Homophone for Band

Homophone for Band The words band and banned  are  homophones: they sound alike but have different meanings. Homophone for Band As a noun, band refers to a musical group or to any group of people joined for a common purpose. In addition, the noun band means a ring, a restraint, a belt, or a specific range of wavelengths or radio frequencies. As a verb, band means to mark with a band or to unite for a common purpose (band together). Banned is the past and past-participle form of the verb to ban, which means to forbid or prohibit. Examples Whenever possible, the individual members of the band travel from gig to gig by rented car.​The diadem is a band of gold more than an inch in width and eighteen inches in length.​The demand for new radio stations in the 1960s prompted the FCC to push new licensees into the FM band.​In 1926, H.L. Mencken was arrested in Boston for selling a banned copy of the American Mercury magazine. Practice (a) Chuck and his friends formed a rock _____, but they had trouble finding an instrument for Amos to play.(b) My father used to hide _____ books in a little vault he had built in the basement.(c) The rival factions were forced to _____ together to protect their homes against a new enemy. Answers (a) Chuck and his friends formed a rock  band, but they had trouble finding an instrument for Amos to play.(b) My father used to hide  banned  books in a little vault he had built in the basement.(c) The rival factions were forced to  band  together to protect their homes against a new enemy. Answers to Practice Exercises: Band and Banned (a) Chuck and his friends formed a rock band, but they had trouble finding an instrument for Amos to play.(b) My father used to hide banned books in a little vault he had built in the basement.(c) The rival factions were forced to band together to protect their homes against a new enemy. Glossary of Usage: Index of Commonly Confused Words

Tu Quoque - Ad Hominem Fallacy That You Did It Too!

Tu Quoque - Ad Hominem Fallacy That You Did It Too! Fallacy Name:Tu Quoque Alternative Names:You did it too! Fallacy Category:Fallacies of Relevance Ad Hominem Arguments Explanation of the Tu Quoque The Tu Quoque fallacy is a form of the ad hominem fallacy which does not attack a person for random, unrelated things; instead, it is an attack on someone for a perceived fault in how they have presented their case. This form of the ad hominem is called tu quoque, which means you too because it typically occurs when a person is attacked for doing what they are arguing against. Examples and Discussion of the Tu Quoque Usually, you will see the Tu Quoque fallacy used whenever an argument has gotten very heated, and the possibility of civil, productive discussion may have already been lost: 1. So what if I used an ad hominem? You insulted me earlier.2. How can you tell me not to experiment with drugs when you did the same thing as a teenager? As you can see, the arguers in these examples are trying to make the case that what they have done is justified by insisting that the other person has also done the same. If the act or statement in question was so bad, why did they do it? This fallacy is sometimes referred to as two wrongs dont make a right because of the implication that a second wrong makes everything alright. Even if a person is completely hypocritical, though, this does not mean that their advice is not sound and should not be followed. Tu Quoque and Sincerity This fallacy can also occur more subtly, for example, by attacking a persons sincerity or consistency: 3. Why should I take your arguments for vegetarianism seriously when you would accept a transfusion of blood that has been tested using animal products, or accept medication that has been tested using animals? The reason this example qualifies as a tu quoque fallacy is because the argument reaches the conclusion I dont have to accept your conclusion from the premise you dont really accept your conclusion either. This looks like an argument against the consistency of an argument for vegetarianism, but it is actually an argument against a person arguing for vegetarianism. Just because a person fails to be consistent does not mean that the position they are arguing for is not sound. You can be inconsistent in following a sound principle and consistent in following an unsound principle. This is why the consistency with which a person follows what they are arguing for is irrelevant when it comes to the validity of their position. Of course, this doesnt mean that it is illegitimate to point out such glaring inconsistencies. After all, if a person does not follow their own advice, it may be that they dont believe it themselves - and if that is the case, you can ask why they want you to follow it. Or maybe they dont understand what they are saying - and if they dont understand it, it is unlikely that they will be able to present an effective defense for it. You Would Do It Too A closely related tactic is to move from saying you did it, too to saying you would do it too if you had the chance. In this way, people can construct arguments like: 4. The leaders of that country are insane, and would attack us if they had the chance - so we should attack them first and thus protect ourselves.5. Christians would persecute us again if they were given the opportunity, so whats wrong with persecuting them first? This is fallacious for the same reason that the usual tu quoque is a fallacy - it doesnt matter what someone else would do if they had the chance because that alone doesnt make it right for you to do it yourself.

