Language lab offers courses designed according Communicative Language Teaching Approach. Nowadays it is considered to be an umbrella approach to language teaching. It  is a concept of a broad "approach" to language teaching that encompassed various techniques, motivations for learning foreign language, types of teachers and the needs of individual classrooms and students themselves.

The Communicative approach does a lot to expand on the goal of creating communicative competence. Teaching students how to use the language is considered to be at least as important as learning the language itself. From very begining students are using language as in real-life situations, words, ready-made simple phrases etc. – language fluency is prefered to accuracy.

Learners are equipped with tools for generating unrehearsed language performance „out there“ when they leave the classroom. Teachers and learners are communicative partners in a cooperative venture.

Communicative language teaching uses wide range of activities including games, roleplays, dialogs, group work and discussions. 

Communicative language teaching can be applied in a variety of 'more specific' methods:
PPP approach

Cycle Diagram

Presentation represents the introduction to a lesson, and necessarily requires the creation of a realistic (or realistic-feeling) "situation" requiring the target language to be learned.  This can be achieved through using pictures, dialogs, imagination or actual "classroom situations".  The teacher checks to see that the students understand the nature of the situation, then builds the "concept" underlying the language to be learned using small chunks of language that the students already know.  Having understood the concept, students are then given the language "model" and angage in choral drills to learn statement, answer and question forms for the target language

Practise usually begins with what is termed "mechanical practice" - open and closed pairwork.  Students gradually move into more "communicative practice" involving procedures like information gap activities, dialog creation and controlled roleplays.  Practice is seen as the frequency device to create familiarity and confidence with the new language, and a measuring stick for accuracy.  The teacher still directs and corrects at this stage, but the classroom is beginning to become more learner-centered.

Production is seen as the culmination of the language learning process, whereby the learners have started to become independent users of the language rather than students of the language.  The teacher's role here is to somehow facilitate a realistic situation or activity where the students instinctively feel the need to actively apply the language they have been practicing.  The teacher does not correct or become involved unless students directly appeal to him/her to do so.