ǰ�o�� 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