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《教師教育系列教材：英語課程與教學論》增加的內容主要包括每章的學習目標（Learning Goals）、討論問題（Discussion Questions）及自我評價（Self-assessment）。學習目標既可以讓學習者在開始新的一章的學習之前有明確的期待，又可以用來引導學生在本章學習結束之后對照檢查學習效果。討論問題旨在激活學習者已有的知識和經歷，激發閱讀和學習的興趣，倡導合作共享的學習方式。自我評價并不專門針對事實性知識的掌握情況，而是希望通過評價活動鼓勵學習者進行反思，在學習過程中逐漸有意識地將語言學習、教學知識學習和教學能力的提高結合起來。其次，刪減的內容主要涉及過時的內容，如原第七章末尾所附的網址。互聯網上的內容更新變化快，以不變應萬變之策略還在于學會熟練運用最常用的搜索引擎。
目次
Chapter 1 General Introduction
1.1 Background Knowledge of Language Teaching and Learning
1.1.i Views of language
1.1.2 Views of teaching
1.1.3 Views of learning
1.2 Context of Language Teaching and Learning
1.2.1 Educational context
1.2.2 Socio-cultural context
1.2.3 Language context
1.3 A Brief History of ELT Methodology
1.3.1 The traditional approaches
1.3.2 The structural approaches
1.3.3 Communicative language teaching
1.4 Summary
1.5 Self-assessment
Chapter 2 Undertanding Foreign Language Learning
2.l Second Language Acquisition Theories
2.1.1 Krashens Theory of Second Language Acquisition
2.1.2 Acculturation Theory
2.1.3 Accommodation Theory
2.1.4 Discoure Theory
2.1.5 Interlanguage Theory
2.1.6 Chomskys Univeral Grammar
2.2 Learner Factor
2.2.1 Age
2.2.2 Aptitude
2.2.3 Learning styles
2.2.4 Peronality
2.2.5 Attitude
2.2.6 Motivation
2.3 Learning Strategies
2.3.1 Cognitive strategies
2.3.2 Metacognitive strategies
2.3.3 Social and affective strategies
2.4 Good Language Learner
2.5 Summary
2.6 Self-assessment
Chapter 3 Principles of Language Teaching and Learning
3.1 Curriculum Design
3.1, 1 Curriculum and syllabus
3.1, 2 Curriculum
3.1.3 Syllabus
3.2 Different Syllabuses
3.2.1 Analytic and synthetic syllabus
3.2.2 Type A and Type B syllabus
3.2.3 Structural syllabus
3.2.4 Functional syllabus
3.3 Principles of Foreign Language Teaching and Learning
3.3.1 Shift from product to process
3.3.2 Shift from teacher-centeredness to learner-centeredness
3.3.3 Shift from explanation to exploration
3.3.4 Shift from sentence to discoure
3.4 Aims and Objectives of Foreign Language Teaching and Learning
3.4.1 Aims
3.4.2 Objectives
3.4.3 Guidelines
3.5 Summary
3.6 Self-assessment
Chapter 4 Teaching and Learning Language Knowledge
4.1 Introduction
4.1.1 Form, meaning, and function
4.1.2 Relatiorhips
4.1.3 Implicatior for language teaching and learning
4.2 Teaching and Learning Phonological Items
4.2.1 Fundamental issues
4.2.2 Basic concepts
4.2.3 Presenting phonological items
4.2.4 Practicing phonological items
4.2.5 Two sample activities
4.3 Teaching and Learning Lexical Items
4.3.1 Principles for presenting and practicing lexical items
4.3.2 Showing meanings of a lexical item
4.3.3 Activating known vocabulary
4.3.4 Expanding vocabulary
4.4 Teaching and Learning Structural Items
4.4.1 Showing meaning of a new structure
4.4.2 Presenting the form of a new structure
4.4.3 Presenting functior of a new structure
4.4.4 Practicing structures
4.5 Summary
4.6 Self-assessment
Chapter 5 Developing Language Skills
5.1 Principles for Developing Receptive Skills
5.1.1 Guidelines
5.1.2 Sub-skills
5.1.3 Materials
5.2 Developing Listening Skill
5.2.1 Major difficulties in listening
5.2.2 Preparation for listening
5.2.3 Listening strategies
5.2.4 Listening activities
5.3 Developing Reading Skill
5.3.1 Reasor for reading
5.3.2 Reading strategies
5.3.3 Procedures for teaching a reading class
5.3.4 Reading activities
5.4 Principles for Developing Productive Skills
5.4.1 Nature of communication
5.4.2 Guidelines
5.4.3 Differences between oral and written communication
5.5 Developing Speaking Skill
5.5.1 Preparation for oral communication
5.5.2 Speaking activities
5.6 Developing Writing Skill
5.6.1 Basic issues
5.6.2 Controlled writing, guided writing, and free writing
5.6.3 Procedures for teaching free writing
5.6.4 Creating good assignments for students
5.7 Integrating Skills
5.7.1 Reasor for integration
5.7.2 Examples of integration
5.8 Summary
5.9 Self-assessment
Chapter 6 Interaction in the Classroom
6, 1 Organizing the Class
6.1.1 Characteristics of good class organization
6.1.2 The teacher as an organizer
6.1.3 Class management techniques
