الفهرس 
IntroductionOnly 14 pages are availabe for public view
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Abstract
This study is designed to improve communication in educational organization. Communication starts with active listening, where one seeks to understand before being understood. Communication happens at many levels within the organization, both formally and informally. It is essential to communicate effectively in both settings.
Communicative language teaching methodologies kept evolving and became more clearly defined in the 1970s and 80s, but there are many methods that preceded the communicative method, many of these methods never became widely adapted and had only a short shelf life.
This is not to say that these methods did not contribute to the field of language teaching, by comparison, some of these methods have helped shape and continue to have an influence on the field in many ways. For example, Total Physical Response, which James Asher (1969) originally developed as a method to teach language by combining action and speech, is still widely used. Many practitioners, however, promote and use Total Physical Response as a technique to introduce some vocabulary or grammatical structures ( Richards and Rodgers, 2001).
Richard (2006: 14) discusses the basic aim of communicative teaching is to improve fluency of the language. Thus, “fluency is the natural language use occurring when speakers engaged in meaningful
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interaction”. In other word, teachers should encourage students to express their ideas and discuss them in groups to avoid potential breakdowns in communication.
According to Byrne( 1981: 63), , Coulthard, (1977: 139), Heaton, (1984: 3), Richards & Rodgers, (2003: 157), Yule, (2003: 193), the communicative method is a more recent revision of second language learning where the students learn to produce communicative acts in a relevant sequence in which it should match the growing ability of the learners to express themselves and communicate with the same ease and fluency as native speakers by making fluency and acceptable language as the primary goal.
1.2 Context of the Problem
The new textbooks and the consequence of the sudden change of the syllabus in few years were confusing to secondary school teachers in Iraq, therefore they need to develop their performance by attending training programs. Al-Akraa in (2013) analyzed the new textbook in teaching and learning English in Iraq. This study investigated how the grammar and vocabulary were represented and whether the methods used in introducing grammar and vocabulary in Iraq textbook were appropriate for the level and age of students. It aimed to analyze an official Iraq textbook. This textbook was published and adopted only recently, so evaluating it was an urgent need and has a great value