Exploiting Competitive Advantages Using Business Strategy Essay

Exploiting Competitive Advantages Using Business Strategy - Essay Example â€Å"Companies with significant market share create a problem for competitors because these competitors will have to rely on "stealing" market share away from the competition; they can't just create a business out of thin air† (Teenanalyst, 2009). A strategy that the company uses to capitalize on its low-cost strategy is aggressively targeting customers through smart marketing campaigns. The use of marketing has helped the company get the word out about the good prices the company offers. On many occasions, the company offers outstanding value through special sales of products. The best evidence that the strategies used by the managerial staff of the organization are effective is the fact that Wal-Mart is the industry leader in the retail industry. The profitability of the company is further evidence of the dominance of the company. The net margin which is a financial metric that illustrates the absolute profitability of an organization is 4% (Walmartstores, 2012). A few year s ago I worked at a company that utilized the niche generic strategy to market its products. â€Å"A business that focuses on a niche market is addressing a need for a product or service that is not being addressed by mainstream providers† (Ward, 2012). ... Most people in this hobby lose several planes each year to crashes. The best proof that the niche strategy used by the company was effective was that during the beta test trials the product received outstanding reviews from the clients. Despite the fact that the company had a good niche strategy and an excellent product WRM failed as a business venture due to the fact that the ownership team did not have sufficient operating capital to move into the commercialization stage of the product. A company that is currently using the generic strategy of differentiation is the automobile maker BMW. BMW sells cars that are different than most cars in the marketplace due to the super quality, performance, suspension, design, and luxury. The differentiation strategy has helped this company build a great reputation and brand value Evidence that the strategy the company uses is effective is the fact that BMW charges a premium price for its products.  

Should women in the military services be assigned combat duties Research Paper

Should women in the military services be assigned combat duties - Research Paper Example This paper supports women to be in military and fights against the laws kept across to prevent them from combat. People are trying their best to introduce women in combat, by according to the data taken during combat, majority of the death encountered during hostilities are of women. Even though, the paper supports women in combat, they are killed during the war. This paper explains two major factors that resulted to need of women in the forces. During a congress in the military service, they had problems recruiting and retaining a good number of qualified males, turning their attention into training women. The second thing was that there was a movement to have equal rights for women in the 1960s and 1970s. I will use this resource to will avail information in the paper regarding the movement that resulted to equal opportunity in jobs, including national defense and the removal of laws against them. Michele M, and Johnson D. Women in Combat compendium. Washington,DC: Government Print ing Office, 2012.Print. Michele and Douglas are in the U.S army college who conducted research for the army and the department of defense. This book explains the compendium requested by Colonel Putko for the support of a study based on women in combat. Douglas Johnson agreed but had to put a condition to monitor the women’s performance in the field. It is seen that the motion is one of the greatest emotion, and women wish to be part of the military. Research in the U.S army shows that approximately 15 percent are made up of women. This paper still indicates that it is impossible to apply rules that exclude women from combat due to the current battlefield. Enforcing the laws result to the reduction of combat capabilities, putting down the professional development of women and bringing on a serious reduction of readiness during warfare. The two major points supporting the combat of women is that, the combat nature has changed and the rules that were earlier enforced do not fit in the current situation. There is no doubt that women can perform their duties in the combat situation, apply self-defense with great skills, which in essence, is equal to the male comrades. I will use this resource to provide the paper with details on the importance of women on combat duties. Solaro E. Women in the Line of Fire. Emeryville,CA: Seal Press, 2006. Print. This book truly explains the facts of women in combat that was fought in the history of America. Success is shown in women in ground combat after a success in their mission, despite their exclusion. It is inevitable for the U.S to lack tactical and clear frontline women to engage with Iraqi women during the war. The book shows gender discrimination in the military and the government as there is a different in what women are supposed to do and what they are doing. The women capabilities in combat are assumed rather than being assessed. Leadership diversity should be encouraged where women are integrated in all sectors of the military, to make an effective military. Women who have participated in combat services should be recognized, but the bans prevent them from being rewarded materials of combat veterans. Repealing the law put up to prevent women from combat is very necessary for gender equality. Both male and female should be given equal opportunity in combat. In the ranks, distribution women are offered the lowest ranks,

