Functional-structural syllabus has been the dominant approach in ELT in China and recently CLIL is gaining in popularity. It is believed that neither approach is suitable for the majority of Chinese school-age learners, especially young children. This paper argues that successful communication does not merely involve language ability and cultural awareness, but is an integration of personal character strengths, thinking skills, behaviors and the world knowledge with the language use. The aim of English language education is not just to equip students with survival skills in an English speaking environment but to help students become good communicators both at home and abroad. The presentation proposes a multi-task syllabus which is to integrate language education into Whole-person development. In this paradigm, social-emotional learning, service-learning, character-building activities, tasks for thinking skills development are the main thematic content in the language learning materials. The tasks are based on students’ needs for their lives in schools, community and the future world. The presentation will introduce an experiment in some Chinese schools.