The best way to apply this approach in our classrooms is in a collaborative way between our students and their classmates, discussing topics of their liking, forming working pairs in which they will develop the explanation of the selected topic, giving their points of view and why they selected that theme.
This will help us students to learn by listening and speaking

When we are aware of these mental actions, monitor them and control ourlearning processes it is called metacognition

How to Apply
this approach refers to learning through relevant stimuli
when our stimuli are not relevant we make mistakes by perceiving optical illusions
One way to use this approach in our classroom is by playing a hot potato ball by throwing the ball at our students, seeing how they react to this situation by asking questions from the class before whoever has the ball of paper.

This ‘functional’ approach to the study of Antisemitism, however, has often been criticized, since it describes the dynamics of Antisemitism, not its sources. In applying it, one tends to stress the changing needs of the non-Jewish environment and neglect the search for a single explanation, based on Jewish uniqueness and history. In order to do that it is necessary to go back to a point in time, in which the forces of tradition may be, at least partially, neutralized and begin ‘in the beginning.’
The main goal of functionalist approaches is to clarify the dynamic relationship between form and function 
Functionalist perspectives have gained more ground over the past decades with more linguists resorting to functional explanations to account for linguistic structure. The authors in this volume present the current state of functional approaches to linguistic inquiry expanding our knowledge of language and linguistics. 
This approach is normally applied, they would be organized on the basis of individual functions and the exponents needed to express these functions. For example, 'introduce yourself', perhaps followed by the 'make requests' function, with typical exponents like' Can I ...? ', "Could you ...?'," Okay if I. ..? 'and so on. These are often practiced in the form of communicative exercises that involve pair work, group work, and role plays.

Example
Practising question forms by asking learners to find out personal information about their colleagues is an example of the communicative approach, as it involves meaningful communication.

In the classroom
Classroom activities guided by the communicative approach are characterised by trying to produce meaningful and real communication, at all levels. As a result there may be more emphasis on skills than systems, lessons are more learner-centred, and there may be use of authentic materials.

Learners in environments using communication to learn and practice the target language by interactions with one another and the instructor, the study of "authentic texts" (those written in the target language for purposes other than language learning), and the use of the language both in class and outside of class.

Learners converse about personal experiences with partners, and instructors teach topics outside of the realm of traditional grammar to promote language skills in all types of situations. That method also claims to encourage learners to incorporate their personal experiences into their language learning environment and to focus on the learning experience, in addition to the learning of the target language.

According to CLT, the goal of language education is the ability to communicate in the target language.This is in contrast to previous views in which grammatical competence was commonly given top priority.

CLT also positions the teacher as a facilitator, rather than an instructor. Furthermore, the approach is a non-methodical system that does not use a textbook series to teach the target language but works on developing sound oral and verbal skills prior to reading and writing