Ducati Essay Example for Free

Ducati Essay Patrick EnglandDucati individual write up #3 Management 495 2/7/2012 Can Ducati sustain its position in the sport segment? Can Honda and other Japanese manufactures stop its growth in this segment? The ability for Ducati to sustain its position in the sport segment of motorcycles is going to depend on management’s ability to stay focused on keeping their image and story alive and in the minds of the motorcycle community. If management continues its current trend I believe that they can sustain their position, although there are challenges posed by the Japanese firms and changes in Ducati itself can also play a role in their ability to maintain their growth and position as the high end advanced sport bikes. Ducati’s decision to move from a mechanical company to an entertainment company could be the source of its success or its failure. The company to this point in 2001 had become known for their exotic engineering and design, focusing on beating the completion by any means, even if it involved producing a bike that many might call ugly or not the traditional motorcycle, so Ducati was running the risk of turning away the very customers and removing the image that had built them to the company they had become. But the decision made by Minoli, to become more of an entertainment company and to produce products that could be attractable by a wider variety of customers could also spur growth and market share that the company desperately wanted and needed if it was going to continue to compete with the Japanese bikes. I believe that if the management at Ducati can continue to make this â€Å"turnaround† hold and follow through with the goals laid out in it, then yes they can sustain their position, although any deviation or getting lack in the respects of implementing these long term goals will in my opinion hurt them greatly, for it is the image and the brand that Ducati represents that makes their products wanted. If they try too hard to copy the functions and company structure of competitors they very well may be destroying their core competitive advantage of image and product uniqueness. Japanese manufactures have been pushing hard in the sport market and have the capital and business structure to make a full fledge effort to take market share in the sport division. Honda and others have the ability to mimic the aspects of Ducati that have made them so revered by customers (mainly new technology and exotic styling) while still maintain their reliability and cost advantage. They will still continue to struggle with the â€Å"cookie cutter† image that has plagued them throughout their history, and I believe that if they can try to separate products in their sport division and create the image of uniqueness and exoticness that people associate with Ducati, then they definitely can pose a serious threat.

I Hate Needles :: Personal Narrative

I Hate Needles    Dr. Ross’ comments: As part of our study of American Literature, my class and I explore the continuing theme of â€Å"connection to community† as revealed by the writers. I also offer my students bonus points for performing a community service and writing about their own â€Å"connection to community† as discovered through their act of service. This student chose to donate blood and writes a surprisingly delightful description of her experience. She humorously finds her own good connections. I hate needles. That doesn’t come as a shock to most people who know me. I’m a wuss. I have a fairly long list of phobias, but needles rank right up there at the top. I once read somewhere that public speaking is the number one fear of most Americans. Coming in a not-so-close second place was death. So the way I interpret that statistic, that must mean that at a funeral, most people would rather be in the casket than giving the eulogy. That’s pretty shocking. So what does this have to do with my fear of needles, you may ask? Not much. I just figured that since this paper is for extra credit, I can pretty much write whatever I want and not have to worry about getting a bad grade for being creative, so I just thought I’d throw that in there for giggles and make it a little more entertaining. But it actually does tie in. Can you guess what the third-ranking fear of most Americans is? Needles. (Okay, not really. I made all that up, but I hear t hat 90% of all statistics are made up anyway, so I guess it is possible that I could’ve read that somewhere.) So I’m terrified of needles, but they say that what doesn’t kill you makes you stronger, and I am certainly banking on that to be true every time I go to the Blood Center to donate blood, which is about every two months. I don’t like it, but it’s just such a good thing to do. I used to give whenever they would come around in those buses, but I stopped doing that after my first visit to the Blood Center. I discovered that you get much more individual attention when you go to the Blood Center at about seven o’clock on a Thursday night.

