总目标是使学生在义务教育阶段英语学习的基础上，进一步明确英语学习的目的，发展自主学习和合作学习的能力；形成有效的英语学习策略；培养学生的综合语言运用能力。
综合语言运用能力的形成建立在语言技能、语言知识、情感态度、学习策略和文化意识等素养整合发展的基础上。
语言技能和语言知识是综合语言运用能力基础。
情感态度是影响学生学习和发展的重要因素。
学习策略是提高学习效率、发展自主学习能力的先决条件。
文化意识则是得体运用语言的保障，这五个方面共同促进综合语言运用能力的形成。
Principles of communicative language teaching（CLT）Communication principle：activities that involve real communication promote learningTask principle：activities in which language is used for carrying out meaningful taskspromote learningMeaningfulness principle: language that is meaningful to the learner supports the learning processListening and speaking skills need to be refined in terms of the real communicative use，Students should have the chance to listen to and produce what is meaningful, authentic, unpredictable, and creative if possible.Reading is extract meaning or information and the learning of grammar and vocabulary is to facilitate the processWriting：In CLT, students have the chance to write to express their own feelings or describe their own experiences, thus making the practice of writing meaningful and authenticLanguage content(to incorporate functions);CLT just has only expanded the areas Learning process (cognitive style and information processing); and Product (language skills).Task-based Language Teaching(TBLT)Task-based Language teaching is,in fact,a further development of Communicative Language Teaching.It shares the same beliefs,as language should be learned as close as possible to how it is used in real life.It has stressed the importance to combine form-focused teaching with communication-focused teachingFour components of a taskA purpose: making sure the students have a reason for undertaking the task. If the students don't understand why they undertake the task, they will lost interest and the task will face failure.A context: the task can be real, simulated or imaginary,and involves sociolinguistic issues, such as the location, the participants and their relationships, the time and other important factors.A process: getting the students to use learning strategies such as problem solving reasoning, inquiring, conceptualizing and communicating.A product: there will be some form of outcome, either visible (a written plan, a play, a letter. etc.) or invisible (enjoying a story, learning about another country, etc.）The PPP Model&The5-step teaching method3p：Step I.Presentation Step II.Practice Step III.Production5-step Model：Step I.Revision Step II.Presentation Step II.PresentationStep IV.Practice Step V.ConsolidationDifferences between PPP and TBL：1.The way students use and experience language in TBL is radically different from PPP 2.TBL can provide acontent for grammar teaching and form-focused activities.PPP is different in this aspect.Steps of designing a tasks：Step1Think about student’s needs,interest,and abilitiesStep2Brainstorm possible tasksStep3Evaluating the listStep4Choose the language items Step5Preparing the materialsClosed questions refer to those with only one single correct answer;open questions may invite many different answers;Display questions are those that the answers are al ready known to the teacher and they are used for checking if students know the answe r,too.Conversely,genuine questions are questions which are used to find out new inf ormation and since they often reflect real contexts,they are therefore more communic ative.lower-order questions refer to those that simply require recalling of information or memorization of facts;higher order questions require more reasoning,analysis,and evaluation.6.4Practising soundsPerception practice1．Using minimal pairs2.Which order?3.Same or different?4.Odd one pletionProduction practice：1．Listen and repeat2.Fill in the blanks3.Make up e meaningful co e e tongue twisterspractising stressUse gestures.The teacher can indicate the stress by clapping hands or using arm mo vements as if conducting music.Use the voice.The teacher can raise the voice to indicate stress.This can be done wit h some exaggeration sometimes.Use the blackboard.The teacher can highlight the stress by underlining them or writi ng them with colored chalks or in different size.Practising intonation（语调）语音教学7步骤1.say the sound alone.2.get students to repeat the sound in chorus.3.get individual students to repeat the sound.4.explain how to make the sound5.say the sound in a w ork6.contrast it with other sounds7.say the sound in meaningful contextways of presenting vocabulary1.try to provide a visual or physical demonstration whenever possible,using pictures ,photos,video clips,mime or gesture to show meaning.2.provide a verbal context to demonstrate meaning.then ask students tell the meaning first before it is offered by teacher.e synonyms or antonyms to explain meanings.e lexical sets or hyponyms to show relations of words and their meaning.5.Translate and exemplify,especially with technical words and words with abstract meaning.e word formation rules and common affixes to build new lexical knowledge on what is already known.7.Teach vocabulary in chunks.chunks refer to a group of words that go together to fr om meaning.it is also referred to as"pre-fabricated formulaic items"8.Think about the context in real life where the words might be used.newly learned language to students'real life to promote high motivation9.Think about providing different context for introducing new words.10.Prepare for possible misunderstanding or confusion that students may have. Mechanical practice（substitution drills替换练习，transformation drills变形练习）and meaningful/communicative practiceUsing prompts for ing picture ing mimes or gestures as promptsing information sheet as promptsing key phrases or key words as prompts5.using chained phrases for story ing created situationsWays of presenting vocabulary:ing pictures,photos,video clips…to show meaning2.provide a verbal context to demonstrate meanine synonyms or antonyms to explain meaningse lexical sets or hyponyms to show relations of words and their meaning5.translate and exemplifyways of consolidating vocabularya)Labeling b)Spot the difference c)Describe and draw d)Play a game d)Use word series e)Word bingo f)Word association g)Find synonyms and antonyms h)Categori es i)Using word net-work j)Using the Internet resources for more ideasPre-listening activities:PredictingSetting the sceneListening for the gistListening for specific informationSummary on pre-listening activitiesWhile-listening activitiesNo specific responsesListen and sequenceListen and actListen and drawListen and fillListen and take notesSummary on while-listenning activitiesPost-listening activitiesMultiple choice questionsAnswering questionsNote-taking and gap-fillingDictogloss(合作听写)写):Preparation,Dictation,Reconstruction,Analysis and correction1. pre-reading activities（1）PredictingPredicting based on the title，Predicting based on vocabulary，Predicting based on the T/F questions,setting the scene,skimming,scanning,Summary on pre-reading activities(2)Setting the sceneDiscussing culture bound aspects,Relating what students already know to what they want to know,Using visual aids(3)Skimming&scanning(4)Skimming for gist,ask general questions,provide3-4statements,provide subtitles and put in the right place(5)Scanning for specific information:a number,a definition,a name(6)Summary on pre-reading activitiesWhile-reading(1)Fast reading(2)Reading in detailTransition device的目的：A,Focus on the main meaning B.Simplify sophisticated inputC.Perform tasks while r eading D.Highlight the main structural organization E.Involve all the students F.Pre cede one step at a timeG.A basis for further oral or written practiceReading comprehension questionsA.Questions for literal comprehensionB.Questions involving reorganization or reinterpretationC.Questions for evaluation or appreciatio n D.Questions for personal response E.Questions for inferencesUnderstanding referencesMaking inferencesSummary on while-reading activities3.Post-readingPost-reading的方法：1）Discussion questions 2）reproducing the text 3)Role play4）Gap-filling 5）Discussion1）Role play 2）Gap-filling 3)Retelling4）Writing。
