Structure-dominated: learning a foreign language is to master the structure of that language.
结构主导：学习一门外语就是要掌握该语言的结构。

Teacher-centered: teacher is the knowledge-giver, pace-controller.
以教师为中心：教师是知识的提供者，节奏控制者。

The Grammar-Translation Method
语法翻译方法

The Direct Method
直接方法

Backgr
背景

ound

Purpose:
目的：

1) Read and appreciate language literatures. The aims of language learning are literary, scholarly or religious.
1） 阅读和欣赏语言文学。语言学习的目标是文学、学术或宗教。

2)Become more familiar with grammar of their native language, and thus help them speak and write their native language better.
2） 更熟悉母语的语法，从而帮助他们更好地说和写母语。

3)Help leaners grow intellectually.
3）帮助学习者在智力上成长。

1)The Direct Method is a radical departure from the Grammar-Translation Method,which paid attention to oral-aural work for communicative purpose.
1）直接法与语法-翻译法完全不同，语法-翻译法注重以交际为目的的口语-听力工作。

2)Language learning was seen as a necessity for survival.Immigrants.
2） 语言学习被视为生存的必要条件。移民。

3)It holds that learners can learn to speak a foreign language by the same mechanism a child uses to learn his native language
3）它认为学习者可以通过与孩子学习母语相同的机制来学习说外语

What:
什么：

1)Grammar is taught deductively and accuracy is emphasized.
1） 语法采用演绎法教授，强调准确性。

2)Words are selected from the reading texts used, and are taught through bilingual word lists, dictionary and memorization.
2） 从使用的阅读文本中选择单词，并通过双语单词列表、字典和记忆来教授。

The sentence is the basis of teaching and language practice.
这句话是教学和语言练习的基础。

3)Reading and writing are the major focus while little attention is paid to speaking and listening.
3）阅读和写作是主要关注点，而很少关注口语和听力。

How:
如何：

4)Target language is taught through the mother tongue.
4） 目标语言通过母语教授。

5)Themostpopularexercise is translation.
5）最受欢迎的练习是翻译。

What:
什么：

1)Grammar is taught inductively and communicative practice is emphasized.
1） 语法是归纳式的，强调交际练习。

2)Only everyday vocabulary and sentences are taught.
2） 只教授日常词汇和句子。

3)Both speech and listening comprehension are taught.
3） 教授口语和听力理解。

How:
如何：

4)Classroom instruction is conducted in the target language without translation.
4） 课堂教学以目标语言进行，无需翻译。

5)Meaning is taught by sensory experience,with concrete vocabulary taught through1demonstration, objects and pictures; with abstract vocabulary taught by association of ideas.
5）意义由感官体验教授，具体词汇通过1演示、物体和图片教授;通过思想联想教授抽象词汇。

6)Practice in speaking and reading is provided directly through imitation and repetition.
6） 口语和阅读练习是通过模仿和重复直接提供的。

7)Oral communication skills are taught through question-and-answer exchanges between teachers and students.
7）通过师生之间的问答交流来教授口语交流技巧。

Strengths:
优势：

1)The explicit learning of grammar may be a shortcut to some people.
1）对某些人来说，显式的语法学习可能是一种捷径。

2)It makes good use of the learners'mother tongue.
2） 充分利用学习者的母语。

3)Grammar translation as a problem-solving technique benefits adult learners particularly.
3） 语法翻译作为一种解决问题的技术，对成人学习者特别有益。

4)It is an easy and straightforward method when the teacher's target language proficiency is not satisfactory.
4）当教师的目标语言能力不令人满意时，这是一种简单明了的方法。

5)It can give learners a set of clear objectives and a clear sense of achievements. It meets leaner's expectations
5）它可以给学习者一套明确的目标和清晰的成就感。它满足了 leaner 的期望

Weaknesses:
弱点：

1) Students’ ability to use the target language for communication is limited.
1） 学生使用目标语言进行交流的能力有限。

2)The task of memorization is enormous and learners can easily get bored.
2） 记忆的任务很艰巨，学习者很容易感到无聊。

Because there is too much emphasis.on the rules and exceptions. Learners learn the rules, but not the language.
因为太强调规则和例外了。学习者学习规则，但不学习语言。

3)It fails to free students from their mother tongue.
3） 它未能将学生从他们的母语中解放出来。

4)Often there are no exact equivalents between two languages.
4） 两种语言之间通常没有确切的等价物。

Strengths:
优势：

1)It motivates learners’ interest because they can easily put what they learn into practice.(The choice of everyday vocabulary and the use of inductive method in grammar learning)
1）它激发了学习者的兴趣，因为他们可以轻松地将所学知识付诸实践。（日常词汇的选择和归纳法在语法学习中的使用）