Communicative Approach

MY BEST APROCHE IN ENGLISH LANGUAJE TEACHING : THE COMMUNICATIVE APPROCHE I. Problems in the present English teaching and causes of these problems II. Introduce the communicative approach 1. The definition of communicative approach 2. Two principles of communicative approach †¢ Create a realistic situation †¢ The class should be students-centered III. Adopt communicative approach to improve students ability to listen and speak, and achieve the goal of English teaching 1. Three stages in communicative teaching 2. Communicative activities in class . Achieve the goal of English teaching through communicative approach IV. Conclusion ____________________________________________________________ _________ Abstract Language is a means of communication. Although it is not the only form of communication among human beings, it is certainly the most important. English teaching is to teach the students how to communicate with each other, to train the students good and complete language ability, to express their ideas correctly and to easily adjust themselves to every kind of social situation. English teaching is a case in point. This paper is to discuss some problems of present English teaching approach, to state the principles and advantages of communicative approach, and to give some advice on how to make the English class more communicative and improve the student’s ability of listening and speaking. I. Problems in the present English teaching and causes of these problems As present, English teaching reform has been carried out in schools, some teaching reform has been succeeded, but there are still some problems in English teaching. The students who have had several years of training in English with classical approaches are still unable to actually use the language. For example, the students can’t understand what the teachers have said and they can’t express themselves, their ability of listening and speaking is not up to standard, and also they can’t communicate with others in English. Now the teachers have been faced with the problem of improving the student’s ability of listening and speaking. II. Introduce the communicative approach 1. The definition of communicative approach Communicative approach refers to the theory of teaching according to the principle that the students and teachers should genuinely communicate with each other using the target language. 2. Two principles of communicative approach Among the numerous principles of communicative approach, there are two pieces of principles, which are more important English teaching. 2. 1 Create more realistic situation The current teaching methods don’t emphasize the real world situations and fail to cultivate student’s spontaneity. Artificial conventions and mechanical question-and-answer sequences fall short of the flexible, spontaneous kind of communicative interaction required for performing a task with the context of situation relevant to the real world. Such classroom teaching forces learners to talk about things that are not of their own choosing and not based on their actual needs. Taught in this way, the learners frequently fail when they are faced with the read to produce the language related to a specific situation. Simulation techniques seem to be a better alternative, as they seek to place learners in a situation where they are asked to take on different roles and to. Accomplish their specific tasks, including problem solving. They offer an opportunity for the learners to practice using the language in the right place at the right time and as appropriately as possible. The most obvious advantage of these kind of techniques is that it puts the learners in realistic situations. By simulating the physical circumstances of certain situations, the students can have the opportunity to use and to practice the sort of language, particularly the vocabulary related to that situation, so that learners are rehearsed for real life. In addition, they can express what they want to say whenever the situation calls for it. The teacher provides the best conditions for learning through creating the realist situation. 2. 2 The class should be students-centered The focus of classroom should be shifted from the teacher to students. The teacher does most the talking and always has the whole class under his strict control by lecturing, questioning, correcting students and often supplying correct answers to the exercises. In such a class, the teacher is obviously the most authoritative person. Students always act according to what the teacher wants them to accomplish put not what they themselves want to accomplish. So it appears that sometimes, even if the students have understood the text they are reading, they do not have the courage to speak out when called upon, for fear that they may not be right. The class should be learners-centered. Communicative approach makes learners to be themselves and requires the classroom instructor to play a secondary role, trying to keep focus on the students not on himself and encouraging students to communicate among themselves. The role and relationship between the teacher and students are fixed by the students-centered principle. It is to say that the students are the main part in communication, while the teacher helps the students to communicate. III. Adopt communicative approach to improve students ability to listen and peaking 1. Three stages of communicative teaching The teacher can divide the student’s learning into three stages: 1. – The first stage, the teacher is a sort of information: he selects material to be learnt and presents it so that the students can understand it and remember it as clearly as possible. The students may do little talking but they should by no means be passive. 2. – The second stage is the p ractice stage. Let the students do the talking organized from cue by the teacher: this practice should be meaningful and memorable. 3. The third stage makes the students to be allowed, under the guidance of the teacher, to use the language freely, even if they make some mistakes as a result. This requires a more flexible attitude from the teachers to mistakes, if the student is constantly stopped and corrected, then eventually he will become discouraged and cease to be motivated to speak. If the students can use the language for themselves, then they become aware that they have learnt something useful and are encouraged to go on learning: perhaps the most important factor is to keep up motivation in the learning process itself. We always talk about listening and speaking together. We must be aware of the fact that oral communication is a two-way process between speakers and listeners. In our class, both the teacher and students are speakers and listeners 2. The class communicative activities Communicative activity provides opportunities for positive personal relationships to develop among learners and teachers. Because of the limitation of the classroom, this requires the teacher to create more various social situations and relationships in the class. 