1. Teaching
1.1. The act of teaching
1.1.1. Scrivener, J. 1991
1.2. Teaching and Learning
1.2.1. Do
1.2.2. Recall
1.2.3. Reflect
1.2.4. Conclude
1.2.5. Prepare
1.3. Effective Teaching
1.3.1. Teachers decisions and actions
1.3.2. Teachers attitudes and intentions
1.3.3. Teachers beliefs and values
2. Learning
2.1. Curriculum
2.1.1. Historical background
2.1.1.1. 1800-1900 Grammar Translation Method
2.1.1.2. 1890-1930 Direct Method
2.1.1.3. 1930-1960 Structural Method
2.1.1.4. 1920-1950 Reading Method
2.1.1.5. 1950-1970 Audiolingual Method
2.1.1.6. 1950-1970 Situational Method
2.1.1.7. 1970-Present Communicational Method
2.1.2. Aproach to attain goals
2.1.2.1. Evaluation
2.1.2.2. Aims and objectives
2.1.2.3. Organization
2.1.2.4. Content
2.2. Monitor Theory by Stephen Krashen
2.2.1. Model for adult second language performance
2.2.1.1. Acquired system
2.2.1.1.1. Learned system
2.2.2. Monitor
2.2.2.1. Time
2.2.2.2. Focus on form
2.2.2.3. Know the rule
2.2.3. Other aspects
2.2.3.1. Individual variation Attitude and aptitude Formal and informal linguistic Environments The domain of the conscious Grammar: the morpheme studies The role of the first language Neurological correlates