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 learning
Task principle：activities in which language is ud for carrying out meaningful taskspromote learning
Meaningfulness principle: language that is meaningful to the learner supports the learning process
Listening and speaking skills need to be refined in terms of the real communicative u，St
udents 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 process
Writing：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-bad Language Teaching (TBLT)
Task-bad Language teaching is, in fact, a further development of Communicative Language Teaching. It shares the same beliefs, as language should be learned as clo as possible to how it is ud in real life. It has stresd the importance to combine form-focud teaching with communication-focud teaching
erarFour components of a task
A purpo: 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 u 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.）
genssThe PPP Model & The 5-step teaching method
3p：Step I. Prentation Step II. Practice Step III. Production
5-step Model：Step I. Revision Step II. Prentation Step II. Prentation Step IV. Practice Step V. Consolidation
Differences between PPP and TBL： 1.The way students u and experience language in TBL is radically different from PPP 2.TBL can provide acontent for grammar teaching and form-focud activities.PPP is different in this aspect.
Steps of designing a tasks：
Step 1 Think about student’s needs, interest, and abilities
Step 2 Brainstorm possible tasks
quean英语报纸版面设计Step 3 Evaluating the list
鲁迅英文简介
Step 4 Choo the language items Step 5 Preparing the materials
Clod questions refer to tho with only one single correct answer;open questions may invite many different answers; Display questions are tho that the answers are already known to the teacher and they are ud for checking if students know the answer, too. Converly, genuine questions are questions which are ud to find out new information and since they often reflect real contexts, they are therefore more communicative. lower-order questions refer to tho that simply require recalling of information or memorization of facts; higher order questions require more reasoning, analysis, and evaluation.ction
6.4 Practising sounds
Perception practice
1．Using minimal pairs2. Which order? 3.Same or different?4. Odd one out 5.Completionoppa
Production practice：普及是什么意思
1． Listen and repeat 2.Fill in the blanks3. Make up ntences4. U meaningful context5. U pictures 6.U tongue twisters
新编剑桥商务英语practising stress
U gestures. The teacher can indicate the stress by clapping hands or using arm movements as if conducting music.
U the voice. The teacher can rai the voice to indicate stress. This can be done with some exaggeration sometimes.
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U the blackboard. The teacher can highlight the stress by underlining them or writing 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 sound 5. say the sound in a work 6. contrast it with other sounds 7. say the sound in meaningful context
