【正文】 ncy because it mainly focuses on the textbooks, lacks teaching information and language input, which is not advantageous to broaden students’ horizons. The present English teaching situation is that it is lacking of an authentic languagelearning environment. The time, which English teaching in China starts, varies from place to place. In many cities it begins in upper elementary school, even in nursery. An average senior middle school student has generally spent around six years in English learning. However, the senior high school students’ municative petence needs to be improved greatly. It was reported in China Youth Daily and China English Daily that English teaching is really “a kettle of warm water that never es to the boil.” (Xiuying Ni, 2005)In order to meet the demand of the modern society, the English teachers are supposed to pay more attention to the students39。 whole language education。 focus on the munity of learners。 holistic assessment techniques in testing。s Monitor Theory (or input theory) which has both enjoyed great popularity among the language teaching circle and also has been fiercely criticized by many scholars. The input hypothesis states that humans acquire language in only one way, by understanding messages, or by receiving “ prehensible input”. That is to say, with the help of context, which includes extralinguistic information, knowledge of the world, and previously acquired linguistic petence, humans are able to understand language which contains grammar they have not acquired and the condition for language acquisition to occur is that the acquirer understand (via hearing or reading) input language that contains structure a bit beyond his or her current level of petence: from i (current level), to i+1(the next level). In other words, the language which learners are exposed to should be just far enough beyond their current petence so that they can understand most of it, but still be challenged to make progress. (Liu Shulin etal, 2004)Though prehensible input is necessary for acquisition, it is not sufficient. The affective factors also relate to the second language acquisition process. The affective filter hypothesis maintains that input is the primary causative variable in second language acquisition, affective variables act to impede or facilitate the delivery of input into the language acquisition device.Those affective variables relating to success in second language acquisition can be classified into three categories: motivation, selfconfidence and anxiety. Krashen (1985) claims that learners with high motivation, selfconfidence, a good selfimage, and a lowlevel of anxiety are better equipped for success in second language acquisition. Those factors can bine to raise the affective filter and form a mental block that prevents prehensible input from being used for acquisition. In other words, when the filter is up it impedes language acquisition. If the effective factors in language learning are connected with prehensive input, it is more likely to be successful.Acquirers vary with respect to the strength or level of their affective filters. Those whose attitudes are more conductive to second language acquisition will not only seek and obtain more input, they will also have a lower or weaker filter. They will be more open to the input, and it will strike deeper.At the language developing stage, if teachers insist on learner production too soon, the learner will be inhibited from learning. It is because the fear of ridicule by peers is very great, and much of this fear es from being required to produce something new without having sufficient input though the learners are willing to be pushed to produce. Comprehensible input has contributed to set up the low affective filter which learners will not be on the defensive about.Using newspapers in English teaching can increase students’ input while they are not on the defensive and have low anxiety since newspapers are not directly linked with exams and they can find some preferable information according to their own interests and petence. If they receive input continuously, it is certain that they will yield more output. Thus, in this situation where anxiety is low and defensiveness is absent, the best acquisition will occur. This also helps to create learning motivation and build students’ selfconfidence. Part 3. Features of newspapers and the advantages of using them Features of newspapersTo be familiar with the features of English newspapers, it is very important to get the incorporation of newspapers in China’s high school English teaching on the right track. To be aware of the different language and style of newspaper writing will help newspaper reading. Thus, the writer gives a brief introduction of some newspaper characteristics. Features of the headlines and vocabularies of newspaper articlesThe conclusion of Kitao39。 reading skills, helps them to enlarge their vocabulary, forces them to infer unknown words from the context, develops their writing and speaking skills in creating and delivering the presentation to the class, and finally enriches their cultural awareness as the source for the reading supplement to the course. English newspapers are indeed a great treasure trove of varied reading prehension input. It accords to the “ 3A” course concept under the reform of New Curriculum: Awareness, Autonomy and Authenticity. (Luo Jiachong, 2005) Reading newspapers also provides an avenue through which the students can expand their knowledge schema and develop their reading skills. needs, and to provide recency and variety, newspapers could be used quite profitably.Part 4. Newspaper teaching model and parisons of two different resources Newspaper teaching modelSince teaching model is the crux of teaching activities, it is necessary to find out new models to take the place of the traditional “3P” teaching model in the incorporation of newspapers in English teach