.One’sexpressionordiscussioncanhaveaninfluenceonothersaswellasbeinginspiredbyothers.Thus,thewholeprocessoflearningalanguageisalsothecourseofcooperation.ChapterThreeClassroomActivitiesinCLTAwildvarietyofmaterialscanbeusedtosupportcommunicativeapproachestolanguageteaching.Thefollowingsaresomemethodswecanutilizeduringthecommunicativelanguageteaching.3.1ScrambledsentencesThestudentsaregivenapassageinwhichthesentencesareinascrambledorder.Thismaybeapassagetheyhaveworkedwithoronetheyhavenotseenbefore.Theyaretoldtounscramblethesentencessothatthesentencesarerestoredtotheiroriginalorder.Thistypeofexerciseteachesstudentsaboutthecohesionandcoherencepropertiesoflanguage.3.2PicturestripstoryManyactivitiescanbedonewithpicturestripstories.Intheactivity,onestudentinasmallgroupcanbegivenastripstory.Heshowsthefirstpictureofthestorytotheothermembersofhisgroupandasksthemtopredictwhatthesecondpicturewouldlooklike.Aninformationgapexists-thestudentsinthegroupsdonotknowwhatthepicturecontained.Theyhaveachoiceastowhattheirpredictionwouldbeandhowtheywouldwordit.3.3RoleplayRoleplaysareveryimportantinCLTbecausetheygivestudentsanopportunitytopracticecommunicatingindifferentsocialcontextsandindifferentsocialroles.Roleplayscanbesetupsothattheyareverystructuredorinalessstructuredway.ThelatterismoreinkeepingwithCLT,ofcourse,becauseitgivesthestudentsmoreofachoice.ChapterFourEvaluationsofCLTCommunicativeLanguageTeachingfocusonstudent-centeredteachingpractice.Itsimulatesvarioussituationsaccordingtoreallife,providesopportunitiesforstudentstocommunicatewitheachother.4.1TheAdvantagesofCLTTheinteractionbetweenteachersandst