【正文】 itably produce a particular utterance in a particular context, then it is obvious that the utterance will give him no information when it occurs. Thus no munication will take place.In the classroom, the teacher needs to create activities containing information gap as to encourage real munication. Activities should be designed to have information gap between students and ensure the munication is meaningful.4. How to apply CLT effectivelyWith regard to current situation of English teaching in Chinese middle school, how to apply CLT effectively bees a significant issue. Considering the misinterpretations about CLT and the problems in applying CLT in Chinese middle school mentioned in part 2, the writer would like to propose some suggestions to solve the problems and to apply CLT better in middle school English teaching basing on its understanding. Roles of the teacher and students in CLT classroom Roles of the teacher in CLT classroomThe teacher acts as a controller of the classroom in traditional language teaching. He explains the structure and the meaning of vocabulary items in classes and organizes the practice exercise, ensures that output is accurate and is supposed to know the answers to any grammar or vocabulary questions that the learner might ask. That is teachercentered form. The teacher controls all classroom interaction which is usually between the teacher and students. Interactions between students are not advocated.However, in CLT classroom, the teacher plays a quite different role. Breen and Candlin (1980: 99100) discuss that in CLT the teacher first acts as a resource organizer, facilitator and participant and as a resource provider himself. Second, he acts as guide within classroom procedures and activities. Third, he acts as researcher and learner with much to contribute in terms of appropriate knowledge and ability, actual and observed experience of the nature of learning. In Littlewood’s words, the teacher must help learners to use linguistic structures to their municative functions in real situations and real time. In CLT, the teacher is supposed to know the students’ needs and be imaginative enough to use his knowledge to create realistic municative activities. The teacher cannot assume that textbook alone will provide enough information, and he needs to actively consider other sources. The teacher needs to be flexible, able to organize effectively both teachercentered, controlled teaching and freer, less controlled fluency practice. Such flexibility requires the teacher to have very good language and teaching skills, and be able to create a good cooperative classroom atmosphere. Roles of students in CLT classroomIn the traditional method, students are their teachers’ passive followers. They follow the teacher’s detailed explanation of the dialogues, drills, and paragraphs. The students are supposed to respond correctly to the teacher’s stimulation but not encouraged to initiate their own use of the target language. The meaning of what they say in activities is secondary to the correctness of language form. However, in CLT, students act as negotiator within the group and within the classroom procedures and activities which the group undertakes. Learners have been placed great emphasis in CLT classroom. According to Johnson and Marrow, “The teacher can help, advice, and teach, but only the learner can learn.” An outstanding feature of CLT is that the learners involve in the whole process of learning, and they “l(fā)earn by doing”.To simplify, in CLT, it is the learners play a center role. Integrating CLT with traditional methodIt is generally agreed that no any single teaching approach is perfect enough to fit in all language teaching cases. The same is true with CLT. Under the current situation of China, we also view some problems in applying CLT. That means CLT has its shorting in the circumstance of English teaching in Chinese middle school. Then, it is essential to integrating CLT with traditional method. Teaching grammar in a municative wayIt has been discussed in that CLT also need grammar for its importance to municative petence. Without the master of structure, munication won’t take place.Grammar learning can base on the language use in dialogues students hear in certain situation, and in discourse they read. Present the basic sentence structures constantly, students can find some rules themselves. By observing those rules, students are able to induct the grammar rule. The teacher should encourage them to find out rules themselves. In this way, students do not learn passively but learn actively with the help of teacher. For example, when teaching a new word which is derived from a verb or an objective, the teacher may lead them to think about if part of the word has been learned before. Then the students may tell the verb or the objective and the morphological feature of the word they think out. Students are encouraged to tell the meaning of the new word. Basing on this, students can help to tell the affix of the noun. In the same way, more noun affixes can be learned. Students master more word formation knowledge in such an interactive way.This way of English teaching is interesting and motivated, but merely using this method is unsuitable for grammar teaching. Because there is limited amount of time for class and some grammatical knowledge is difficult for middle school students to understand and even more difficult for them to discover the rule. In this case, integrating GrammarTranslation Teaching Method in CLT classroom is going to plement that shorting of CLT. One characteristic of GrammarTranslation Teaching Method is to explain grammatical knowledge in a systemic way and mother tongue is used to help the explanation. It is easier for students to understand and it can save time. In this way, students can develop solid linguistic petence. Integrating four language skills in CLT“When we municate, we often use mor