6.2 Designing Classroom Activities
6.2.1 Types of activities
6.2.2 Pair work and group work
6.2.3 A balanced activity approach
6.3 Using Classroom English
6.3.1 Situatior for natural English use
6.3.2 Functior of teacher talk （TT）
6.3.3 Reducing teacher talking time （TTT）
6.3.4 Place of firt language （L1）
6.4 Teaching Large Classes
6.4.1 Challenges
6.4.2 Strategies
6.5 Summary
6.6 Self-assessment
Chapter 7 Promoting Learner Autonomy
7.1 Task-Based Learning （TBL}
7.1.1 Definition
7.1.2 Features
7.1.3 Designing tasks
7.1.4 Selecting and grading tasks for TBL lessor：A sample
7.2 Using the Internet
7.2.1 Reasor for using the Internet in EFL
7.2.2 Typical activities using the Internet
7.2.3 Organizing an EFL class using the Internet
7.3 Individualization
7.4 Summary
7.5 Self-assessment
Chapter 8 Enhancing Teaching Performance
8.1 Lesson Planning
8.1.1 Elements of a lesson plan
8.1.2 Guidelines for lesson planning
8.1.3 Unit planning
8.1.4 Writing a lesson plan
8.l.5 Knowledge before lesson planning
8.2 Class Observation
8.2.1 What to observe
8.2.2 How to observe
8.2.3 A sample schedule of class observation
8.2.4 Samples of class observation
8.3 Summary
8.4 Self-assessment
Chapter 9 Evaluating and Improving Learning Outcomes
9.1 Assessment and Evaluation
9.1.1 Characteristics of good assessment
9.1.2 General principles
9.2 Formative Assessment
9.2.1 Definition
9.2.2 Functior
9.2.3 Guidelines
9.2.4 Techniques
9.2.5 Formative or summative assessment
9.3 Error Analysis
9.3.1 Error and mistakes
9.3.2 Classification of error
9.4 Error Correction
9.4.1 Why correct
9.4.2 When to correct
9.4.3 How to correct
9.4.4 Implicatior for classroom practice
9.5 Summary
9.6 Self-assessment
Chapter 10 Developing Professional Expertise
10.1 A Reflective Approach to Language Teaching
10.1.1 Definition
10.1.2 The reflective teaching process
10.1.3 Reflective teaching tools
10.2 Action Research
10.2.1 Definition
10.2.2 AR and reflective teaching
10.2.3 Procedures
10.2.4 Collaborative action research
10.2.5 An action research sample
10.3 Research Methods
10.3.1 Defining research
10.3.2 A paradigm for L2 research
10.3.3 Research methods
10.3.4 Research design
10.3.5 Data analysis
10.3.6 Research tools
10.4 Summary
10.5 Self-assessment
Bibliography
1.1 Background Knowledge of Language Teaching and Learning
1.1.i Views of language
1.1.2 Views of teaching
1.1.3 Views of learning
1.2 Context of Language Teaching and Learning
1.2.1 Educational context
1.2.2 Socio-cultural context
1.2.3 Language context
1.3 A Brief History of ELT Methodology
1.3.1 The traditional approaches
1.3.2 The structural approaches
1.3.3 Communicative language teaching
1.4 Summary
1.5 Self-assessment
Chapter 2 Undertanding Foreign Language Learning
2.l Second Language Acquisition Theories
2.1.1 Krashens Theory of Second Language Acquisition
2.1.2 Acculturation Theory
2.1.3 Accommodation Theory
2.1.4 Discoure Theory
2.1.5 Interlanguage Theory
2.1.6 Chomskys Univeral Grammar
2.2 Learner Factor
2.2.1 Age
2.2.2 Aptitude
2.2.3 Learning styles
2.2.4 Peronality
2.2.5 Attitude
2.2.6 Motivation
2.3 Learning Strategies
2.3.1 Cognitive strategies
2.3.2 Metacognitive strategies
2.3.3 Social and affective strategies
2.4 Good Language Learner
2.5 Summary
2.6 Self-assessment
Chapter 3 Principles of Language Teaching and Learning
3.1 Curriculum Design
3.1, 1 Curriculum and syllabus
3.1, 2 Curriculum
3.1.3 Syllabus
3.2 Different Syllabuses
3.2.1 Analytic and synthetic syllabus
3.2.2 Type A and Type B syllabus
3.2.3 Structural syllabus
3.2.4 Functional syllabus
3.3 Principles of Foreign Language Teaching and Learning
3.3.1 Shift from product to process
3.3.2 Shift from teacher-centeredness to learner-centeredness
3.3.3 Shift from explanation to exploration
3.3.4 Shift from sentence to discoure
3.4 Aims and Objectives of Foreign Language Teaching and Learning
3.4.1 Aims
3.4.2 Objectives
3.4.3 Guidelines
3.5 Summary
3.6 Self-assessment
Chapter 4 Teaching and Learning Language Knowledge
4.1 Introduction
4.1.1 Form, meaning, and function
4.1.2 Relatiorhips
4.1.3 Implicatior for language teaching and learning
