Procedure

1. Presentation of a brief dialog or several mini-dialogs, preceded by a mo­tivation (relating the dialog situation(s) to the learners' probable commu­nity experiences) and a discussion of the function and situation-people,
roles, setting, topic, and the informality or formality of the language which the function and situation demand. (At beginning levels, where all the learners understand the same native language, the motivation can
well be given in their native tongue).

2. Oral practice of each utterance of the dialog segment to be presented that day (entire class repetition, half-class, groups, individuals) generally preceded by your model. If mini-dialogs are used, engage in similar
practice.

3. Questions and answers based on the dialog topic(s) and situation itself. (Inverted wh, or or questions).

4. Questions and answers related to the students' personal experiences but centered around the dialog theme.

5. Study one of the basic communicative expressions in the dialog or one of the structures which exemplify the function. You will wish to give sev­eral additional examples of the communicative use of the expression or
structure with familiar vocabulary in unambiguous utterances or mini-dialogs (using pictures, simple real objects, or dramatization) to clarify the meaning of the expression or structure....

6. Learner discovery of generalizations or rules underlying the functional expression or structure. This should include at least four points: its oral and written forms (the elements of which it is composed, e.g. "How
about + verb + ing?"); its position in the utterance; its formality or informality in the utterance; and in the case of a structure, its grammati­cal function and meaning....

7. Oral recognition, interpretative activities (two to five depending on the learning level, the language knowledge of the students, and related factors).

8. Oral production activities-proceeding from guided to freer communica­tion activities.

9. Copying of the dialogs or mini-dialogs or modules if they are not in the class text.

10. Sampling of the written homework assignment, if given. Evaluation of learning (oral only).

Teaching points are introduced in dialogue form, grammatical items are isolated for controlled practice, and then freer activities are provided. Pair and group work is suggested to encourage students to use and practice functions and forms. The methodological procedures underlying these texts reflects a sequence of activities represented in Littlewood (1981, p. 86) as follows:

Ø Pre-communicative activities

Ø Structural activities

Ø Quasi-communicative activities

Ø Communicative activities

Ø Functional communication activities

Ø Social interaction activities

14. Communicative Language Teaching as a learned- centered and experienced – based method. There are many ways to teach language. One is called Communicative Language Teaching (CLT). This method is learner-centered and emphasizes communication and real-life situations.
1. Learner-Centered
-The role of the instructor in CLT is quite different from traditional teaching methods. In the traditional classroom, the teacher is in charge and "controls" the learning. In CLT the teacher serves as more of a facilitator, allowing students to be in charge of their own learning.
-The teacher still sets up exercises and gives direction to the class, but the students do much more speaking than in a traditional classroom. This responsibility to participate can often lead to an increased sense of confidence in using the language.
*In traditional methods of language teaching, the teacher is the expert and carries the responsibility for students' learning.
*in CLT, the teacher becomes a facilitator of learning. The teacher is the expert and carries the responsibility for students' learning
2.Communication
-Language is used for communication. For this reason, CLT makes use of communication to teach languages. Whereas traditional language teaching places a lot of emphasis on grammar rules and verb conjugations, CLT emphasizes real-life situations and communication in context (Galloway, 1993). While grammar is still important in the CLT classroom, the emphasis is on communicating a message.
*In CLT, students practice everyday situations that involve communication, such as asking someone for the time.
*In CLT, students practice real-life situations, for example, buying food at the market or asking someone for directions.
-In these exercises, the goal is for the student to communicate his or her needs and thoughts, without worrying about having perfect grammar.
3.Social Context
CLT also stresses social and situational contexts of communication. For example, in many languages, the form of "you" changes depending on the age and status of the two speakers. Addressing a person in the proper way can make a big difference in having a successful exchange, even if the verb tenses aren't right.
*In CLT, students learn about language in social contexts, such as the difference between speaking with an elder and a peer.
4.CLT and Multimedia
Multimedia is an ideal way to teach language using CLT as the theory. It allows for realistic simulations of communicative situations. Many such programs are games, such as "A la rencontre de Philipe" or "Who is Oscar Lake?". They place the learner in a situation in which understanding basic communication, and social and cultural contexts are vital to advancing in the game.

The communicative approach in language teaching starts from a theory of language as communication.The goal of language teaching is to develop what Hymes ‘1972’referred to as “communicative competence”.Hymes’s theory of com.comp. was a definition of what a speaker needs to know in order to be communicatively competent in a speech community.In Hymes’s view a person who acquires com.comp. acquires both language and ability for language use.6.Learner-centered and experience-based CLT.1.Every lesson and class is different. The content depends on what the teacher wants to achieve in the lesson.2.Students who are interested in, involved in and enjoy what they are studying tend to make better progress and learn faster.3.There's more to teaching students how to communicate in English than just showing your genuine interest and respect. Only for those who really speak discussions can be interesting.4.Language is the basic human means of expansion in space and time.5.To really speak some serious preliminary work is necessary; and during this work free speaking seems to be a waste of time. Students feel like being inside a labyrinth and are unaware what is right round the nearest corner; they are not ready psychologically to take off and see the labyrinth from above. Their attention collapses and they fail to see the wood for the trees. This is crucial and no explanation or persuasion helps a bit.7.When they carefully devise their statements, they can't be deprived of giving themselves time; they work within random time frames thus leaving the teacher unable to control and manipulate their psychological timing. 8.When students speak freely, they don't actually develop their speech habits. They learn to crawl, not to fly.