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I. A brief introduction to Needs Analysis
Needs analysis（NA） is to know the needs of language learners in language learning， and arrange these study needs according to situations（Richards et al.，1985），Chen Bingbing believes that needs analysis is the technique of analyzing needs by introspection，interviews，observation and questionnaires，having been widely used in education，trade， manufacture and so on.In foreign language area，needs analysis originally applied to English for Special Purposes（ESP）.The term of Needs Analysis appeared first in literature in1920s put forward by Michael West （Howatt 1984）.It gains much attention again until 1970s when The Council of Europe promoted its uses in ESP（West，1994）.Accompanying the changes from learners’ language needs to learners’ learning needs，needs analysis began to be applied to General English area and become an indispensable step in Language teaching.
II. The definition and classification of teaching objectives
Objectives could be defined as specific statements that describe the particular knowledge，behaviors，and /or skills that the learner will be expected to know or perform at the end of a course or program.The famous American educator Bloom related objectives to cognitive，emotional and motor skills three fields.Later，Gagne classified objectives into these five categories：the mental skills，cognitive strategies， speech information skill， action skills and attitude based on his Information processing theory. In 1998，American scholar A.Dean Hauen stein introduced a new system of education target classification， which is the further development of Bloom.He divided objectives into four areas： cognitive， emotional， motor skills and behavior； All in all，objectives reflects the process of learning rather than a consequence，as well as internalized value more than external demonstration.
III. Teaching objectives formulation in senior high school
3.1 Formulating teaching objectives according to the needs of New Curriculum Standard
New Senior English Curriculum Standard defines the range and depth of teaching knowledge system，skill and aims.NNESC is a basic guidance of implementing senior English teaching ideology and teaching plans.So senior English teachers should consider New Curriculum Standard as the starting points and primary basis of teaching design. For example，the corresponding English level of senior grade 1 students is grade 6 in New Curriculum Standard.According to language skill objectives of grade 6 “students could get key information in general text，can infer word meaning according to contexts.”So the skill of skimming， scanning and inferring in senior grade 1 are important. 3.2 Formulating teaching objectives according to the needs of textbook
Each textbook has a corresponding textbook.As we known， textbooks compiled by a logical relationships.There are certain relationships between units.Before making objectives，teachers should study syllabus carefully ，trying to figure out intentions of the writer and inner relations of knowledge.At the same time，being aware of the important and difficult points.According to constructivism，the role of teachers is to provide scaffolding and help students make connections between new and previous knowledge. Such as in PEP，Book1，unit3 Travel Journey，its functional item is talking about future plans，since we have learned future tenses and progressive tense in junior high school， so objectives should be specified as using present progressive to present future.
3.3 Formulating teaching objectives according to students’ need
Students are the center of teaching activities.Learning is not a simple process of transferring，but a process of constructing structures.According to the classifications set by Hutchinson and Waters，learners’ need can be divided into target needs and learning needs.Target needs refer to the learners’ objective needs for using language in target occasions.While learning needs refers to the requisite conditions in learning process.Teachers should take full considerations about students individual needs，learning needs and employment needs. A good case in point is that in a reading class of PEP，New Senior English，Book2，Unit4 Wildlife protection，the objective of parallel class is to get the main idea and details through 3W questions of each animal.while the key class is asked to rephrase each paragraph and make new conversations between Daisy and animals.
References：
[1]陈晓堂 孙晓辉.英语教材分析与设计[M].外语教学与研究出版社，2011.
[2]李保强.教学目标体系建构的理论反思[J].教育研究，2007.
[3]陈冰冰.国外需求分析研究述评[J].外语教学与研究，2009.
Needs analysis（NA） is to know the needs of language learners in language learning， and arrange these study needs according to situations（Richards et al.，1985），Chen Bingbing believes that needs analysis is the technique of analyzing needs by introspection，interviews，observation and questionnaires，having been widely used in education，trade， manufacture and so on.In foreign language area，needs analysis originally applied to English for Special Purposes（ESP）.The term of Needs Analysis appeared first in literature in1920s put forward by Michael West （Howatt 1984）.It gains much attention again until 1970s when The Council of Europe promoted its uses in ESP（West，1994）.Accompanying the changes from learners’ language needs to learners’ learning needs，needs analysis began to be applied to General English area and become an indispensable step in Language teaching.
II. The definition and classification of teaching objectives
Objectives could be defined as specific statements that describe the particular knowledge，behaviors，and /or skills that the learner will be expected to know or perform at the end of a course or program.The famous American educator Bloom related objectives to cognitive，emotional and motor skills three fields.Later，Gagne classified objectives into these five categories：the mental skills，cognitive strategies， speech information skill， action skills and attitude based on his Information processing theory. In 1998，American scholar A.Dean Hauen stein introduced a new system of education target classification， which is the further development of Bloom.He divided objectives into four areas： cognitive， emotional， motor skills and behavior； All in all，objectives reflects the process of learning rather than a consequence，as well as internalized value more than external demonstration.
III. Teaching objectives formulation in senior high school
3.1 Formulating teaching objectives according to the needs of New Curriculum Standard
New Senior English Curriculum Standard defines the range and depth of teaching knowledge system，skill and aims.NNESC is a basic guidance of implementing senior English teaching ideology and teaching plans.So senior English teachers should consider New Curriculum Standard as the starting points and primary basis of teaching design. For example，the corresponding English level of senior grade 1 students is grade 6 in New Curriculum Standard.According to language skill objectives of grade 6 “students could get key information in general text，can infer word meaning according to contexts.”So the skill of skimming， scanning and inferring in senior grade 1 are important. 3.2 Formulating teaching objectives according to the needs of textbook
Each textbook has a corresponding textbook.As we known， textbooks compiled by a logical relationships.There are certain relationships between units.Before making objectives，teachers should study syllabus carefully ，trying to figure out intentions of the writer and inner relations of knowledge.At the same time，being aware of the important and difficult points.According to constructivism，the role of teachers is to provide scaffolding and help students make connections between new and previous knowledge. Such as in PEP，Book1，unit3 Travel Journey，its functional item is talking about future plans，since we have learned future tenses and progressive tense in junior high school， so objectives should be specified as using present progressive to present future.
3.3 Formulating teaching objectives according to students’ need
Students are the center of teaching activities.Learning is not a simple process of transferring，but a process of constructing structures.According to the classifications set by Hutchinson and Waters，learners’ need can be divided into target needs and learning needs.Target needs refer to the learners’ objective needs for using language in target occasions.While learning needs refers to the requisite conditions in learning process.Teachers should take full considerations about students individual needs，learning needs and employment needs. A good case in point is that in a reading class of PEP，New Senior English，Book2，Unit4 Wildlife protection，the objective of parallel class is to get the main idea and details through 3W questions of each animal.while the key class is asked to rephrase each paragraph and make new conversations between Daisy and animals.
References：
[1]陈晓堂 孙晓辉.英语教材分析与设计[M].外语教学与研究出版社，2011.
[2]李保强.教学目标体系建构的理论反思[J].教育研究，2007.
[3]陈冰冰.国外需求分析研究述评[J].外语教学与研究，2009.