【正文】 ides, she might be a “comunicator”, who engages in the municative activity along with the students. The learner’s role is that of a negotiator between the self, the learning process, and the subject of learning. This role interacts with the role of jointnegotiator with a group and within the classroom procedures and activities which the group undertakes. In addition, learners are municators。 they want to have real munication with each other, and even with the teacher, so they are actively engaged in municative activities, and they are more motivated to use the language they have learned in the classroom. Moreover, students are seen as more responsible contributors, they should contribute as much as they gain, and thereby they learn independently (Han Xinmin, 2004: 182183). Teaching vocabulary by municationTeaching vocabulary by munication has a great advantage that a new word presented in the conversation immediately bee an active word, which helps students to have a better mand of vocabulary and to improve their language municative petence. Look at the following conversation between Mary and Lily. Mary: Good morning! Lily. Do you have a good time in May Day?Lily: No, I don’t.Mary: Why?Lily: I am very unhappy for my parents getting divorce.Mary: I am sorry to hear that, it is upsetting thing. However, if you are very upset, you won’t study in a good mood. As a result, you may fail to pass the final exam. Don’t be so unpleasant, everything will go well!Lily: Thank you! I will try my best to forget the upsetting thing.From the munication, Lily has learnt the relationship among “upsetting”, “unhappy”, “upset”, and “unpleasant”. She wants to express her unhappy feeling, with Mary’s prompting, she can remember the adjective “upset” and the adjective “upsetting” well, and has no difficulty in exploiting them next time. Teaching vocabulary in contextsWiddowson, . (1988: 137) considered that words are related to many contextual clues in the learning process. When students try to recall those memorized words, contexts will offer clues to retrieve them. Therefore, to convey the meaning of a new word exactly, it is wise for teachers to present a word in contexts. By guessing word meaning in contexts, learners tend to have a good control and understanding of vocabulary. For example, the girl gave me a determined lookthe kind that said she would not change her mind. Once she had made up her mind, nothing could be changed. While teaching the word “determined”, teachers can present the context so that students can guess its meaning through the next sentence. The kind of teaching method is helpful for students to understand the exact meaning of a new word. A successful vocabulary class with CA From the abovementioned aspects, it is obvious that the application of CA in vocabulary teaching is practicable. To show the great contribution of CA, a vocabulary class with CA is illustrated.The Design of the TeachingContentsUnit 5(New Senior English for China Student’s Book 1)Nelson Mandela—a Modern Hero (warming up and prereading)Objectives LanguageknowledgeGet the students to learn and master the new words: generous, mean, found, selfish, selfless, devoted, quality, mankind, peaceful. Abilities 1) Develop students’ ability of language munication through free talk. 2) Enable students to express their opinions. EmotionArouse students’ interest in learning the qualities of great men and develop their correct attitude towards great people.Key pointsUse the adjective to describe the qualities of a great person.Difficulty points Train students’ application of new vocabulary for munication.Teaching methodCommunicative ApproachTeaching aidsPictures, blackboardLesson planProcedureStep 1：Warmup (3 minutes)Based on the two theoretical basis of CA, it is apparent that munication plays an essential role in language learning and teaching. Free talk, to some extent, is helpful for students to foster municative petence. Therefore, students are required to do free talk about the heroes, and answer the following questions:1) Who is your hero?2) Why do you admire him or her?Step 2：Vocabulary learning (17 minutes) a) To create the information gap and municative situations according to the theme of the unit (in unit 5 of Book 1, the theme is the qualities of great men), the teacher presents the pictures of great men for students to discuss the questions, “Who is he?” “What did he do?” “What do you think of him?” so students have real municative purpose. When students don’t have a clear idea about what to do next, the teacher should act as a prompter. b) While teaching the new words, teachers can present the contexts so that students can guess the meanings through the next sentence. According to the pictures, a dialogue is carried out between the teacher and students. During the course of vocabulary teaching, the teacher, acts as a facilitator and a comunicator, tries to help students to municative consciousness and to use new words to substitute what students have said. The teacher cares for the learners’ feelings and ideas, above all, the class is studentsoriented, students not only pay attention to the language but also to the learning process, and thus students can have a good understanding of new words and guess the meanings. Consequently, students unconsciously learn the meanings of new words and have no trouble in exploiting them next time. For example, T: Look at the picture, who is he? Ss: Tian Jiabing T: What did he do for education? Ss: He always gave lots of money to build schools. T: Yes, he was so generous that he gave money freely. And do you know anything else about him?Ss: He is willing to share his money with his employees. T: Yes, he is never mean with his money, and donates his money to the needed people. Ok, do you know the relation between ‘generous’ and ‘mean’? And