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【Abstract】With the development of English Methodology, esp. the Communicative Approach, the principle of authenticity and conversation of English classroom teaching in senior high school has always been an important issue in the field of foreign language. The following passage illustrates the importance of the principle of authenticity and conversation of English classroom teaching in senior high school from the perspective of Communicative Approach. This essay first is devoted to the origins of Communicative Approach and its enlightenment on English teaching in senior high school. Then it demonstrates the definition and importance of authenticity and conversation and the relationship of the two. Finally it explains despite of the unavoidable disadvantages of Communicative Approach, its proposal of “Giving propriety to speaking and laying equal attention on the four basic skills” inspires the new thought in English classroom teaching in senior high school. But to make full use of it in English classroom teaching, the two factors of authenticity and conversation should be well integrated in the course of classroom teaching. 【摘要】随着英语教学法，特别是交际法的不断发展，英语课堂教学的真实性和对话性就成为外语界探讨的一个重要问题。以下篇章从交际法的角度阐述了对高中英语课堂教学有重大影响的高中英语课堂教学的真实性和对话性的重要性。通过介绍了交际法产生的背景及其对高中英语课堂教学的启发，解释了交际法下英语课堂教学的真实性和对话性的重要性及二者的关系，最后分析说明了尽管交际法也存在一些不足之处，但其提倡的“口语领先，兼顾四会”的确对高中英语课堂教学起着重大作用。而要真正利用其来为英语教学服务，必须让真实性和对话性统一于高中英语课堂教学中。 1. Introduction There are several schools in English teaching, such as Translation Method, Direct Method, Audio-Lingual Method of Actual Oral Method, Cognitive Approach, Functional Approach, etc. The Function Approach, also named Communicative Approach, Notional Approach or Semantic-Notional Approach, with the first most commonly seen, was “a result of the growing need to promote European unity and coordination in the field of Education and, linguistically, of the development of sociolinguistics and psycholinguistics.”[1] In fact there are many factors that contribute to the appearance of Communicative Approach, yet it is certain that the proposal of this method more or less enlightens those who concern about the English classroom teaching. As we know with such English teaching methods as audio-lingual and Gramm ar-Translation Method either rely on repletion and drills or spare no efforts to enable students to read scientific works and enjoy literary works, and to improve the students’ ability to cope with difficult subjects and materials. Therefore, students are unconsciously taught to master grammar and vocabulary through reading and writing exercises, and the rules of the language rather than its use. This may well explain why students taught with such theories have poor pronunciation and intonation, and are weak in oral skills. Though they have learnt much about the rules, they cannot apply them even in writing, much less in speaking. Moreover, the language learned is mostly of a literary type, the vocabulary disconnected with their everyday life and the students are often overloaded and do not fully perform their potentialities. These disadvantages led the educators and linguistics to reflection. They are much worried that the students are not learning enough realistic, living language, and that they do not know how to communicate in appropriate social language, gestures, or expressions. In brief, they are at a loss to communicate in the culture of language studied. This is what Communicative Approach tries to solve. It aims to teach communication s