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Unit 1 Language and Learning 1.1 How do we learn languages? 1.2 Views on language 1.3 Views on language learning 1.4 What is 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 Activities 2.1 Language use in real life vs. traditional pedagogy 2.2 Fostering communicative competence 2.3 The implementation of language skills 2.4 Communicative activities 2.5 Conclusion Unit 3 Lesson Planning 3.1 Why is lesson planning necessary? 3.2 Principles for good lesson planning 3.3 Macro planning vs. micro planning 3.4 Components of a lesson plan 3.5 Sample lesson plans 3.6 Conclusion Unit 4 Classroom Management 4.1 The role of the teacher 4.2 Student grouping 4.3 Discipline in the language classroom 4.4 Conclusion Unit 5 Teaching Pronunciation 5,1 The role of pronunciation 5.2 The goal of teaching pronunciation 5.3 Aspects of pronunciation 5.4 Practising sounds 5.5 Practising stress and intonation 5.6 Conclusion Unit 6 Teaching Grammar 6.1 The role of grammar in ELT 6.2 Grammar presentation methods 6.3 Grammar practice 6.4 Conclusion Unit 7 Teaching Vocabulary 7.1 Vocabulary and vocabulary building 7.2 Presenting new words 7.3 Consolidating vocabulary 7.4 Developing vocabulary building strategies 7.5 Conclusion Unit 8 Teaching Listening 8.1 Why does listening seem so difficult? 8.2 What do we listen to in everyday life? 8.3 Characteristics of the listening process 8.4 Principles for teaching listening 8.5 Pre-listening activities 8.6 While-listening activities 8.7 Post-listening activities 8.8 Conclusion Unit 9 Teaching Speaking 9.1 What are the characteristics of spoken language? 9.2 Designing speaking tasks 9.3 Using group work in speaking tasks 9.4 Types of speaking tasks 9.5 Conclusion Unit 10 Teaching Reading 10.1 How do we read? 10.2 What do we read? 10.3 Skills involved in reading comprehension 10,4 Principles and models for teaching reading 10.5 Pre-reading activities 10.6 While-reading activities 10.7 Post-reading activities 10.8 Conclusion Unit 11 Teaching Writing 11.1 The nature of writing in reality 11.2 A communicative approach to writing 11.3 Problems in writing tasks 140 11.4 A process approach to writing 11.5 Writing through e-mail 11.6 Conclusion Unit 12 Integrated Skills 12.1 Why should we integrate the four skills? 12.2 How can we integrate the four skills? 12.3 What are the implications for teaching? 12.4 What are the limitations of integrating the four skills? 12.5 Conclusion unit 13 Assessment in Language Teaching 13.1 Assessment purposes 13.2 Assessment methods 13.3 Assessment criteria 13.4 Assessment principles 13.5 Testing in assessment 13.6 Conclusion Unit 14 Evaluating and Adapting Textbooks 14.1 Why and what? 14.2 Evaluating textbooks 14.3 Selecting textbooks 14.4 Adapting textbooks 14.5 Conclusion Appendix 1 Solutions to TasksAppendix 2 Reading Texts to Unit 10References