The purpose of this study is to identify the communicativernneeds of the high schools in l..{ldAibsaba with resnect to thernlanguage skills and the language activities. The study requiresrninformation about the importance of language skills andrnlanguage activities to the students, and the frequency raternof performance of languaf,e activities by the students in therncourse of their study.rnTo achieve this aim, questionnaires were distributed torn64 teac~ers and 150 students; and interviews were administeredrnto 10 teachers and 13 students.rnThe teacher questionnaire aimed at investigating thernimportant language skills and language activities. Thernresults indicated that:rn- the macro-skills were important to the students in therncourse of their study in t~e order Listening-Reading-rnWriting and -Speaking;rn- the listening activities were important in the orderrnlisteninF, to explanations-discussions-instructions- andrnnote mak i ng ;rnparticipating in discussions, asking questions, and answerin~rnquestions were the important speakin~ activities in thatrnorder;rn-of the reading activities, readings of textbooks, otherrnrel~ted materials, handouts, ~nd assignMents were importantrnin that sequence; andrn- no t o maki ng , answer Lng ques t Lon s :Ln exaeri na t Lcn s and.rnwritin~ assign~ents ware the important writin~ activities.rnTho student qno st t onn aLre askcd t~.e studerrt s to raterntheir activity performance in the course of their study.rnThe findings indicated that wh~t wer0 considered the mostrnimportant activities by teachers WG~e not, in most cases,rnthe ~ost frequent activities students performed.rnInterviewing teachers and studcn t s , it was found t hatrnthe orders of i~)ortnnce and freq~ency of p8rformanc2 ~f thernlanguage skills qnd the language activities revealed in thernquestionnaires, 3XC0pt in few casas, ~ere not tho same.rnAlthough the orders of importance and frequency ofrnperforrn~nce varied between the two instruments, it wasrnconcluded that the l~nguage skills and the langua~e activitiesrnare the COMmon comnun i catiV8 n0,)(150-; tho high schools: Andrnattempts were ma(e to interpreto the language activitiesrninto gunby's micro-skills as resultant skills.rnOn the basis of the study, it is ~ainly recommendedrnthat the language needs of le~rn0rs (that is, content) should bern.studied. This launguag.t:he study is only a part La I work torndeve Lop a course. And it is r-ecommended that textbooks shouldrninclude tho importqnt l~ngu~~e skills to en~ble the students tornperform the activities. Selection of t'lG language skills shouldrnbe made by taking what the students h~ve already known intornLccount.