4.2 Teaching and Learning Phonological Items
4.2.1 Fundamental issues
4.2.2 Basic concepts
4.2.3 Presenting phonological items
4.2.4 Practicing phonological items
4.2.5 Two sample activities
4.3 Teaching and Learning Lexical Items
4.3.1 Principles for presenting and practicing lexical items
4.3.2 Showing meanings of a lexical item
4.3.3 Activating known vocabulary
4.3.4 Expanding vocabulary
4.4 Teaching and Learning Structural Items
4.4.1 Showing meaning of a new structure
4.4.2 Presenting the form of a new structure
4.4.3 Presenting functior of a new structure
4.4.4 Practicing structures
4.5 Summary
4.6 Self-assessment
Chapter 5 Developing Language Skills
5.1 Principles for Developing Receptive Skills
5.1.1 Guidelines
5.1.2 Sub-skills
5.1.3 Materials
5.2 Developing Listening Skill
5.2.1 Major difficulties in listening
5.2.2 Preparation for listening
5.2.3 Listening strategies
5.2.4 Listening activities
5.3 Developing Reading Skill
5.3.1 Reasor for reading
5.3.2 Reading strategies
5.3.3 Procedures for teaching a reading class
5.3.4 Reading activities
5.4 Principles for Developing Productive Skills
5.4.1 Nature of communication
5.4.2 Guidelines
5.4.3 Differences between oral and written communication
5.5 Developing Speaking Skill
5.5.1 Preparation for oral communication
5.5.2 Speaking activities
5.6 Developing Writing Skill
5.6.1 Basic issues
5.6.2 Controlled writing, guided writing, and free writing
5.6.3 Procedures for teaching free writing
5.6.4 Creating good assignments for students
5.7 Integrating Skills
5.7.1 Reasor for integration
5.7.2 Examples of integration
5.8 Summary
5.9 Self-assessment
Chapter 6 Interaction in the Classroom
6, 1 Organizing the Class
6.1.1 Characteristics of good class organization
6.1.2 The teacher as an organizer
6.1.3 Class management techniques
6.2 Designing Classroom Activities
6.2.1 Types of activities
6.2.2 Pair work and group work
6.2.3 A balanced activity approach
6.3 Using Classroom English
6.3.1 Situatior for natural English use
6.3.2 Functior of teacher talk （TT）
6.3.3 Reducing teacher talking time （TTT）
6.3.4 Place of firt language （L1）
6.4 Teaching Large Classes
6.4.1 Challenges
6.4.2 Strategies
6.5 Summary
6.6 Self-assessment
Chapter 7 Promoting Learner Autonomy
7.1 Task-Based Learning （TBL}
7.1.1 Definition
7.1.2 Features
7.1.3 Designing tasks
7.1.4 Selecting and grading tasks for TBL lessor：A sample
7.2 Using the Internet
7.2.1 Reasor for using the Internet in EFL
7.2.2 Typical activities using the Internet
7.2.3 Organizing an EFL class using the Internet
7.3 Individualization
7.4 Summary
7.5 Self-assessment
Chapter 8 Enhancing Teaching Performance
8.1 Lesson Planning
8.1.1 Elements of a lesson plan
8.1.2 Guidelines for lesson planning
8.1.3 Unit planning
8.1.4 Writing a lesson plan
8.l.5 Knowledge before lesson planning
8.2 Class Observation
8.2.1 What to observe
8.2.2 How to observe
8.2.3 A sample schedule of class observation
8.2.4 Samples of class observation
8.3 Summary
8.4 Self-assessment
Chapter 9 Evaluating and Improving Learning Outcomes
9.1 Assessment and Evaluation
9.1.1 Characteristics of good assessment
9.1.2 General principles
9.2 Formative Assessment
9.2.1 Definition
9.2.2 Functior
9.2.3 Guidelines
9.2.4 Techniques
9.2.5 Formative or summative assessment
9.3 Error Analysis
9.3.1 Error and mistakes
9.3.2 Classification of error
9.4 Error Correction
9.4.1 Why correct
9.4.2 When to correct
9.4.3 How to correct
9.4.4 Implicatior for classroom practice
9.5 Summary
9.6 Self-assessment
Chapter 10 Developing Professional Expertise
10.1 A Reflective Approach to Language Teaching
10.1.1 Definition
10.1.2 The reflective teaching process
10.1.3 Reflective teaching tools
10.2 Action Research
10.2.1 Definition
10.2.2 AR and reflective teaching
10.2.3 Procedures
10.2.4 Collaborative action research
10.2.5 An action research sample
10.3 Research Methods
10.3.1 Defining research
10.3.2 A paradigm for L2 research
10.3.3 Research methods
10.3.4 Research design
10.3.5 Data analysis
10.3.6 Research tools
10.4 Summary
10.5 Self-assessment
Bibliography
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