Of all the methods, namely Grammar Translation Method Direct Method, Oral Method, Audio-Lingual Method, Bilingual Method,

etc., the Communicative Language Teaching (CLT) has become the umbrella approach with an accepted norm. All other methods are teacher centered or teacher directed in one way or the other. CLT probes the nature of social, cultural and pragmatic features of a language and promotes learner autonomy. CLT is a generic approach and it lays emphasis on learning communication through interaction. Compared to the traditional language methodology, the CLT method gives greater freedom and scope for the learners to break the circle of bondage as a passive observer. CLT method, as observed by David Nunan (1991:279) provides opportunities for learners to focus not only on the language aspect but also on the process of learning it self. It gives us a scope to link class room language learning with language activation out side the class room. Changing the role of the teacher as a dictator, this method shapes the teacher into a facilitator, guide and a mentor. Students work individually, in pairs and in small groups with selected authentic, real life situation materials and case studies. It provides an opportunity to learn the language through several activities and communicative events like information gap activities, jigsaw activities, task completion activities, information gathering activities, opinion sharing activities, information transfer activities, reasoning gap activities, role plays etc., CLT method can be adopted for teaching a language both in Content-Based Instruction (CBI) and Task-Based Instruction (TBI) - called in brief the Process Based CLT approaches. Though they are described as extensions of the CLT movement, they take different routes to achieve the goals of CLT. (Jack C. Richards, 2001). Normally in most of the classrooms, while following Content-Based Instruction (CBI) content is covered and language focus is ignored, though the content chosen is prepared around the aspects of grammar, vocabulary, skills, functions etc., CLT helps teachers to devise a number of lessons/ activities with a focus on reading, writing, listening and oral presentation skills, and group discussions as are found in standard course books which are designed to develop LSRW skills.