2)Students get more exposure to the target language.
2） 学生更多地接触目标语言。

3)Students are free from the mother tongue interference.
3） 学生不受母语干扰。

4)It relates language learning to language use in communication.
4）它将语言学习与交流中的语言使用联系起来。

Weaknesses:
弱点：

1)It is difficultforteachers to convey meaning without translation and she can't be sure whether students understand her or not.
1）老师不翻译就很难传达意思，她无法确定学生是否理解她。

2)It's not easy to apply when ideas and conceptsbecomeabstractand complicated.
2）当想法和概念变得抽象和复杂时，就不容易应用了。

3)It is not practical to treat L2 learning the same as L1 learning because of lack in sufficient teaching resources such as qualified teachers andlanguage environment.
3）由于缺乏足够的教学资源，如合格的教师和语言环境，将二语学习和一贯对待是不切实际的。

4)It views the adult language learning as the same as children do, which is ignorant of the differences between two people.
4）它认为成人的语言学习与儿童相同，对两个人之间的差异一无所知。

Audiolingual Method
Audiolanguage 方法

Cognitive-Code Learning Method
认知代码学习法

Backgr ound

During the World War II, the USA faced the task of teaching oral skills in a large variety of language to a vast number of people in the military in a very short time.
在第二次世界大战期间，美国面临着在很短的时间内向大量军队人员教授多种语言口语技能的任务。

As criticisms of the Audio-Lingual Method mounted, more teachers sought alternative methods and approaches.
随着对音频-语言方法的批评越来越多，越来越多的教师寻求替代方法和途径。

Theorie s
理论

1) Language: The structural view
1） 语言：结构视图

2) Learning: Behaviorism: reinforcement
2） 学习：行为主义：强化

1) Language: language is seen as a set of abstract rules in mind.
1） 语言：语言被视为一组抽象的规则。

2) Learning: language learning is a process which involves active mental processes, not simply the forming of habits. We learn by insight, interpretation and problem-solving.Mentalism
2） 学习：语言学习是一个涉及积极心理过程的过程，而不仅仅是习惯的形成。我们通过洞察力、解释和解决问题来学习。心灵主义

Feature s
特点 s

What:
什么：

1) Language skills are divided into four categories: listening, speaking, reading,and writing.
1） 语言技能分为四类：听、说、读、写。

2)The emphasis is on spoken language as the objective of language learning.
2） 强调口语作为语言学习的目标。

How:
如何：

1) Dialogues become the chief means of presenting language.
1） 对话成为呈现语言的主要手段。

2)Use pattern drills focusing on sentence patterns as a means of forming language habits.
2） 使用专注于句型的模式练习作为形成语言习惯的手段。

Procedures:
程序：

1) The teacher provides a model dialogue containing key structures. Then, students repeat and memorize the pattern. The teacher will correct mistakes immediately.(Reinforcement)
1） 教师提供包含关键结构的模型对话。然后，学生重复并记住该模式。老师会立即纠正错误。（加固）

2) The dialogue will be adapted through changing certain key words or phrases.Students are asked to practice and perform these dialoguess
2） 对话将通过更改某些关键词或短语来适应。要求学生练习和表演这些对话

3) Certain key structures will be practiced= in different kinds of pattern drills. The teacher will give explanation on grammar rules if necessary.
3） 某些关键结构将在不同类型的花样练习中练习 = 。如有需要，老师会讲解语法规则。

4) Reading, writing, or vocabulary activities based on the dialogue may be introduced.
4） 可以介绍基于对话的阅读、写作或词汇活动。

5) Follow-up activities may take place in the language lab, where further dialogue and drill work is carried out.
5） 后续活动可能会在语言实验室进行，在那里进行进一步的对话和演练工作。

What:
什么：

1) Priority is given to any of the four skills according to the goal of the course and the need of students.
1） 根据课程的目标和学生的需要，优先考虑四项技能中的任何一项。

2)Language needed for communication is taught and practiced.
2） 教授和练习交流所需的语言。

How:
如何：

1)。Grammar learning is conducted in a functional view so that students may apply
1)。语法学习以功能视图进行，以便学生可以申请

t

what they have learned to actual communication situations.
他们学到的东西到实际的沟通情境中。

2)Meaningful learning is emphasized. The more meaningful the material, the more1easily it can be learned.
2） 强调有意义的学习。材料越有意义，就越容易1学习。

3)It stresses the importance of deductive and analytical approaches. 演绎和分析
3） 它强调了演绎和分析方法的重要性。演绎和分析

Comme nts

Strengths:
优势：

1) It fits into the idea of language as
1） 它符合语言的概念

Strengths:
优势：

1) It involves more active use of student's
1） 它涉及更积极地使用学生的

speech, not written.
演讲，而不是书面的。

2) Get good pronunciation. Pattern drills help students achieve fluency and accuracy in language production.
2） 发音好。模式练习帮助学生在语言表达中达到流利和准确。

