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Littlewood (2002: 16) states that ―the activities in CLT are described as
pre-communicative‖. This meant that the learners are not engaged in activities

where their main purpose is to communicate meanings affectively to partner (or
reader in written form). Rather, the students‘ main purpose is to produce certain

language forms in acceptable way. The students are generally prompted to use

these language forms by the teacher‘s instruction. Alternatively, the teacher may
have designed the activity so as to provide an opportunity for learners to produce

language that they had recently learnt both spoken text and written text accurately
and grammatically.

In such an activity, it is impossible to state whether an individual learner
sees his purpose as being primarily; (a) to communicate meanings intelligibly, (b)

to produce correct language, or (c) to do both in equal proportion. Littlewood

(2002: 16) deciphered that ―the activity in communicative language teaching
perspective depend on how the teacher presents the activity and whether the

learner expects his performance to be evaluated according to its communicative

effectiveness, its grammatical accuracy, or both.‖
Similarly, in a question and answer activity in CLT process designed to

practice a specific structure, the teacher may often make the learners perceive the
interaction as more communicative if he responds to the content of what they say

as well as to its linguistic form. From this, Richards (2006: 18), Littlewood (1981:
16) mention this process of CLT as ―pre-communicative activities.‖ The CLT

writing also focuses on pre-communicative activities such as giving the students

about grammar before they are writing intercultural topics or cultural texts.
Brown (1994: 43) also explains that classroom activities in CLT have

some characteristics. First, classroom goals are focused on grammatical,
discourse, functional, sociolinguistic, and strategic competences. Second,

language techniques are designed to engage learners in a functional use of
language for meaningful purposes. Third, fluency and accuracy are seen as

complementary principles underlying communicative techniques. Fourth, students

have to use the language, productively and receptively. Fifth, students are given
opportunities to focus on their own language process through an understanding of

their own styles of learning and through the development of appropriate strategies

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