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Xian International Studies University/Zhang Xiaomin
【Abstract】This article will give a brief illustration of the application of communicative approach in high school English teaching（speaking，reading and listening）.The purpose of communicative approach is to help students learn English knowledge，evaluate students’ communicative competence.
【Key Words】Communicative Approach； High school English Teaching； Application
1.Teaching Spoken Language
First of all，the teacher should create a communicative situation in class and provide opportunities for students to train their oral English.Students need more themes which are concerned with their daily life，in this way，they will find familiar topics and what they are really interested in.Thus，they communicate with their classmates more easily and effectively.In the process of classroom activities，the teacher is a demonstrator of new knowledge who guide students use the linguistic knowledge they learned in a communicative way.
Secondly，the teacher can evoke the students’ desire of speaking and develop their communicative competence with the help of pictures，models and material objects.Such design of classroom activities provide favorable linguistic situation for students to practice their speaking.
We can draw the conclusion that communicative approach is not only arousing students’ learning interest，but also make them actively participate in classroom activities to practice their oral English.
2.Teaching Reading Comprehension
In the process of preparing reading，the teacher can give students the title of the article and some words which are about 20-30，then the students are required to forecast around 15-20 words which will show up in the passage.This activity can be finished in the form of group discussion.Furthermore，the teacher can choose some key words and phrases of the passage which the students will read，and then divide the students into several groups and let students guess the development of the story according to the above prompt.When it comes to real reading comprehension，the teacher can read the passage with the students together，so as to help students familiar with the content of the article.Then the teacher can organize the whole-class discussion to talk about the plot，characters and some difficult language points of the passage they read.Besides，the teacher can rearrange the passage in disorder，and let the students discuss the correct structure of the article in English.Finally，the teacher even can offer students a passage without the ending part，and then require them to imagine the following plot of the story，students may complete the task with group discussion. All the above activities aim to develop students’ ability of reading comprehension and communication.
3 .Teaching Listening
The task of teaching listening is to create opportunities for the promotion of students’ various communicative activities.We should fully consider the features and principles of communicative approach and listening teaching，in order to teach listening in a communicative situation.
After finishing listening practice，the teacher can require students to retell the general meaning of the listening text with group discussion.During the process，the teacher can provide some key words for students to organize their language.This activity is not only test students’ comprehension of the listening text，but also practice the students’ speaking competence.In addition，the teacher can design some questions which is based on the content of the listening comprehension，and then encourage students to discuss with their classmates and answer the questions.
The purpose of the above activities is not only stress students’ listening skills，but also focuses on their communicative ones，which makes great different from traditional high school listening teaching.For the sake of the students’ all-round development，the teacher should apply this new teaching pattern.
References：
[1]Brumfit，C.J.1979.The Communicative Approach to Language Teaching.Oxford： Oxford University Press.
[2]Brown，D.1984.Communicative Methodology in Language Teaching.Cambridge：Cambridge University Press.
[3]Canal，M.1980.Theoretical bases of communicative approaches to second language teaching and testing.Applied Linguistics，1 （1），1-27.
作者简介：
张晓敏（1990.12～），宁夏石嘴山人，西安外国语大学2012级硕士研究生，研究方向：外语教师教育。
【Abstract】This article will give a brief illustration of the application of communicative approach in high school English teaching（speaking，reading and listening）.The purpose of communicative approach is to help students learn English knowledge，evaluate students’ communicative competence.
【Key Words】Communicative Approach； High school English Teaching； Application
1.Teaching Spoken Language
First of all，the teacher should create a communicative situation in class and provide opportunities for students to train their oral English.Students need more themes which are concerned with their daily life，in this way，they will find familiar topics and what they are really interested in.Thus，they communicate with their classmates more easily and effectively.In the process of classroom activities，the teacher is a demonstrator of new knowledge who guide students use the linguistic knowledge they learned in a communicative way.
Secondly，the teacher can evoke the students’ desire of speaking and develop their communicative competence with the help of pictures，models and material objects.Such design of classroom activities provide favorable linguistic situation for students to practice their speaking.
We can draw the conclusion that communicative approach is not only arousing students’ learning interest，but also make them actively participate in classroom activities to practice their oral English.
2.Teaching Reading Comprehension
In the process of preparing reading，the teacher can give students the title of the article and some words which are about 20-30，then the students are required to forecast around 15-20 words which will show up in the passage.This activity can be finished in the form of group discussion.Furthermore，the teacher can choose some key words and phrases of the passage which the students will read，and then divide the students into several groups and let students guess the development of the story according to the above prompt.When it comes to real reading comprehension，the teacher can read the passage with the students together，so as to help students familiar with the content of the article.Then the teacher can organize the whole-class discussion to talk about the plot，characters and some difficult language points of the passage they read.Besides，the teacher can rearrange the passage in disorder，and let the students discuss the correct structure of the article in English.Finally，the teacher even can offer students a passage without the ending part，and then require them to imagine the following plot of the story，students may complete the task with group discussion. All the above activities aim to develop students’ ability of reading comprehension and communication.
3 .Teaching Listening
The task of teaching listening is to create opportunities for the promotion of students’ various communicative activities.We should fully consider the features and principles of communicative approach and listening teaching，in order to teach listening in a communicative situation.
After finishing listening practice，the teacher can require students to retell the general meaning of the listening text with group discussion.During the process，the teacher can provide some key words for students to organize their language.This activity is not only test students’ comprehension of the listening text，but also practice the students’ speaking competence.In addition，the teacher can design some questions which is based on the content of the listening comprehension，and then encourage students to discuss with their classmates and answer the questions.
The purpose of the above activities is not only stress students’ listening skills，but also focuses on their communicative ones，which makes great different from traditional high school listening teaching.For the sake of the students’ all-round development，the teacher should apply this new teaching pattern.
References：
[1]Brumfit，C.J.1979.The Communicative Approach to Language Teaching.Oxford： Oxford University Press.
[2]Brown，D.1984.Communicative Methodology in Language Teaching.Cambridge：Cambridge University Press.
[3]Canal，M.1980.Theoretical bases of communicative approaches to second language teaching and testing.Applied Linguistics，1 （1），1-27.
作者简介：
张晓敏（1990.12～），宁夏石嘴山人，西安外国语大学2012级硕士研究生，研究方向：外语教师教育。