3) Free from mother tongue interference and get more exposure to native speaker language use.
3） 不受母语干扰，更多地接触母语使用者。

Weaknesses:
弱点：

1) Language could not be simply divided into discrete units.批判结构观
1） 语言不能简单地划分为离散的单元。

2) Linguistic behavior could not be drummed into an individual by rote repetition.批判行为主义(忽略学生)
2） 语言行为不能通过死记硬背来灌输给个体 。

3) It does not improve reading techniques since the primary focus is on oral proficiency.
3） 它不会提高阅读技巧，因为主要关注的是口语熟练度。

4) There is too much imitation,memorizing pattern drills, but no creative exercise. Thus, it cannot help learners to obtain communicative competence.
4） 模仿太多，背诵模式练习，但没有创造性的锻炼。因此，它不能帮助学习者获得交际能力。

mental power.
精神力。

2)It utilizes all the four skills and it gives studentsopportunitiestodevelop functional performance skills.
2） 它利用了所有四种技能，并为学生提供了发展功能性表演技能的机会。

3)Students are learning meaningfully and enjoyably.
3） 学生学习有意义且愉快。

Weaknesses:
弱点：

1)Teachers have a heavy burden in selecting and preparing meaningful presentation.
1） 教师在选择和准备有意义的演示文稿方面负担沉重。

2)Students who are slow to comprehend do not work successfully with this method.
2） 理解速度慢的学生不能成功地使用这种方法。

3)Practical activities and procedures are not yet complete.
3） 实践活动和程序尚未完成。

The Oral-Situational Method 比 Direct Method 更加 situational
The Oral-Situational Method 比 Direct Method 更加 情境

Features:
特征：

1)Spoken language is primary.
1） 口语是主要语言。

2)Only the target language should be used.
2）只能使用目标语言。

3)All language material is practiced orally before being presented in written form.
3） 所有语言材料在以书面形式呈现之前都经过口头练习。

4)New items are introduced and practiced situationally.
4） 根据情况引入和练习新项目。

5)Grammatical structures are graded from simple to complex.
5） 语法结构从简单到复杂分级。

Comments:
评论：

1) Strength: it makes meaning clearer and easier to understand because new items are presented in situations.
1） 强度：它使含义更清晰、更容易理解，因为新项目是在情境中出现的。

2)Weakness: it's difficult to present all the items in appropriate situations, and this gives an extra burden to teachers.
2）弱点：很难在适当的情况下呈现所有项目，这给教师带来了额外的负担。

Communicative Language Teaching 1980s
交际语言教学 1980 年代

Definition:
定义：

It is a learner-centered approach developed from British, which emphasizes interaction as both the means and the ultimate goal of learning a language.
这是一种从英国发展而来的以学习者为中心的方法，强调互动是学习语言的手段和最终目标。

Purpose:
目的：

Communicative competence
交际能力

Theories:
理论：

Language: At the level of language theory, CLT has a rich, if somewhat eclectic theoretical base. The structural, functional, interactional language views inform CLT.
语言：在语言理论的层面上，CLT 具有丰富的理论基础，尽管有点不拘一格。结构、功能、交互语言视图为 CLT 提供信息。

Structures and vocabulary are important but not adequate if only they are taught.
结构和词汇很重要，但如果只教授它们，它们是不够的。

Discourse is the basic unit of language learning. When we communicate, we use language to accomplish some functions, such as arguing, persuading, suggestion,promising, in social context.
话语是语言学习的基本单位。当我们交流时，我们使用语言来完成一些功能，例如在社交环境中争论、说服、建议、承诺。

Students must be able to apply language knowledge to negotiate meaning.
学生必须能够应用语言知识来协商含义。

Learning: “交流有意义任务” W P20 Richards and Rogers
学习： “交流有意义任务” W P20 Richards 和 Rogers

Communication principle: activities that evolve real communication promote learning.
沟通原则：发展真正沟通的活动促进学习。

Meaningfulness principle: language that is meaningful to the learner promotes learning.
意义原则：对学习者有意义的语言可以促进学习。

Task principle: activities in which language is used for carrying out meaningful tasks promote learning.
任务原则：使用语言执行有意义任务的活动促进学习。

Principles:X【预测】
原则：X【预测】

Learners learn a language from using it to communicate. Use to learn
学习者通过使用语言进行交流来学习语言。用来学习

Communication in classroom activities should be authentic and meaningful.
课堂活动中的交流应该是真实和有意义的。

Communication involves the integration of different language skills.
沟通涉及不同语言技能的整合。

Fluency is an important dimension of communication.
流利度是沟通的一个重要维度。

Learning is a process of creative construction and involves trial and error.
学习是一个创造性构建的过程，涉及反复试验。

Features:
特征：

【预测】

1)Teaching process:S.小组有目的交流真实材料”

