【正文】 ractive learning in which students practice orally by forming pairs and groups to receive and produce authentic input and output and write with real persons in mind。 studentcentered learning。 meaningcentered language。 involve me, I will remember it.” Third, real discourse such as videos of interviews with famous people will intermediate students to listen and try to imagine the real situation.As can be seen, applying authentic materials is a relatively easy and convenient way of improving not only the students’ general skills, but also their confidence in a real situation. The point is that teachers need to discover and choose properly. Authenticity of the present textbooksThe teaching of foreign languages has evolved for many centuries. Different teaching approaches and methods have been developed by linguists and language teachers in the 21st century. It is a fact that various new textbooks are put forth since new teaching methodologies are adopted. Nowadays, more attention has been paid to the authenticity, practical and municative function when piling a new textbook. The present textbooks not only include the actual student’s book itself, but also cassette tape, exercises, pictures and other teaching aids. That is to say, it focuses on both finelytuned input and roughlytuned input. (Hu Chundong, 1996) Information is presented via words, sounds, images and backgrounds which reflect the original information and thus raise the authenticity of textbooks. It is helpful for students’ reception of information. Take the senior 1 Student’s Book (Oxford University Press 2004) Unit 1 in module 1 for example, the topic “School Life” is familiar to the students and quite informative for them to know about the life of their peers far away in another country. It is easier to get students to talk and it is helpful when municating with others about school life in the UK. However, authenticity can be doubted when something very different is presented. Another example is taken from New Senior English for China Student’s Book 1 (People’s Education Press 2004) Unit topic is quite familiar to the students in the cities, while it is the opposite for the students in the countryside. The latter may have never traveled before. Thus, information in this unit provides the students with a wide perspective which is practical. They gain knowledge about the Mekong while knowing what a travel journal is and how to write it. One stone kills two birds. The topics in the textbooks are usually not about what happens around students’ real life and not as argumentative as the heated discussions in the newspapers, which can help students’ analytic thinking. An obvious limitation of textbooks is that the settings are often stereotyped and usually very carefully controlled. (. Stern, 1999) Thus, newspapers are sources of current information and they contain something that course books are usually short of. The input, output hypothesis and affective filter hypothesisLearning English as a second or foreign language requires a huge amount of input, especially in China, where there is no ideal English languagelearning environment. A learner’s language proficiency is just like a bank deposit. How much money one can draw out from it depends on how much money one puts into it. More input will yield more output. (Liu Shulin etal, 2004)Input and output in foreign language learning are closely related. Input is the essential preparation for output, while output is the purpose of input, and in turn promotes input. Both of them plement each other and can help to improve students’ prehensive linguistic petence. As far as monitoring (also called input theory especially in the modern language teaching circle) is concerned, the most well known theory in the field of second language acquisition (SLA) has been Krashen39。 to avoid unnecessary, senseless repetitions so as to make sentences well knit.2. Abbreviations, clipping, shortening and acronyms are often used to arouse readers’ interests while strong and plicated words are avoided. Short words are used instead of difficult and long words or phrases. As the society is developing, new vocabularies are created in different fields. Old vocabularies with new meanings, that is to say, upgrade also occurs. Borrowed words are used frequently as well.3. Rhetorical expressions such as metaphor, pun, alliteration and rhyme, and personification are monly used in headlines. Vocabularies used by metaphor, simile and synecdoche are mon while euphemism is often used to make the readers more fortable and less anxious in newspaper reading.4. Accuracy upon tenses is not demanded in headlines. The most frequently used ones are present tense (indicating past time, present progressive and present perfect) and infinitive phrases (for future time). 5. Punctuation functioning as the connection of phrases and the emphasis of tones are often used.By knowing that the features of English newspaper headlines are created grammatically, lexicologically and rhetorically, it helps readers catch the gist of English newspapers through headlines. Being aware of the lexical features of news articles can help readers master journalistic vocabularies and improve the reading ability, enlarge vocabularies and broaden horizons. They help get twice the result with half the effort. Features of the structures of newspaper articlesA mon practice of journalism is to classify news stories as either news or features. One way of reinforcing this difference is to refer to these two as either hard news or soft news. In practice, however, it can be difficult to tell what is really news and what is a feature. Since most of the world’s newspapers take hard news reporting as their focus. Here, the writer gives a brief introduction of the features of hard news structure.Hard news refers to “breaking news” or uptotheminute news reports which follows the “inverted (upside down) pyramid” structure in de