【正文】 Zeng Zhaojun. Necessity of Applying Communicative Approach [J].河南教育學(xué)院學(xué)報(bào), 哲學(xué)社會(huì)科學(xué)版, 1998,4, P78[3]Student B: You can take a bus here and then transfer to a bus to get there. There are many useful functions for English teaching by role play in junior school. Firstly the roleplay activity creates a relaxed and supportive learning environment in which students feel safe enough to speak. Secondly, they work together with peers in their small groups where they help each other to bee well prepared before opening their mouths in every roleplay activity. The ability of municating others will be improved for students and teachers. The most important is that roleplay activity also provides students with opportunities to take a risk with language and which in turn helps them go beyond the text book. So in the studentcentered learning process, students are given more opportunities to practice the target language and develop their municative ability. And the roleplay teaching ways even help to lead to social and academic success for all students.By and large, the roleplay activity teaches students a variety of language skills and stimulates students to innovate. On the other words, we can say roleplay is one of the most effective teaching methods in English classroom, especially in junior English teaching. Many professional people believe there will more and more teachers choose this teaching method in the future. And the writer also believes the roleplay teaching will bring us unexpected achievements. Presenting pictures for discussionPictures are another extremely useful visual aid. Pictures of people and places are much more interesting than ordinary objects. This is another chance for group work and genuine discussion. The class can be divided into groups of four and five and each given a picture of a person. They have then to decide on how old the person is, whether the person is married or single, what his job is and what his personality is. They should also give their reasons for their opinions. Each group gives 34 reasons for their opinions. Each group is given 34 minutes to agree on the information about the person in the picture. The picture is then passed on to the next group, and so on. When all the groups have looked at and discussed all the pictures, the teacher can pool the impressions of the various groups and pare the impressions. This can lead to some interesting differences of opinion and further discussion. Here again the students are being drilled in giving personal information without realizing it. In addition, they are being drilled meaningfully and municatively because they are expressing their own ideas. A variation on this is a sequence of pictures of people and places. Here the students are required to put the pictures in a logical order and tell a story according to the arrangement. This provides practice in speaking for longer periods of time. Once the group has worked out the story, one member of his group will go to another group and try to decide the story of that group from the arrangement of the pictures. They may ask the remaining member questions and the teacher can guide them if necessary, without actually telling them the story. Thus the students at an advanced level can be motivated to speak English for quite prolonged periods of time without being bored. These are only two ways in which pictures can be used there are more if the teacher uses his imagination. It have several advantages, the main one is that it keeps the students active when listening and speaking. The implication of application of municative language TeachingAs the Communicative language Teaching applied in middle school foreign language teaching, the students have improved their speaking skill and they are good at municating with others. Besides, they have great interest in learning English and all these municative activities also help them to obtain self—confidence. What is more, most students in municative classroom are more outgoing than in traditional classroom. The students really cultivate the ability of munication. However, there also emerge some problems: there is no time—constraint。 they also need to know how language is used by members of a speech munity to acplish their purposes (Hymes, 1968). Based on this theory, Canal and Swain (1980) later extend the “Communicative petence” into four dimensions. In Canal and swain, “Communicative petence” was understood as the underlying systems of knowledge and skill required for munication. From this perspective, what language teachers need to teach is no longer just linguistic petence but also sociolinguistic petence, discourse petence and strategic petence. Communicative language Teaching is not a single and fixed teaching model。 English expression ability. Lack of special oral English teaching Due to the effect of examination system, Oral English has not been included in the test range。英語(yǔ)四項(xiàng)基本技能之一的口語(yǔ)是非常重要的，口語(yǔ)有助于學(xué)生與人交流。 oral ability.2. The current situation of senior high school English oral teaching in china In the traditional teaching mode, the center is teacher, the contents are grammar, vocabulary and the activities are practice of sentence types and grammar. The students will gradually be trapped by fear and disgust of this kind of teaching method, additionally Oral English has not yet been incorporate into the scope of English test, Teachers pay attention to English knowledge, neglecting the oral English teaching. Most of the students neglect the importance of oral English, when they are