Since the appearance of Communicative Language Teaching (CLT) in the 1980s, it was popular among researchers, teachers, and students. That was because the CLT has distinct from other methodologies. The purpose of CLT is to cultivate the English abilities of children. This teaching approach is encouraging students to participate in the activities of the class, and to inspire the students to learn English forwardly. Early studies showed that English teaching in Taiwan gradually evolved under the influences of specific popular methods at different periods of time. For example, Yang (1978) surveyed junior high school teacher s and found that 42% of the teachers in that study reported that they employed the grammar translation method. Others used teaching methods including the Oral Approach (31.3%), lecture method (8.7%), and Direct Method (17.3%). Communicative language teaching makes use of real-life situations that necessitate communication. The teacher sets up a situation that students are likely to encounter in real life. Unlike the audio-lingual method of language teaching, which relies on repetition and drills, the communicative approach can leave students in suspense as to the outcome of a class exercise, which will vary according to their reactions and responses. The real-life simulations change from day to day. Students' motivation to learn comes from their desire to communicate in meaningful ways about meaningful topics. Instead of focused on the grammar teaching, CLT is emphasized that every single student can use the language by himself/herself well. Students may know the rules of linguistic usage, but be unable to use the language (Widdowson 1978). It became clear that communication required that students perform certain function as well, such as promising, inviting, and declining invitations within a social context (Wilkins 1976). In short, being able to communicate required more than linguistic competence; it required communicative competence. (Hymes 1971) - knowing when and how to say what to whom. The teacher of the class acts as a facilitator to establish the activities and the students are the roles of the interlocutors. The teacher simulates the dialogues that are our daily communications as a role play game. Though the game of role playing, students can create the sentences and use the words appropriately. During this role play game, if the students make some mistakes, the teacher should not correct them all the time. And the teacher should not talk too much in the class. Also, CLT let children know the festival customs of the Taiwan and foreign countries. CLT include authentic language input, creative language output, real-life language practice, and more listening and speaking. Besides it consists of variety of activities, such as role-play, problem-solving tasks, and group activities. The Communicative approach does a lot to expand on the goal of creating communicative competence compared to earlier methods that professed the same objective.  Teaching students how to use the language is considered to be at least as important as learning the language itself. CLT is a generic approach, and can seem non-specific at times in terms of how to actually go about using practices in the classroom in any sort of systematic way.  There are many interpretations of what CLT actually means and involves.