交际语言教学（CLT）是一种主要关注课堂内外互动和功能性交流的方法。Howatt（1984）提到CLT有两种版本，分别是强版本和弱版本。强版本强调在特定情境或话题下进行英语教学和学习，意味着教师和学生不需要提前准备任何材料，而弱版本则强调适合并满足学生学习需求的目标语言点。

Communicative language teaching (CLT) is an approach which mainly focuses on interaction and functional communication inside and outside classroom.  Howatt (1984) mentions two versions of CLT called strong version and weak version. The first one  emphasizes on  teaching and learning English with a certain situation or a topic, which means teachers and students do not need to prepare anything in advance, while, the weak version also stresses the target language points which are suitable and meet the students learning needs.

在典型的EFL课堂中，教师设计了大量的教学任务（TBL）让学生完成，通过足够的练习，学生在课堂结束时不仅能够充分理解目标语言，还能毫不费力地使用它。课堂流程如下:首先，我们使用热身活动来吸引学生的注意力。这些活动也是增强师生关系的良好且有效的方式。我们通常不会用“现在开始上课”这样乏味的方式来开始一堂课。例如，教师写下一个数字12并让学生猜测其意义。这个数字应该指代教师生活中的一件重要的事情，学生们很愿意了解这些所谓的教师的私人信息。

In a typical EFL class, teachers design a large number of tasks (TBL)  to ask students to complete which can drill them enough, so at the end of the class, they not only fully understand the target language but can use it effortless. The class procedure is as follows. To begin with, we use warm-up activities to draw students attention. These are also a good and effective way to enhance the rapport between the teacher and students. We normally do not start a class by saying now class begins, which is so boring and dull. Take one activity as an example, the teacher writes down a number 12 and asks students to guess the meaning. This number should indicate one important thing that appears around the teacher’s life. The students are willing to know these so called teachers private information.

在此之后，教师使用视频、图片或实物引入课程主题或话题，并让学生在小组内开始讨论。教师作为引导者会在学生需要帮助时提供支持。在此过程中，教师总是使用ICQ（指令检查问题）和CCQ（概念检查问题）来检查学生的理解，这为学生提供了安全的学习氛围。同时，教师还注意减少TTT（教师讲话时间）。

Then, the teacher uses videos, pictures or realia to lead in the theme or topic of the lesson and asks students to begin discussion within the group. The teacher as a facilitator will support them when they need help. During this session the teacher always uses ICQ (Instruction Checking Questions) and CCQ (Concept Checking Questions) to check students understandings, which offers students a safe learning atmosphere. Meanwhile, the teacher pays attention to shorten TTT as well. (Teacher Talking Time)

接下来，教师会呈现重点学习内容，包括基本词汇和语法点。无论是哪个内容，教师都会采用MFP模型进行短时间教学。MFP代表含义、形式和发音（在教语法时也可指目的）。而后，教师给学生布置一定的任务，这些任务既能起到练习效果，又能向学生的知识掌握水平发起挑战。这些任务并不是只关注语言形式的传统任务，而是能够在现实生活中使用的任务。另一个例子是，教师向学生展示“应该/本应该做某事”的结构后，会引导大家进行文本分析，让学生们有机会在小组内制作自己的对话并在课堂上展示。通过弱版本的CLT，学生们能够在整个过程中热情投入并积极参与到语言课堂。最后，他们还会根据指导完成“测评检查”，进行自我评估。

After that, the teacher will present key learning contents which cover the essential vocabulary and grammatical points. Not matter which one, teachers will employ MFP model to start the mini teaching. MFP stands for Meaning, Form and Pronunciation (or purpose when teaching grammar). Next, the teacher gives students a certain tasks that can drill and challenge students. These tasks are not the traditional ones which only focus on the form of the language, they are the ones which will be used in real life. Another paradigm is after the teacher shows students the structure of “should/would have done something,  a conversion has been given to students to do text analysis and they are given a chance to make their own dialogue in the group and later perform in the classroom.  Through the weak version  CLT, students feel excited and are motivated to be engaged in the language classroom  In the end, they are given the “exit ticket” to finish the self-assessment.