【正文】 o learn another culture. As pointed out by Brown: When you teach a language, you have to transfer a plex culture, practices, values, and ways of thinking, emotional and behavioral systems. This is why today foreign language teaching especially focuses on cultural awareness training. The significance of introducing the real text is: making students contact with foreign culture directly, training student’s cultural awareness。 second, outofclass learning can provide learners real world practice. Additionally, they can help learners broaden their scope of vision and cultivate their learning ability. But for a long time, influenced by our traditional teaching and learning, college students’ outofclass learning is far from being satisfactory. The disordered phenomena in learning are very serious, exactly, most college students just learn English blindly according to their own interests, lacking systematical learning plan. Especially, for the freshmen and secondyear students, they are often free at beginning and busy when an examination is ing, so their outofclass learning is often at will and loose. That is to say they have no goals, no directions and no management. They often feel nothing to do or don’t know how to do. What’s more, most of them are used to depending on the teachers and the textbooks and not accustomed to the learning situation without homework.On the other hand, to our disappointment, facing this serious situation, the colleges and the teachers don’t carry out effective measures to organize and direct the students’ outofclass learning. The phenomena bee a big barrier for learners to promote their English proficiency. Therefore now, changing this unfavorable situation bees an urgent task. Analysis on the Causes for ProblemsAfter you have learned the current situation of the college students’ outofclass learning, I think you can’t help asking what the cause for this serious situation is. Of cause, the reasons are various. Taking the college students’ features of outofclass learning into consideration, we find that the basic cause is the students’ previous English learning experience.Before these students came to college, they had six or seven years of English learning. This learning experience has laid strong influence on their current college English learning. The teachers nearly dominate every aspect of the learners’ learning, including their outofclass learning, and the students seldom get the real independent outofclass learning, most of the outofclass learning is devoted to homework or other tasks required by the teachers. In learning, the learners are usually led by their teachers and don’t have to decide how long they should learn and what materials they should choose. Gradually, the learners began to depend on the teachers for everything in learning。 language munication. These hot topics of life as well as various practices, with the real natural language environment, could arouse students39。s understanding domain, emotion domain and skill domain, and then carry on the goal stipulation in detail. Arrange the outofclass activities content, thus establish English outofclass activities target system. And the process of teaching is the process in which teachers and students interact with each other. The teacher should give students enough free space to display, do not criticize them eagerly, point out mistakes, make the summary or decide the answer. This may avoid students being discouraged, but cause them to have the sense of achievement, form the interests in the municative activities. The expression of students is limited。 munication ability. It’s the heuristic method of teaching. Induce the students to speak English boldly. Provide as much as possible drill opportunities for students. But it does not mean that the municative language teaching only pays great attention to the oral English, repelling the grammar teaching. The cultivation of munication capability should manifest in the form of four aspects of listening, speaking, reading and writing. Indeed, in municative language teaching, some teachers pursue the spoken language simply, no matter whether the students can follow and understand or not. As a result the majority of students only learn some spoken languages, but the knowledge study is not solid, and polarization appears obviously. This indicates that these teachers do not understand the municative language teaching rightly and pletely.In the teaching, listening, speaking, reading, writing is inalienable and related closely. They are interactive with each other. The teacher should help student get knowledge, rather than instill it into the students. There have been interactions between teachers and students. They should coordinate closely, plete the instruction together. CLT in the Use of English Outofclass ActivitiesAccording to students39。 make students enhance munication ability in the language utilization. Communicative language teaching advocated the fully participation of the students. Teacher39。 we may correct them gradually in the learning process.Students should take the main part in teaching process. The teacher must stimulate the students39。 hardly train student’s municative ability and language ability. Third, in teaching, to stress the accuracy of knowledge, teachers usually use Chinese to explain. So students have very little opportunity to municate using English. Obviously, the traditional English teaching is knowledgebased. Compared with the language plastic function, it pays more attention to the form of language and the grammatical function, rather than raises the munication and utilization ability of it. Modern Interest Teaching——CLT Definition of CLTThe content of municative