1. Simulation: Learners are asked to imagine themselves in a situation which would occur outside the classroom, and they are asked to behave as if the situation really excited. 2. -Role-playing: is one method of getting the students to imagine they are someone else and play that part. 3. -Discussion: They must present their views in a more public context, there are sticker rules governing who speaks, when and to whom, and a higher level of formality is expecte d. The student’s ability of listening and speaking can be improved in discussions. 4. Interaction: There will also be increasing scope which gives learners greater responsibility for creating the interaction themselves. 5. -Pictures: Extremely useful visual aid. Pictures of people and places are much more interesting than ordinary objects. This is another chance for group work and genuine discussion. Other teaching aids are important techniques for creating a wider variety of social situations and relationships. Communicative activities are very important in language learning. It may be useful to consider briefly what the teacher might hope to achieve through the communicative activity in the classroom. Since this will determine his own attitude toward it and what he gives it in his overall methodology. The learners ultimate objective is to take part in communication with others. Their motivation to learn is more likely to be sustained if they can see how their classroom learning is related to this objective and helps them to achieve it with increasing success. . IV. Conclusion The traditional methods of teaching do not allow the learners to express their own ideas, activities and personality, which is though t to be important especially for students. For example, mechanical drills do not allow the students to express their own ideas, therefore, they will not be interested in listening, and their listening efficiency will be impaired. Under the present situation, communicative approach is a better way to improve our English teaching. For the teachers, the new method means more varieties to devise the lessons; for the students as well, the new method more opportunities to practice their listening and speaking, and to have the freedom to express themselves. Thus, the communicative approach makes the teaching more fulfilling. Just as some linguists have said: English language teaching should be made of communication by communication and for communication. English language teaching is an interdisciplinary subject for which human communication is an important source. The communicative approach is no doubt a manifestation of how this theory can be applied in the student’s English learning. It is a good teaching method to improve the student’s ability of listening and speaking. Communicative Approach MY BEST APROCHE IN ENGLISH LANGUAJE TEACHING : THE COMMUNICATIVE APPROCHE I. Problems in the present English teaching and causes of these problems II. Introduce the communicative approach 1. The definition of communicative approach 2. Two principles of communicative approach †¢ Create a realistic situation †¢ The class should be students-centered III. Adopt communicative approach to improve students ability to listen and speak, and achieve the goal of English teaching 1. Three stages in communicative teaching 2. Communicative activities in class . Achieve the goal of English teaching through communicative approach IV. Conclusion ____________________________________________________________ _________ Abstract Language is a means of communication. Although it is not the only form of communication among human beings, it is certainly the most important. English teaching is to teach the students how to communicate with each other, to train the students good and complete language ability, to express their ideas correctly and to easily adjust themselves to every kind of social situation. English teaching is a case in point. This paper is to discuss some problems of present English teaching approach, to state the principles and advantages of communicative approach, and to give some advice on how to make the English class more communicative and improve the student’s ability of listening and speaking. I. Problems in the present English teaching and causes of these problems As present, English teaching reform has been carried out in schools, some teaching reform has been succeeded, but there are still some problems in English teaching. The students who have had several years of training in English with classical approaches are still unable to actually use the language. For example, the students can’t understand what the teachers have said and they can’t express themselves, their ability of listening and speaking is not up to standard, and also they can’t communicate with others in English. Now the teachers have been faced with the problem of improving the student’s ability of listening and speaking. II. Introduce the communicative approach 1. The definition of communicative approach Communicative approach refers to the theory of teaching according to the principle that the students and teachers should genuinely communicate with each other using the target language. 2. Two principles of communicative approach Among the numerous principles of communicative approach, there are two pieces of principles, which are more important English teaching. 2. 