Activities are worked out in small groups in order to maximize the time allotted to each student.
活动以小组形式进行，以最大限度地利用分配给每个学生的时间。

Everything that is done with a communicative intent. Truly communicative activities have three features:“选择反馈信息差”
一切都是为了交际而完成的。真正的交际活动有三个特点：“选择反馈信息差”

Choice: speaker has choice of what he will say and how he will say it.
选择：演讲者可以选择他将说什么以及如何说。

Feedback: the listener gives the speaker feedback as to whether or not he understands what he has heard.
反馈：听众向说话者反馈他是否理解他所听到的内容。

Information-gap: one person knows something that the other doesn't.
信息差距：一个人知道一些东西，而另一个人不知道。

Use authentic materials.(actually used by native speaker, exposure to native speaker language use)
使用正宗的材料。（实际由母语人士使用，接触母语人士使用）

2) - Teaching procedures: Communicative presentation and practice
2） - 教学程序：交际演示和练习

Stage 1—— Communicative task 1: errors are not corrected
阶段 1 —— 交际任务 1：错误没有被纠正

Teachers: do not supply language forms which students require for expression of this function.
教师：不提供学生表达此功能所需的语言形式。

Students: use whatever language they have at their disposal.
学生：使用他们可以使用的任何语言。

Stage 2---Presentation and drilling: errors are corrected
第 2 阶段---演示和钻孔：纠正错误

Teachers: present required forms and drills to fluency.
教师：提供所需的表格和练习以流利。

Students: do a lot of drillings and try to achieve a reasonable degree of fluency.
学生：进行大量练习并尝试达到合理的流利程度。

Stage 3---Communicative task 2: if serious errors occur, the teacher will go back to the drilling stage.
阶段 3---交际任务 2：如果出现严重错误，老师会回到演练阶段。

Teachers: provide students a new communicative task and motivate them to use the language forms they have learned.
教师：为学生提供新的交际任务，并激励他们使用所学的语言形式。

Students: use the new forms to achieve the goal.
学生：使用新表格实现目标。

3)Two versions of communicative classroom activities:
3）交际课堂活动的两个版本：

\

Weak version: Learn to use: students firstly learn some language rules and then learn how to use them in communication.
弱版本：学会使用：学生首先学习一些语言规则，然后学习如何在交流中使用它们。

Strong version: Use to learn: learners discover language rules in the process of learning how to communicate.Student-centered
强版本：用于学习：学习者在学习如何交流的过程中发现语言规则。以学生为中心

4) Criteria of communicative classroom activities: Ellis【重点】W 120 words
4） 交际课堂活动标准： Ellis【重点】W 120 字

Communicative purpose: must involve the students in performing a real communicative purpose rather than just practicing language for its own sake.
交际目的：必须让学生参与执行真正的交际目的，而不仅仅是为了语言本身而练习。

Communicative desire: must create a desire to communicate; feel a real need to communicate.
交际欲望：必须产生交流的欲望;感到真正需要沟通。

Content, not form: when students are doing the activity, they must be concentrating on what they are saying.
内容，而不是形式：当学生进行活动时，他们必须专注于他们所说的内容。

Variety of language: must involve the students in using a variety of language, not just one specific language form.
语言多样性：必须让学生参与使用多种语言，而不仅仅是一种特定的语言形式。

No material control: should not be designed to control what language the students should use. The choice about what language to use should rest with the students.
无材料控制：不应设计为控制学生应该使用的语言。使用哪种语言的选择应该由学生决定。

>No teacher intervention: must be designed to be done by the students working by themselves.
>没有教师干预：必须设计为由学生自己完成。

Roles:
角色：

Learner roles:【补充】
学习者角色：【补充】

Negotiator. Since Communicative Language Learning emphasizes on the process of communication, the role of learner is viewed as negotiator between the self, the learning process, and the object of learning.
谈判。由于交际语言学习强调交流过程，因此学习者的角色被视为自我、学习过程和学习对象之间的谈判者。

Teacher roles: 【2016简答】S/X Several roles are assumed for teachers in CLT.
教师角色： 【2016 简答】S/X CLT 中的教师承担了几个角色。

Need analyst: determines ss' language needs and take measures to meet them;one-to-one sessions; questionnaires.
需求分析师：确定 ss 的语言需求并采取措施满足这些需求;一对一会议;问卷。

Facilitator---- - provides assistance in the communication process between students,and between students and activities and texts.
主持人---- - 在学生之间以及学生与活动和文本之间的交流过程中提供帮助。

Co-communicator---- - engaged in the communicative activity along with students.
Co-communicator---- - 与学生一起参与了交流活动。

Manager-----establish situations likely to promote communication.
经理-----建立可能促进沟通的情境。

Adviser----answering students' questions and monitoring their performance.
顾问----回答学生的问题并监控他们的表现。

