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| Parts and goals of a listening and speaking course | |
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| The four strands A commonsense justification of the four strands | |
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| Learning through listening and reading | |
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| Learning through speaking and writing Language-focused learning | |
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| Becoming fluent in listening, speaking, reading and writing | |
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| Balancing the four strands Integrating the four strands | |
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| Principles and the four strands Learning goals | |
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| Beginning to listen and speak in another language | |
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| What should they learn? | |
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| How should the teaching and learning be done? | |
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| Practising sentence patterns | |
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| Guiding listening and speaking | |
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| Techniques for early meaning-focused speaking | |
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| Planning a listening and speaking programme for beginners | |
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| Listening Listening and language learning | |
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| Advanced listening: Notetaking How to take notes | |
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| Learning how to take notes | |
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| Monitoring notetaking Monitoring meaning focused listening | |
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| Learning through interaction and negotiation | |
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| Encouraging negotiation Using written input to encourage negotiation | |
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| Using information distribution to encourage negotiation | |
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| Factors affecting the amount and type of negotiation | |
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| Using learner training to encourage negotiation Monitoring negotiation | |
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| Learning through non-negotiated interaction | |
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| Understanding language teaching tasks: Ranking What is a ranking task? | |
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| Method steps What can you use ranking tasks for? | |
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| How can you make and prepare for ranking tasks? | |
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| What material can you base ranking tasks on? | |
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| Monitoring a ranking task Monitoring learners beginning to speak | |
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| Learning through pushed output Pushed output | |
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| Pushing output Formal speaking | |
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| The nature of formal speaking | |
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| Teaching formal speaking | |
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| A process approach to formal speaking | |
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| Guidelines for presenting a formal talk | |
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| Pronunciation The place of form focused pronunciation instruction | |
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| Factors affecting the learning of another sound system | |
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| Procedures and techniques Fitting pronunciation into a course Monitoring pronunciation | |
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| Deliberate teaching | |
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| The value and limits of language-focused learning Deliberate vocabulary learning | |
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| The requirements of language-focused vocabulary instruction | |
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| Techniques and procedures Deliberate grammar learning | |
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| The causes of error | |
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| The effect of correction Correction procedures | |
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| Fitting language-focused learning into a course | |
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| Dictation and related activities Dictation Pre-dictation exercises | |
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| Variations of dictation Related techniques | |
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| Monitoring dictation Dicto-comp Related techniques | |
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| Developing fluency | |
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| The nature of fluency Fluency and accuracy Developing fluency | |
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| Designing fluency activities Fitting fluency into a course Developing fluency in listening and speaking | |
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| Techniques for developing fluency in listening | |
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| Techniques for developing fluency in speaking Monitoring fluency tasks | |
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| Testing Monitoring progress | |
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| Testing listening and speaking Listening tests Speaking tests | |
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| The survival syllabus | |
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| The most useful words for beginning graded reading | |
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| Topic types | |
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| Topics for listening and speaking | |