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[3] Richards, J. The Language Teaching Matrix. CUP, 1990:3-10. [4] Taba, H. Curriculum Development: Theory and Practice [M]. New York: Harcourt, Brace and World, 1962:12. [5] ~˜Nl ÿù[býV'Yf[ñ‚í‹Yef[îvhš[MO„v`€ ÿ 0ў™Ÿ_lYe²€f[b–f[¥b 0 ÿP143 ÿ2007(7) . [6] ~˜Nl ÿؚ^b–!h'Yf[ñ‚í‹Yef[îvhš[MO ÿ 0ў™Ÿ_lؚYexvz 0 ÿP108 ÿ2007(7) . [7] 0ؚL€ØšNYe²€ñ‚í‹þ‹ zYef[úW,g‰Bl 0 ÿYe²€èØšI{Ye²€øS ÿؚI{Ye²€úQHr>y ÿP2 ÿ2002. [8] Hymes, D. On Communicative Competence. In J. Pride & J. Holmes. Sociolinguistics [C]. Harmondsworth: Penguin, 1972. [9] ówÑS—g ÿRwc ÿîvhü[T_'Yf[ñ‚í‹Yef[!j_¢c"} ÿ 0‰WSÑy€b'Yf[f[¥bÿòTf[>yOÑyf[Hr ÿ 0 ÿP73 ÿ2006(4) . [10] ѐ_%f ÿù[°sLˆ'Yf[ñ‚í‹Yef[îvh„vÍS` ÿ 0-NWS'Yf[f[¥b 0 ÿP97 ÿ2010(5) . [11]Ortega L. Meaningful L2 Practice in Foreign Language Classrooms:A cognitive-interactionist SLA Perspective [A]. In Dekeyser RM (ed). Practice in a Second Language: Perspectives from Applied Linguistics and Cognitive Psychology [C]. Cambridge: Cambridge University Press, 2007:180-207. [12] _gš[³‚ ÿ'Yf[ñ‚í‹þ‹XYef[ ÿbìNYeÀNHN ÿ`HNYeÿ 0Yí‹Lu 0 ÿP28 ÿ2010(6)0 The Application of English Teaching Objectives in Professional Course    A Case Study on the Course of Business English Correspondence ZHAO Ru CHANG Zhenya ÿAnhui Vocational and Technical College of Communications ÿ ÿShanghai Engineering and Technical University ÿ Abstract: The teaching activities are associated with teaching objectives. There should be clear teaching objectives in teaching. To make rational and scientific teaching objectives for English courses, we should consider the requirements of the national standard, the features of the teaching content and the characteristics of students. Appropriate teaching methodology needs to be chosen carefully and various activities should be carried out in class. It is necessary to evaluate the efficiency of teaching, the implementation of teaching objectives and how well the students understand the content. 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