Researcher【补充】: good teachers are not only those with experience, but with rationalized thinking. They observe a problem, reflect on the reasons, think about possible solutions, implement the solutions and evaluate the results.
研究员【补充】：好的老师不仅是有经验的，而且是有理性思维的老师。他们观察问题，反思原因，思考可能的解决方案，实施解决方案并评估结果。

Comments:
评论：

Strengths:
优势：

Students will be more motivated if they feel they are learning to do something useful with the language they study.
如果学生觉得他们正在学习用他们所学的语言做一些有用的事情，他们会更有动力。

Students are given many opportunities to share their ideas and opinions on a regular basis and chances for cooperative interactions with fellows and the teacher.Pair work
学生有很多机会定期分享他们的想法和意见，并有机会与同学和老师进行合作互动。结对工作

Students feel less anxious and more secure.
学生们感到不那么焦虑，更安全。

Debates: W35
辩论： W35

Whether it is culturally appropriate. Practicality, applicability in the Chinese context.
它在文化上是否合适。实用性，在中国的适用性。

Whether it is suitable for all age level of learners.
是否适合所有年龄段的学习者。

The difficulty in designing a syllabus with one-to-one correspondence between a function and a form.
设计一个功能与表单之间一一对应关系的教学大纲的难度。

High requirement for teachers.
对教师要求高。

Task-Based Language Teaching
任务型语言教学

Definition:Wp26
定义：Wp26

TBLT is a further development of CLT. It shares the same beliefs, as language should be learned as close as possible to how it is used in real life. However, it stresses the importance to combine the form-focused teaching with communication-focused teaching.
TBLT 是 CLT 的进一步发展。它有着相同的信念，因为语言的学习应该尽可能接近它在现实生活中的使用方式。然而，它强调了将以形式为中心的教学与以交流为中心的教学相结合的重要性。

Purpose:
目的：

The course goals are linguistic in nature which center on learners' pragmatic competence.
课程目标是语言学的，以学习者的语用能力为中心。

Theories:【2020简答】
理论：【2020 简答】

Xp14
XP14 系列

Language: Richards and Rogers
语言： Richards and Rogers

Multiple models of language(Structural, functional, interactional language views) informTBI.
多种语言模型（结构、功能、交互语言视图）informTBI.

Lexical units are central in language use and language learning.
词汇单位是语言使用和语言学习的核心。

Language is primarily a means of making meaning.
语言主要是一种创造意义的手段。

Conversation is the central focus of language and the keystone of language acquisition.
对话是语言的中心焦点，也是语言习得的基石。

Learning:
学习：

Tasks provide both the input and output processing necessary for language acquisition.
任务提供语言习得所需的输入和输出处理。

Task activity and achievement are motivational.
任务活动和成就是激励性的。

Learning difficulty can be negotiated and fine tuned for particular pedagogical purposes.
学习困难可以协商和微调以达到特定的教学目的。

Principle s:【2022简答】
原则 s：【2022 简答】

What: Activities and tasks
内容：活动和任务

1)Purposeful and emphasize communication and meaning.
1） 有目的性，强调沟通和意义。

2)Learn by interacting purposefully and communicatively while engaged in the activities and tasks.
2） 在参与活动和任务时，通过有目的地互动和交流来学习。

3)Focus on process rather than product.
3）关注过程而不是产品。

4)Either those that learner might need to achieve in real life or those that have a particular pedagogical purpose specific to the classroom.
4） 学习者可能需要在现实生活中实现的那些，或者那些具有特定于课堂的特定教学目的的那些。

5) Sequenced accordingly to difficulty, from easy to difficult, from simple to complex.
5） 根据难度排序，从易到难，从简单到复杂。

Features:
特征：

1)Task components: 【重点】Wp28
1）任务组成： 【重点】Wp28

A purpose: making sure the students have a reason for undertaking the task.
目的：确保学生有承担任务的理由。

A context: should be real, simulated or imaginary, and involves sociolinguistic issues such as the time, the location, the participants and their relationship, and other important factors.体现了 pragmatic competence
语境：应该是真实的、模拟的或虚构的，并涉及社会语言学问题，如时间、地点、参与者及其关系以及其他重要因素。

A process: get students to use learning strategies such as problem solving, reasoning,inquiring, conceptualizing and communicating.How，方法策略
一个过程：让学生使用学习策略，例如解决问题、推理、探究、概念化和交流。How，方法策略

A product: there will be some form of outcome, either visible or invisible.
产品：会有某种形式的结果，无论是可见的还是不可见的。

2)Task design:
2）任务设计：

Step 1: Think about students' needs, interests, and abilities.
第 1 步：考虑学生的需求、兴趣和能力。

