【正文】 enter senior high even university by taking formal examination. However, all the examination ignores the significance of using municative approach. At middle school, English course is set to help the students acquire municative ability. Bur actually, our testing system only put emphasis on the mastery of grammar, which is contradict with our learning purpose. In all, the current testing system brings side effects of English teaching. Ⅳ . Ways to Apply Communicative Approach to Practice In order to apply the municative approach more effectively, we provide some ways to solve the existing problems. A. Getting Rid of the Misunderstanding Since the municative approach appeared for the first time, it had revealed its advantages。 it leads to the misunderstanding of it. So many problems was found when it is put into practice, if they prehensive such teaching approach pletely, they won’t use this abstract 攀枝花學(xué)院本科畢業(yè)論文 Ⅳ .Ways to Apply Communicative Approach to Practice 11 approach as a concrete teaching method. Secondly, we should have to introduce much more instructive approach, as municative approach is just a teaching approach or a teaching idea or a theory, and sometimes it does not fit the real teaching situation. So an English teacher must form a special teaching approach suits to our reality to improve the municative ability of our students, which must be looked as a key point. Thirdly, the roles of the teachers and the students have to be changed. As a student, he must translate himself from a passive learner into an active participant. As a teacher, one must change himself from a knowledge initiator into a constitutor of the class. So for the teachers, this is the instancy. What we should do is to improve the ability to use language, anize the existing learning material and teach accurately. The teaching model should be a studentsentered model rather than teacher model. Last but not the least。 as we are writing, we are municating with those who read our works. Therefore when the teachers use Communicative Approach, they should better explore to what degree the students mand the four skills, instead of putting emphasis on listening and 攀枝花學(xué)院本科畢業(yè)論文 Ⅲ .Existing Problems in the Teacher’s Beliefs and 6 speaking. B. Some Practical Problems If we want to solve the problems in the root, some practical problems need to be rectified. 1. Some Differences Between Reality and Theory Communicative approach aims at drilling the students’ municative ability. Language and municating approach can be mastered through municating. But munication does not refer to exchanges between teachers and students in the classroom, but indicates that students should use English to municate with others in their daily life. They should municate with others in the dormitory, in the shopping center, English club etc. Therefore, it needs a natural context so that the students feel that they live in an English speaking country. However, among the Chinese students, a few of them often speak Chinese instead of English. It is only in the English course that they are forced to express their idea by speaking English, as soon as the English class is over, they think and talk in Chinese. Being lack of English speaking atmosphere, they can not deeply understand what municative approach is. 2. The Teacher’s Problems It was nearly 30 years ago that Communicative Approach appeared in China. So it is a relatively new approach, which needs further improvement. Many middle school teachers do not really understand what Communicative Approach is. As a matter of fact, Communicative Approach is a special teaching approach which is different from the traditional teaching method. The middle school teachers, especially the English teachers should engage themselves in Communicative Approach research. First of all, they have to prepare the lessons carefully and pletely so that they can perform wonderfully in the class. Meanwhile, they play roles of leaders and anizers. Teachers should make effort to guide and anize the students. They 攀枝花學(xué)院本科畢業(yè)論文 Ⅲ .Existing Problems in the Teacher’s Beliefs and 7 should have to mand some skills in case of the incidents in the classroom. Usually, students would ask some strange questions that no one would predict. Facing such questions, what can the teachers do? Teachers should be calm and solve the problems. Before the ending of the class, the teachers should conclude and ment on such questions. Actually, a teacher must be versatile, they must know all kinds of knowledge and abilities such as profound knowledge and well reaction. Lastly, they must be well mand of the target language. However, the English ability of our Chinese teacher are not very optimism, especially in the rural areas, most of the middle school English teachers are badly lack of munication skill when teaching. They can not deal with some incidents in the class, which do not make them a good anizer. Very few middle school English teachers are capable of taking well advantage of municative approach. These three points hinder the development of the application of municative approach in middle school English teaching. 3. The Students’ Problems In china, many students are familiar with the traditional teaching model, they are passive in language learning, and they are accustomed to such a situation: the teacher expresses grammatical points, then the important language points are written down on the blackboard, meanwhile the students mechanically take notes. If teachers adapt the municative approach, some important points are not very clear for them。諸如它重流暢性輕準(zhǔn)確性，重交際輕語(yǔ)法，不適宜的考試制度等等。 municative ability。這種年輕的教學(xué)法在中國(guó)中學(xué)英語(yǔ)課堂得以廣泛地吸收和采納。同時(shí)學(xué)生也應(yīng)該充分發(fā)揮自己學(xué)習(xí)的主動(dòng)性在英語(yǔ)課堂中多交流多應(yīng)用英語(yǔ)。 good memory