前辅文
 Getting Started
 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 Conclusion
 UNIT 2 Language Teaching Approaches and Methods
  2.1 What roles do methods play in language teaching?
  2.2 What do we know about the communicative language teaching?
  2.3 What do we know about task-based language teaching?
  2.4 The fit of CLT and TBLT in the Chinese context
  2.5 Conclusion
 UNIT 3 The National English Curricula
  3.1 A brief history of foreign language teaching in China before 2000
  3.2 An overview of English curriculum change after 2000
  3.3 Core competency-based English curricula from 2018 onward
  3.4 Challenges facing English language teachers
  3.5 Conclusion
 UNIT 4 Instructional Design
  4.1 What is instructional design?
  4.2 Why is instructional design important?
  4.3 What are the general principles for an instructional design?
  4.4 Why do we need both macro and micro plannings?
  4.5 What is a unit design?
  4.6 Why using big ideas in a unit design?
  4.7 What components are normally included in a lesson plan?
  4.8 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 teaching
  7.2 What is grammar about?
  7.3 Grammar presentation
  7.4 Grammar practice
  7.5 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 Stages of teaching listening
  9.6 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 for teaching reading
  11.7 Models for teaching reading
  11.8 Stages of teaching reading
  11.9 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 and enabling students to write
  12.6 Designing writing tasks
  12.7 Integrating reading and writing
  12.8 Using the Internet to promote process writing
  12.9 Conclusion
 UNIT 13 Moral Learning
  13.1 Moral learning and English
  13.2 Activities for moral learning
  13.3 The roles of the teacher
  13.4 The roles of the school
  13.5 Conclusion
 UNIT 14 Assessment in Language Teaching
  14.1 Understanding assessment
  14.2 Assessment purposes
  14.3 Summative and formative assessment
  14.4 Assessment for learning
  14.5 Methods of assessment
  14.6 Criteria for assessment
  14.7 Assessment principles
  14.8 Tests in language assessment
  14.9 Conclusion
 UNIT 15 Use of Resources and Educational Technology
  15.1 Resources available for teaching
  15.2 Creating your own resources
  15.3 Exploring hidden resources
  15.4 Making use of multi-media resources
  15.5 Conclusion
 Appendixes