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
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
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
4.1 The role of the teacher
4.2 Student grouping
4.3 Discipline in the language classroom
4.4 Conclusion
5.1 The role of pronunciation
5.2 The goal of teaching pronunciation
5.3 Aspects of pronunciation
5.4 Practicing sounds
5.5 Practicing stress and intonation
5.6 Conclusion
6.1 The role of grammar in ELT
6.2 Grammar presentation methods
6.3 Grammar practice
6.4 Conclusion
7.1 Vocabulary and vocabulary building
7.2 Presenting new words
7.3 Consolidating vocabulary
7.4 Developing vocabulary building strategies
7.5 Conclusion
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
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
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
11.1 The nature of writing in reality
11.2 A communicative approach to writing
11.3 Problems in writing tasks
11.4 A process approach to writing
11.5 Writing through e-mail
11.6 Conclusion
12.1 Why should we integrate the four skills?
12.2 How can we integrate the four skills?
12.3 What are the limitations of integrating the four skills?
12.5 Conclusion
13.1 Assessment purposes
13.2 Assessment methods
13.3 Assessment criteria
13.4 Assessment principles
13.5 Testing in assessment
13.6 Conclusion
14.1 Why and what?
14.2 Evaluating textbooks
14.3 Selecting textbooks
14.4 Adapting textbooks
14.5 Conclusion
Appendix 1 Solutions to Tasks
Appendix 2 Reading Text to Unit 10
References