Step 2: Brainstorm possible tasks.
第 2 步：集思广益可能的任务。

Step 3: Evaluate the list.
第 3 步：评估列表。

Step 4: Choose the language items.
第 4 步：选择语言项目。

Step 5: Prepare materials.
第 5 步：准备材料。

3)Types of tasks according to the type of interaction:
3）根据交互类型的任务类型：

Jigsaw; Information-gap; Problem-solving; Decision-making; Opinion exchange
拼图;信息差距;解决问题;决策;意见交流

Roles:
角色：

Leaner roles:【补充】
精简角色：【补充】

1) Group participant: many tasks are be done in pairs or small groups.
1） 小组参与者：许多任务都是以两人一组或小组的形式完成的。

2) Monitor: Learners need to attend not only to the message in task work, but also to the form in which such messages typically come packed.
2） 监控：学习者不仅需要注意任务工作中的消息，还需要注意此类消息通常打包的形式。

3) Risk-taker and innovator: many tasks will require learners to create and interpret messages for which they lack full linguistic resources and prior experience.
3） 冒险者和创新者：许多任务需要学习者创建和解释他们缺乏完整语言资源和先前经验的信息。

Teacher roles:【预测】
教师角色：【预测】

1) Selector and sequencer of tasks: the teacher needs to spend a lot of time to select,adapt, and create the tasks and then order them into an instructional sequence in order to meet students’ needs, interests, and language levels/ abilities.
1） 任务的选择者和排序者：教师需要花费大量时间来选择、调整和创建任务，然后将它们排序为教学序列，以满足学生的需求、兴趣和语言水平/能力。

2) Preparing learners for tasks: the teacher needs to help students to do some pre-task preparation or provide necessary and important cues.
2） 为学习者准备任务：教师需要帮助学生做一些任务前的准备或提供必要和重要的提示。

3) Consciousness-raising: In doing the task, students should focus on the form of language. It is necessary for the teacher to use a variety of form-focusing techniques to raise student's consciousness of language development.
3） 意识提升：在完成任务时，学生应该关注语言的形式。教师有必要使用各种以形式为中心的技术来提高学生的语言发展意识。

Comment s:
评论：

Strengths: W
优点： W

1) With careful preparation, TBLT is a very flexible form of teaching and learning. It can not only cater for different learning styles but also allow the teacher to focus on meaning as well as form.
1） 经过精心准备，TBLT 是一种非常灵活的教学形式。它不仅可以满足不同的学习风格，还可以让教师专注于意义和形式。

2) It energizes students’ learning because of its attention to students’ needs, interest, and abilities
2） 它激发了学生的学习活力，因为它关注学生的需求、兴趣和能力

3) Tasks can contribute to whole-person development. 发展各种能力
3） 任务有助于全人发展。 发展各种能力

Weaknesses:
弱点：

1) It is not effective for presenting new language items.
1） 它对呈现新语言项目无效。

2) It takes teachers too much time for preparation. High requirement for teachers
2） 教师需要太多时间来准备。对教师要求高

3) Whether it is culturally appropriate. Appropriateness and practicality in Chinese contexts教师主导 Authority-oriented 论文
3） 它在文化上是否合适。Appropriateness and practicality in Chinese contexts 教师主导 Authority-oriented 论文

4) The level of difficulty: insufficient linguistic resources and prior experience
4） 难易程度：语言资源和先前经验不足

注意：

1)Have a balance between the focus on communication and the focus on form. Grammar,vocabulary and individual skills should not be neglected because they play a supportive role in enabling students to handle tasks.
1） 在注重沟通和注重形式之间取得平衡。语法、词汇和个人技能不应被忽视，因为它们在使学生能够处理任务方面发挥着支持作用。

2)Have a balance between accuracy and fluency because they are not opposites and alternatives.
2） 在准确性和流畅性之间取得平衡，因为它们不是对立面和替代方案。

Natural Approach
自然方法

Definition:
定义：

language acquisition is a subconscious process, dependent on two factors: the amount of comprehensible input students gets, and their control of affective filters.
语言习得是一个潜意识过程，取决于两个因素：学生得到的可理解输入的数量，以及他们对情感过滤器的控制。

Theories:
理论：

【预测】

Language:
语言：

1) Structural view: language consists of lexical items, structures, and messages.Language learning is viewed as mastering language structures by stages.(input hypothesis)
1） 结构视图：语言由词汇项、结构和消息组成。语言学习被视为分阶段掌握语言结构。（输入假设）

2) Functional view: language is viewed as a vehicle for communicating meanings and messages.
2） 功能观：语言被视为传达意义和信息的载体。

Learning: Krashen's Monitor Model
学习：Krashen 的监控模型

Principles:
原则：

Implications:
影响：

【重点】

1)Comprehension precedes production.
1）理解先于生产。

2)Course syllabus must be based on communicative goals.
2） 课程大纲必须基于交际目标。

3) As much comprehensible input as possible must be presented. Whatever helps comprehension is important. Visual aids are useful, as is exposure to a wide range of vocabulary rather than study of syntactic structure.
3） 必须提供尽可能多的可理解的输入。任何有助于理解的东西都很重要。视觉辅助是有用的，接触广泛的词汇而不是学习句法结构也是有用的。

