舒白梅、向宗平主编的《英语课程与教学论》增加的内容主要包括每章的学习目标（Learning Goals）、讨论问题（Discussion Questions）及自我评价（Self-assessment）。学习目标既可以让学习者在开始新的一章的学习之前有明确的期待，又可以用来引导学生在本章学习结束之后对照检查学习效果。讨论问题旨在激活学习者已有的知识和经历，激发阅读和学习的兴趣，倡导合作共享的学习方式。自我评价并不专门针对事实性知识的掌握情况，而是希望通过评价活动鼓励学习者进行反思，在学习过程中逐渐有意识地将语言学习、教学知识学习和教学能力的提高结合起来。其次，删减的内容主要涉及过时的内容，如原第七章末尾所附的网址。互联网上的内容更新变化快，以不变应万变之策略还在于学会熟练运用最常用的搜索引擎。

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 Understanding Foreign Language Learning

 2. l Second Language Acquisition Theories

2.1.1 Krashen's Theory of Second Language Acquisition

2.1.2 Acculturation Theory

2.1.3 Accommodation Theory

2.1.4 Discourse Theory

2.1.5 Interlanguage Theory

2.1.6 Chomsky's Universal Grammar

 2.2 Learner Factors

2.2.1 Age

2.2.2 Aptitude

2.2.3 Learning styles

2.2.4 Personality

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 Learners

 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 discourse

 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 Relationships

4.1.3 Implications 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 functions 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 Reasons 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 Reasons 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 Situations for natural English use

6.3.2 Functions of teacher talk (TT)

6.3.3 Reducing teacher talking time (TTT)

6.3.4 Place of first 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 lessons: A sample

 7. 2 Using the Internet

7.2.1 Reasons 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 Functions

9.2.3 Guidelines

9.2.4 Techniques

9.2.5 Formative or summative assessment

 9.3 Error Analysis

9.3.1 Errors and mistakes

9.3.2 Classification of errors

 9.4 Error Correction

9.4.1 Why correct

9.4.2 When to correct

9.4.3 How to correct

9.4.4 Implications 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