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age: context. When context and situation are involved in language speaking, it is time to get to the phase of real communication. By situation we mean events in which we consider such things as setting, participants, purpose, topic, etc. Context refers to the body of information that the body of information that results in language being used.[15] The ultimate goal for learning a language is to know in what situation certain pieces of language are used. In other words, learners achieve communicative efficiency including learning of both language and situation at the same time.With more and more profound awareness that the goal of using language should be communication rather than a subject which gives some knowledge on the surface. It is the uniqueness of learning and teaching a language as a communication tool that sets it apart from other courses taken in the classroom. Arising from the truth is communicative approach which becomes popular as time goes by. According to H.G.Widdowson, author of Teaching Language as Communication, Communicative approach is a teaching method which cultivates both learners linguistic competence and develop their communicative capacity.[16] It is an approach as against to some conceptual misunderstandings in traditional teaching method. For example, it is traditionally b elieved that language learning is studying the usage of systematic component. Readers will master the practical ability to use the language on the basis of this. But without the support of knowing about proper use on different occasions, the sole command of the language does not suffice for communication. So students must know the vocabulary, grammar, sentence patterns and how to apply those appropriately in contexts. 4.1 CriteriaThe application of communicative approach is to design various activities to activate students learning cell. There are at least five criteria for evaluating communicative classroom activities. 4.1.1 Communicative purpose Think of our daily communication in our mother tongue, more often or not we are exchanging information. We may ask others, where do you buy the clothes? or how much is it? Then we may get the answer such as I bought it from so and so store or twenty dollars. In a word, there must be some kinds of information gap that students seek to bridge when communicating. 4.1.2 Communication desire The activity must create a desire to communicate among students. Either for practicing the language or really to socialize with others, they must feel a real need to communicate.4.1.3 Focusing on content When the goal is set to communication, teachers should not always focus on form. Anyway, what we exchange is the content. That is why teachers encourage students to omit unimportant words in casual listening and reading. If teachers interrupt students too many times, students will feel disheartened and have no desire to continue even if they are willing to say. 4.1.4 A variety of language Though reciting often entails specific forms of language, it does not necessarily mean students could only use the language prepaired for them. These specific forms only offer students with reference. When they dont know which words to use, at least some options are available. So teachers should urge students to use a variety of language. The students should feel free enough to improvise, to play their expressions by ear, using whatever resources they choose. 4.1.5 No interruptionThe activities should be designed for students