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can only be achieved through communication. However, this communication does not merely refer to teacher-and-student communication in classroom, but more than communication to others in English in real life. This determines that only when there is real and natural situation for students’ language study can Communication Approach completely serve English teaching. While as the most important environment of English study, English classroom in senior school has every reason to be authentic.First, in traditional language teaching, materials written at the request of vocabulary and grammar separate themselves from the real life, lack flexibility and can not accomplish the goal to train students’ language communicating abilities in real environment. While the authenticity of materials create beneficial circumstances for enhancing students ‘communicating abilities. As these materials derive from the concrete situations in life and can help make teaching interesting, lively and meaningful. Thus out comes the superiority of authentic language materials: the formal usage and expressions set examples for language study; the familiar and attractive topics helps students to better understand the culture, customs and mind styles of the westerns and further incite their hidden study motivation, which will finally promote teaching results.Second, authenticity of study materials paves way for the effective communication in English classroom; as what students learn from the materials may one day happen to them, their response to the situation more or less reflect their communicating competence. Therefore, it is essential for the teachers to design and organize classroom activities on the basis of authentic material and to design authentic classroom activities to provide opportunities for the students to use the target language.2.3 How to achieve the authenticity of English classroom teaching in senior high schoolThe basis for the authenticity of English classroom teaching is that of language materials, yet the authentic materials can be said to “be those factual communication activities rather than those specially prepared for language teaching.” [7] ，that is to say, articles in newspapers and magazines, review or comment on the Radio or on TV, the original texts about history geography and nature in west, records of the speeches of native speakers, etc. Such materials as take root in real life have prominent advantage over those designed merely around classroom exercises or drills.In terms of authenticity of English classroom activities, there is no fixed model to follow, but these activities hold one principle in common: students take an active part in them and the communication between teacher and students is far beyond that of book knowledge but more than the exchange of ideas about life experiences. It is generally agreed that the key of the implement of Communication Approach lies in classroom questions. To be more exact, when design a classroom aimed at enhancing student communication abilities and the understanding of book knowledge, a teacher should take into amount the interest and features of the thought of the students, put forward questions that can stir up students mind, and by this way, students will find they’ve got much to say and are willing to express their own ideas, thus developing the communication competence.Take one for example, we taught as student-teachers in Changle Huaqiao Middle School in March this year, when giving the less