Western philologists and linguists have studied grammar and vocabulary much longer than pronunciation. For this reason, grammar and vocabulary have been much better understood by most language teachers than pronunciation, which began to be studied systematically shortly before the beginning of the twentieth century. In the 1960s the Cognitive Approach, influenced by transformational-generative grammar(Chomsky 1959, 1965) and cognitive psychology(Neisser 1967), viewed language as rule-governed behavior rather than habit formation It deemphasized pronunciation in favor of grammar and vocabulary because, its advocates argued, (1) nativelike pronunciation was an unrealistic objective and could not be achieved (Scovel 1969); and (2) time would be better spent on teaching more learnable items, such as grammatical structures and words. The Communicative Approach, which took hold in the 1980s and is currently dominant in language teaching, holds that the primary purpose of language is communication, using language to communicate should be central in all classroom language instruction. This focus on language as communication brings renewed urgency to the teaching of pronunciation, since both empirical and anecdotal evidence indicates that there is a threshold level of pronunciation for nonnative speakers of English; if they fall below this threshold level, they will have oral communication problems no matter how excellent and extensive their control of English grammar and vocabulary might be.This paper proposes that through a thorough knowledge of the English sound system and through familiarity with a variety of pedagogical techniques, many of which should be communicatively oriented, can teachers effectively address the pronunciation needs of their students. Pronunciation teaching through communicative activity is especially focusing on English classroom in the elementary school.