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Unit 1 Language and Language Learning 1.1 How do we learn languages? 1.2 Views on language 1.3 Views on language learning and learning in general 1.4 What makes a good language teacher? 1.5 How can one become a good language teacher? 1.6 An overview of the book Unit 2 Communicative Principles and Task-based Language Teaching 2.1 Language use in real life vs. traditional pedagogy 2.2 What is communicative competence? 2.3 Implications for teaching and learning 2.4 Principles of Communicative Language Teaching (CLT) 2.5 CLT and the teaching of language skills 2.6 Main features of communicative activities 2.7 Task-based Language Teaching (TBLT) 2.8 PPP and Task-based Language Teaching 2.9 How to design tasks? 2.10 Appropriateness of CLT and TBLT in the Chinese context 2.11 Conclusion Unit 3 The National English Curriculum 3.1 A brief history of foreign language teaching in China 3.2 Designing principles for the National English Curriculum 3.3 Goals and objectives of English language teaching 3.4 Design of the National English Curriculum 3.5 Performance standards for different levels of competence 3.6 Challenges facing English language teachers 3.7 Conclusion Unit 4 Lesson Planning 4.1 Why is lesson planning important? 4.2 Principles for good lesson planning 4.3 Macro planning vs. micro planning 4.4 Components of a lesson plan 4.5 Sample lesson plans 4.6 Conclusion Unit 5 Classroom Management 5.1 The role of the teacher 5.2 Classroom instructions 5.3 Student grouping 5.4 Discipline in the language classroom 5.5 Questioning in the classroom 5.6 Dealing with errors 5.7 Conclusion Unit 6 Teaching Pronunciation 6.1 The role of pronunciation 6.2 The goal of teaching pronunciation 6.3 Aspects of pronunciation 6.4 Practising sounds 6.5 Practising stress and intonation 6.6 Conclusion Unit 7 Teaching Grammar 7.1 The role of grammar in language learning 7.2 Grammar presentation 7.3 Grammar practice 7.4 Conclusion Unit 8 Teaching Vocabulary 8.1 Understanding vocabulary and vocabulary learning 8.2 What does knowing a word involve? 8.3 Ways of presenting vocabulary 8.4 Ways of consolidating vocabulary 8.5 Developing vocabulary learning strategies 8.6 Conclusion Unit 9 Teaching Listening 9.1 Why does listening seem so difficult? 9.2 What do we listen to in everyday life? 9.3 Characteristics of the listening process 9.4 Principles and models for teaching listening 9.5 Pre-listening activities 9.6 While-listening activities 9.7 Post-listening activities 9.8 Conclusion Unit 10 Teaching Speaking 10.1 Differences between spoken and written language 10.2 Principles for teaching speaking 10.3 Designing speaking tasks 10.4 Types of speaking tasks 10.5 Organising speaking tasks 10.6 Conclusion Unit 11 Teaching Reading 11.1 Reflecting on your own reading experiences 11.2 How do we read? 11.3 What do we read? 11.4 Strategies involved in reading comprehension 11.5 The role of vocabulary in reading 11.6 Principles and models for teaching reading 11.7 Pre-reading activities 11.8 While-reading activities 11.9 Post-reading activities 11.10 Conclusion Unit 12 Teaching Writing 12.1 What, why and how do we write? 12.2 A communicative approach to writing 12.3 Problems in writing tasks 12.4 A process approach to writing 12.5 Motivating students to write 12.6 Designing writing tasks 12.7 Using the Internet to promote process writing 12.8 Conclusion Unit 13 Integrated Skills 13.1 Why should we integrate the four skills? 13.2 How can we integrate the four skills? 13.3 What are the implications for teaching? 13.4 What are the limitations of integrating the four skills? 13.5 Conclusion Unit 14 Moral Learning 14.1 Moral learning and English 14.2 Activities for moral learning 14.3 The roles of the teacher 14.4 The roles of the school 14.5 Conclusion Unit 15 Assessment in Language Teaching 15.1 Understanding assessment 15.2 Assessment purposes 15.3 Methods for assessment 15.4 Criteria for assessment 15.5 Assessment principles 15.6 Tests in assessment 15.7 Conclusion Unit 16 Learner Differences and Learner Training 16.1 Understanding learner differences 16.2 Learner training in language teaching 16.3 Conclusion Unit 17 Using and Creating Resources 17.1 What resources are available for teaching? 17.2 Exploring hidden resources 17.3 Conclusion Unit 18 Evaluating and Adapting Textbooks 18.1 What are textbooks for? 18.2 Why and what? 18.3 Evaluating textbooks 18.4 Selecting textbooks 18.5 Adapting textbooks 18.6 Conclusion Final Remarks Appendix 1: Solutions to Tasks Appendix 2: Reading Texts for Unit 11 Appendix 3: Glossary References