The Strategic Application Of The Communicative Approach In Rural Senior Middle School English Class

English is of consequence to the middle school education. But as the affection and limitation of the traditional teaching and current bad conditions, English teaching is a weakness all the time in rural senior middle school. With the advancing of quality education and actualizing of Standards of New National English Curriculum, how to improve students'language applying competence will be attached importance to. This paper analyzes the characteristics of Communicative Approach,the actuality of the English teaching in the rural senior middle school and discuss how to apply and implement Communicative Approach effectively. Consequently, it provides some tips as to how to cultivate and develop the rural senior middle school students' communicative competence and other applying competences in the foreign language.This dissertation is divided into five parts, including an introduction and four chapters. Firstly, this paper clarifies the research's background and significance. Then, it reviews the definition, historical background, academic base and social causation of communicative approach, states the principles and direction. It also analyzes the applying situation of the communicative approach in China's rural senior middle schools and use questionnaires for the students and teachers to gather the information of the applying circumstances, and summarizes that it unavoidably has its own shortcomings and limitations like any other approach or teaching methods, but it also has advantages which any other methods do not have. In order to help the students learn English better and develop their language applying competence well, the fourth part brings forward a way that the schools add oral English classes to achieve the aim. Through the six-month experimental teaching, the results show that this strategy can make the communicative approach play its full role and provide a better service for rural senior middle schools'English teaching and learning. It is not only suitable for the oral English class teaching, but also suitable for the general English teaching class. In the last part, the paper makes a conclusion to this strategy.