【正文】 order to change this situation, ,this paper analyzed the application of municative Language Teaching in the English classroom of senior high school and gives out a series of effectiveness and methods improving students39。 oral ability.2. The current situation of senior high school English oral teaching in china In the traditional teaching mode, the center is teacher, the contents are grammar, vocabulary and the activities are practice of sentence types and grammar. The students will gradually be trapped by fear and disgust of this kind of teaching method, additionally Oral English has not yet been incorporate into the scope of English test, Teachers pay attention to English knowledge, neglecting the oral English teaching. Most of the students neglect the importance of oral English, when they are preparing for the college entrance examination。 the senior school students pay more attention on written test scores so that spoken English is ignored. Most of students are owed a good grade but they are unable to speak English fluently. The current situations of senior high school English oral teaching in china are as follows: lack of natural language environmentLanguage learning can hardly do without specific linguistic context. In China, English as a foreign language, it is bound to lacks authentic language environments. Chinese students learn English only to finish schoolwork。 they hardly practice English after class. More students in class results in less munions between students and teachers or students and students. No authentic language contexts, to a certain extent, affected improvement of oral teaching. For language learner, learn English is aim to munication. Only create a real English environment, advocating use of real language, we can finally achieve the purpose of improve students39。 English expression ability. Lack of special oral English teaching Due to the effect of examination system, Oral English has not been included in the test range。 Many teachers don39。t pay attention to the training students oral English, for the sake of finish the teaching objectives and cope with all kinds of usual test, Almost each lesson is used to explain the text, work the exercises, and they focus on vocabulary, sentence patterns and grammar explain, Ignoring the students39。 oral English training. As a result, large numbers of Chinese students are score high but are unable to speak English fluently. After studying English for several years, students still remain at a loss when they have to express themselves in English. They may remember a great number of words and idioms, and read simple of English article ,but they can not use them appropriately in munication. After having learned English for many years, many Chinese students cannot speak affluent English yet, only dumb English”. Students’ lack confidence in speaking EnglishBecause English foundation of the student is weak, students are insufficient vocabulary, poor at grammatical patterns, while Oral munication is oral, flexible, municative, error of openness, which leads to Students lack confidence in speaking English. Some students think that learn oral English is so difficult that they give up many opportunities to practice English. Some students are worried about the errors, or of be criticizing, or losing face, so they are afraid of speaking English. Chinesespeaking teaching method In the past few years, Students spend lots of time in learning the phonetic, read the new words and recite the text in the first place, to studying and improve the pronunciation and intonation. Some student’s study standard spoken English with the tape recorder。 finally, some students still can’t speak fluent English. Besides, some of the English teacher stressed the accuracy of spoken English, and correct the mistakes whenever they made, they let the student practice the sentence pattern repeatedly. As a result, it strengthen the students39。 psychological anxiety, students’ are interest in speaking English is weakened.3. The municative language teaching in the high school oral English classroomFaced with this situation, Communicative language teaching is a good way to solve these problems. Communicative language teaching makes use of reallife situations that necessitate munication. The teacher sets up a situation that students are likely to encounter in real life. The reallife simulations change from day to day. Students39。 motivation to learn es from their desire to municate in meaningful ways about meaningful topics. The define of Communicative Language Teaching Communicative Language Teaching (CLT) also called Communicative Approach or Functional Approach, originated from the changes in British language teaching tradition dating back from the late 1960s. English linguist of Wilkins is the founder of Communicative Language Teaching, Representative also English language educator Alexander and Widdowson. Communicative Language Teaching theory is based on functional linguistics and social linguistics. Stemming from the sociocognitive perspectives of the sociolinguistic theory, it aims to make municative petence the goal of language teaching and develop procedures for the teaching of the four skills that acknowledge the interdependence of language and munication (Richards and Rodgers, 1986). The Communicative Language Teaching aims to helping students use the target language a variety of contexts. It primary focus is to help learners create meaning rather than help them in develop perfect grammar or acquire nativelike pronunciation. This means that successfully learning a for