5) The focus in the classroom should be on listening and reading; speaking should be allowed to“emerge.”
5） 课堂的重点应该是听力和阅读;应该允许说话 “出现”。

6) In order to lower the affective filter, students work should center on meaningful communication rather than form; input should be interesting and so contribute to a relaxed classroom atmosphere.
6） 为了降低情感过滤器，学生的工作应该以有意义的交流而不是形式为中心;输入应该是有趣的，从而有助于营造轻松的课堂氛围。

Features:
特征：

【预测】

1) The teacher speaks only the target language in the classroom.
1） 老师在课堂上只说目标语言。

2) Class time is devoted primarily to providing input for comprehension.
2） 课堂时间主要用于提供理解的输入。

3) Activities may involve the use of a certain structure, but the goals are to enable students to talk about ideas, perform tasks and solve problems.
3） 活动可能涉及使用某种结构，但目标是使学生能够谈论想法、执行任务和解决问题。

4) Homework may involve formal grammar work. Errors are corrected.
4） 家庭作业可能涉及正式的语法工作。错误得到纠正。

Roles:
角色：

Learner roles: A processor of comprehensible input. Students take an active role in ensuring comprehensible input.
学习者角色：可理解输入的处理器。学生在确保输入可理解方面发挥积极作用。

Teacher roles:【重点预测】“提供可理解/有趣的活动/环境”

1) The teacher is a major source of comprehensible input in the target language. In class, the teacher should generate a constant language flow of language input, and helps students to understand it.Resource provider
1） 教师是目标语言中可理解输入的主要来源。在课堂上，教师应该生成一个持续的语言输入流，并帮助学生理解它。资源提供程序

2) The teacher must design and have a lot of interesting classroom activities which provide opportunities for students to obtain comprehensible input.Planner
2） 教师必须设计并有很多有趣的课堂活动，为学生提供获得可理解输入的机会。计划

3)The teacher needs to create an interesting, relaxed and friendly classroom atmosphere in order to lower students' affective filter.
3） 老师需要营造一个有趣、轻松和友好的课堂氛围，以降低学生的情感过滤。

Comments:
评论：

Strengths:
优势：

It can provide a rich second language experience for students.
它可以为学生提供丰富的第二语言体验。

Under optimal conditions, students can move with relative ease from comprehension, to early speech production, and to speech emergence and beyond.
在最佳条件下，学生可以相对轻松地从理解到早期语音产生，再到语音出现及以后。

Weaknesses:
弱点：

It gives teacher a heavy burden upon the time and energy.
它给教师带来了沉重的时间和精力负担。

Content-Based Instruction/ Content-Centered Education
基于内容的教学/以内容为中心的教育

Definition:
定义：

It is the integration of content learning with language teaching aims.
它是内容学习与语言教学目标的整合。

An approach to second language teaching in which teaching is organized around the content or information that students will acquire, rather than around a linguistic or other type of syllabus.
一种第二语言教学方法，其中教学围绕学生将获得的内容或信息进行组织，而不是围绕语言或其他类型的教学大纲。

Theories:
理论：

【重点】

Xp12
XP12 系列

Language:
语言：

Language is purposeful.
语言是有目的的。

Language is text-based and discourse-based.
语言是基于文本和话语的。

Language use draws on/ makes use of integrated skills.
语言使用借鉴/利用综合技能。

Learning:
学习：

Teaching builds on the previous experience of the learners.
教学建立在学习者以前的经验之上。

Some content areas are more useful as a basis for language learning than others.
有些内容区域比其他内容区域更能作为语言学习的基础。

People learn a second language most successfully when the information they are acquiring is perceived as interesting, useful, and leading to a desired goal.
当人们获取的信息被认为有趣、有用并导致预期目标时，他们学习第二语言最成功。

Students learn best when instruction addresses students' needs.
当教学满足学生的需求时，学生学得最好。

Features:
特征：

Xp13
XP13 系列

Procedures of a sample:
样品的程序：

Linguistic analysis:
语言分析：

Preparation for film:
电影准备：

Viewing a segment of the movie:
查看影片的片段：

Discussion the film:
影片讨论：

Discussion of the reading:
阅读讨论：

Learner roles:
学习者角色：

Teacher roles:【2021简答题】
教师角色：【2021简答题】

Need analyst: language curriculum and materials, teaching practices should revolve around leaner needs.
需求分析师：语言课程和材料、教学实践应围绕更精简的需求展开。

