Teaching the concept of necessity

6.4 The Communicative Approach........................................................................

Communicative Language Teaching is not a single, fixed teaching mode. Its core
content is "using language to learn" and "learning to use language" instead of absolutely
"learning language" and "learning about language". The final goal is to help students gain
enough communicative competence. In our class activities, students should and communicate
with each other so as to gain their foreign language knowledge and promote their communicative
ability by listening, speaking, reading, and writing. Learners who have developed skills in
'learning how to learn' are the most effective students.

1. The teacher uses contexts, situations, even visual aids to present the target language
   they are going to teach.


2. Students do the task and work out the meaning, the form and the use of grammatical
   items.


3. The teacher uses yes/no and simple questions to check students understanding of
   form, meaning and use.


4. Controlled Practice: the teacher gets students to practise the target language in a
   controlled way using, for example, repetition and substitution drills, word prompts, or picture
   prompts. The language used is realistic and contextualized.


5. Less controlled/freer practice: The teacher provides students with opportunities to
   use the new language in a freer, more creative way. The activities are personalized i.e. the
   students get to use the new language (and previously learnt language) to talk about themselves,
   their lives, their opinions and things they are interested in or care about.
   In classrooms and textbooks in which the creativity principle is activated, learners are
   given structured opportunities to use the language that they have been practicing in new and
   unexpected ways. They are provided with the language that they will need to take part in genuine
   communicative tasks, and they are given opportunities to respond appropriately in new situations
   in the world outside the classroom.
   Tasks allow learners to practise identifying the key grammar and vocabulary in real-
   world texts and to develop the skills of reading, writing, speaking and listening in an integrated
   way, just as in authentic communicative situations. Tasks also give learners practice in co-
   operating with other learners and with their teachers, making creative use of the language they
   have learned.
   In communicative activities, the students should have a desire to communicate and