1. Chapter 2 Four components of communicative competence
Key words for communicative materials
Language form vs. language function
Examples of form-function relationship (one to many/many to one)
Under which section should this example (“How about buying this red dress instead”) be placed in a grammar-focused book? And in a functional- communicative book?

2. Chapter 2 What is error? Appropriacy vs. accuracy Use vs. usage
Cohesion vs. coherence

3. Chapter 3 Structural approach vs. communicative approach
Lexical syllabus
Task-based approach
Learner variables
Subskills of reading

4. Chapter 4 Evaluating ELT materials
External evaluation vs. Internal evaluation
External evaluation
---What does ‘blurb’ and introduction entail?
What are the criteria in the internal evaluation?

5. Chapter 4: Internal evaluation
Presentation of language skills
Grading & sequencing
To promote discourse competence
Authentic or artificial?
Suitable for the target learners?
Add your own criteria

6. Chapter 6 Reading skills
The text as object vs. as process view point
Schema theory
Top-down vs. bottom up approach
Steps in designing reading courses
Explicit vs. implicit vocabulary teaching

7. Chapter 7 Listening skills
Reasons for listening
Transactional speech with one-way information flow
vs. two way interactional speech
Processing sound
Processing meaning
Context and knowledge
Main reasons for problems with listening

8. Chapter 7 Listening skills
Pre-listening activities
Listening activities
Post-listening activities

9. Chapter 8 Speaking sills
Reasons for speaking
4 characteristics of a communicative view of language
Teaching pronunciation
Pre-communicative language teaching vs. Communicative framework
Skill getting vs. skill using
Types of activity

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