【正文】 uage 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。 integration of the “four skills.” (Brown, 2001:489) This means that in CLT, authentic language should be used. The definition of authentic materials which employ the authentic language used here is taken from Peacock (1997): materials that have been produced to fulfill some social purpose in the language munity. For . Welkin’s (1976:79), authentic materials are designed for native speakers, but not especially edited or recorded for foreign students. (My own translation)Authentic teaching materials carry another meaning: they might refer to the teaching materials that should reflect the real life situations as much as possible. Most of the English textbooks currently published in China have already addressed to this. However, teachers quite often found themselves so closely bound by textbooks that they ignore how useful other materials can be. Provided it is appropriately exploited, using authentic material in the classroom, even when not done in an authentic situation, is significant for many reasons. First, authentic materials keep students informed about what is happening home and abroad, so they have an intrinsic educational value. As teachers, we are educators working within the school system, so education and general development are part of our responsibilities. (Sanderson, 2003) Natural language changes which reflect in authentic materials make it possible for students and teachers to keep pace with such changes. Second, students can be highly motivated if they are given the chance to choose the topics and other kinds of authentic materials in which they are interested. Meanwhile, authentic materials are ideal to teach and train students’ reading skills. When students are involved in reading and thinking, they learn. Just like what the British psychologist Galeb Gattegno said: “Tell me, I will know it。 meaningcentered language。 focus on the social nature of language。 studentcentered learning。 relating to contentbased instruction, which integrates content learning with language learning and taskbased instruction. The principle followed under municative approaches: Authenticity of the materials and the reasons of using themIn the third principle, authenticity is mentioned. In the fourth principle, whole language education based on the following ideas: cooperative learning。 interactive 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。 development in their municative petence and try to gradually abandon the traditional methods which do not fit to the current circumstances. That is, the advent of municative language teaching meets the social and educational needs of China.In terms of language education, scholars, researchers and English teachers have realized that English, as a language, is totally different from other school subjects. Thus, a lot of attention has been paid to English t