前辅文
 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