1 Create more realistic situation The current teaching methods don’t emphasize the real world situations and fail to cultivate student’s spontaneity. Artificial conventions and mechanical question-and-answer sequences fall short of the flexible, spontaneous kind of communicative interaction required for performing a task with the context of situation relevant to the real world. Such classroom teaching forces learners to talk about things that are not of their own choosing and not based on their actual needs. Taught in this way, the learners frequently fail when they are faced with the read to produce the language related to a specific situation. Simulation techniques seem to be a better alternative, as they seek to place learners in a situation where they are asked to take on different roles and to. Accomplish their specific tasks, including problem solving. They offer an opportunity for the learners to practice using the language in the right place at the right time and as appropriately as possible. The most obvious advantage of these kind of techniques is that it puts the learners in realistic situations. By simulating the physical circumstances of certain situations, the students can have the opportunity to use and to practice the sort of language, particularly the vocabulary related to that situation, so that learners are rehearsed for real life. In addition, they can express what they want to say whenever the situation calls for it. The teacher provides the best conditions for learning through creating the realist situation. 2. 2 The class should be students-centered The focus of classroom should be shifted from the teacher to students. The teacher does most the talking and always has the whole class under his strict control by lecturing, questioning, correcting students and often supplying correct answers to the exercises. In such a class, the teacher is obviously the most authoritative person. Students always act according to what the teacher wants them to accomplish put not what they themselves want to accomplish. So it appears that sometimes, even if the students have understood the text they are reading, they do not have the courage to speak out when called upon, for fear that they may not be right. The class should be learners-centered. Communicative approach makes learners to be themselves and requires the classroom instructor to play a secondary role, trying to keep focus on the students not on himself and encouraging students to communicate among themselves. The role and relationship between the teacher and students are fixed by the students-centered principle. It is to say that the students are the main part in communication, while the teacher helps the students to communicate. III. Adopt communicative approach to improve students ability to listen and peaking 1. Three stages of communicative teaching The teacher can divide the student’s learning into three stages: 1. – The first stage, the teacher is a sort of information: he selects material to be learnt and presents it so that the students can understand it and remember it as clearly as possible. The students may do little talking but they should by no means be passive. 2. – The second stage is the p ractice stage. Let the students do the talking organized from cue by the teacher: this practice should be meaningful and memorable. 3. The third stage makes the students to be allowed, under the guidance of the teacher, to use the language freely, even if they make some mistakes as a result. This requires a more flexible attitude from the teachers to mistakes, if the student is constantly stopped and corrected, then eventually he will become discouraged and cease to be motivated to speak. If the students can use the language for themselves, then they become aware that they have learnt something useful and are encouraged to go on learning: perhaps the most important factor is to keep up motivation in the learning process itself. We always talk about listening and speaking together. We must be aware of the fact that oral communication is a two-way process between speakers and listeners. In our class, both the teacher and students are speakers and listeners 2. The class communicative activities Communicative activity provides opportunities for positive personal relationships to develop among learners and teachers. Because of the limitation of the classroom, this requires the teacher to create more various social situations and relationships in the class. 1. Simulation: Learners are asked to imagine themselves in a situation which would occur outside the classroom, and they are asked to behave as if the situation really excited. 2. -Role-playing: is one method of getting the students to imagine they are someone else and play that part. 3. -Discussion: They must present their views in a more public context, there are sticker rules governing who speaks, when and to whom, and a higher level of formality is expecte d. The student’s ability of listening and speaking can be improved in discussions. 4. Interaction: There will also be increasing scope which gives learners greater responsibility for creating the interaction themselves. 5. -Pictures: Extremely useful visual aid. Pictures of people and places are much more interesting than ordinary objects. This is another chance for group work and genuine discussion. Other teaching aids are important techniques for creating a wider variety of social situations and relationships. Communicative activities are very important in language learning. It may be useful to consider briefly what the teacher might hope to achieve through the communicative activity in the classroom. Since this will determine his own attitude toward it and what he gives it in his overall methodology. The learners ultimate objective is to take part in communication with others. Their motivation to learn is more likely to be sustained if they can see how their classroom learning is related to this objective and helps them to achieve it with increasing success. . IV. Conclusion The traditional methods of teaching do not allow the learners to express their own ideas, activities and personality, which is though t to be important especially for students. For example, mechanical drills do not allow the students to express their own ideas, therefore, they will not be interested in listening, and their listening efficiency will be impaired. Under the present situation, communicative approach is a better way to improve our English teaching. For the teachers, the new method means more varieties to devise the lessons; for the students as well, the new method more opportunities to practice their listening and speaking, and to have the freedom to express themselves. Thus, the communicative approach makes the teaching more fulfilling. Just as some linguists have said: English language teaching should be made of communication by communication and for communication. English language teaching is an interdisciplinary subject for which human communication is an important source. The communicative approach is no doubt a manifestation of how this theory can be applied in the student’s English learning. It is a good teaching method to improve the student’s ability of listening and speaking.