Create truly learner-centered classroom:
创建真正以学习者为中心的课堂：

Selector and adaptor of authentic materials for use in class: from the perspective of truly contextualizing their lessons by using content as the point of departure, teachers should commit themselves to materials adaption and development.
课堂上使用的真实材料的选择者和改编者：从以内容为出发点真正将课程情境化的角度来看，教师应该致力于材料的改编和发展。

Teacher skills: 【2021简答题】
教师技能：【2021简答题】

1) Varying the format of classroom instruction.
1） 改变课堂教学的形式。

2)Using group work and team-building techniques.
2） 使用团队合作和团队建设技术。

3) Organizing jigsaw reading arrangements.
3） 组织拼图阅读安排。

4) Defining the background knowledge and language skills required for student success.
4） 定义学生成功所需的背景知识和语言技能。

5) Helping students develop coping strategies.
5） 帮助学生制定应对策略。

6) Using process approaches to writing.
6） 使用过程方法进行写作。

7) Using appropriate error correction techniques.
7） 使用适当的纠错技术。

8)Developing and maintaining high leveIs of students’ esteem.
8） 培养和维护学生的高度尊重。

Comments:
评论：

Opportunities and challenges: S
机遇与挑战： S

There is an increase in intrinsic motivation and empowerment. Students are pointed to their own competence and autonomy as intelligent individuals.
内在动机和授权有所增加。学生被指出他们作为聪明个体的能力和自主性。

There is a demand for a whole new genre of textbooks and other materials.
对一种全新的教科书和其他材料类型的需求。

There is a need for training language teachers to teach concepts and skills of various disciplines, professions and occupations, and to teach in teams across disciplines.
需要培训语言教师教授各种学科、专业和职业的概念和技能，并以跨学科的团队形式进行教学。

Cooperative Language Learning【重点预测】
合作语言学习【重点预测】

Definition:
定义：

It is an approach in which students work together in pairs and groups and share information as well as come to each other`s aid.
在这种方法中，学生们两人一组一起工作，分享信息，并互相帮助。

an emphasis on collaborative efforts of students and teachers working together to pursue goals and objectives.
强调学生和教师的共同努力，共同追求目标。

Goal/
目标/

purpose
目的

【预测】:

Xp12
XP12 系列

Provide opportunities for naturalistic second language acquisition through the use of interactive pair and group activities. Use to learn
通过使用互动式结对和小组活动，为自然的第二语言习得提供机会。用来学习

Provide teachers with a methodology to cnable them to achieve this goal and one that can be applied in a variety of curriculum settings.
为教师提供一种方法，使他们能够实现这一目标，并且可以应用于各种课程设置。

Enable focused attention 1to particular lexical items, language structures and communicative functions through the use of interactive tasks.
通过使用交互式任务，使注意力集中 1 到特定的词汇项目、语言结构和交际功能。

Provide opportunities to develop successful learning and communication strategies.
提供制定成功的学习和沟通策略的机会。

Enhance learners’ motivation, reduce learners’ stress, and create a positive affective classroom climate. “关注情感自然习得方法策略”
提高学习者的积极性，减轻学习者的压力，并营造积极的情感课堂氛围。“关注情感自然习得方法策略”

Theories:
理论：

Language: structural, functional, international view
语言：结构、功能、国际视野

CLL activities may be used to focus on language forms as well as to practice particular functions.
CLL 活动可用于专注于语言形式以及练习特定功能。

Learning: social constructivism; humanism.
学习：社会建构主义;人文主义。

Features:
特征：

Cooperative activities:【预测】 140 words
合作活动：【预测】140 字

CLL seeks to develop classroom that foster cooperation rather than competition in learning.
CLL 寻求发展促进学习合作而不是竞争的课堂。

1) Cooperative projects: projects usually involve research, paper-and-pencil tasks, and concrete, hands-on things to do. They are completed over a relatively long period of time.
1） 合作项目：项目通常涉及研究、纸笔任务以及具体的、动手做的事情。它们是在相对较长的时间内完成的。

2) Jigsaw: students use division of labor to simplify a difficult task in sophisticated cooperative learning activity.
2） 拼图：学生使用分工来简化复杂的合作学习活动中的艰巨任务。

3) Learning centers: students can work without direct teacher supervision. Some students can work independently and productively while the teacher is free to work individually or in small groups with other students.
3） 学习中心：学生可以在没有老师直接监督的情况下工作。一些学生可以独立和高效地工作，而老师可以自由地单独或与其他学生以小组形式合作。

4) Classroom correspondence: it means writing for an unseen audience in the forms of message mailboxes, interactive journals, letter writing. It provides a natural means by which students can move from oral communication in English to a new skill.
4） 课堂通信：这意味着以消息邮箱、互动日记、信件写作的形式为看不见的受众写作。它提供了一种自然的方式，让学生可以从英语口语交流转变为一项新技能。

5) Imaginative activities: they require students to solve a problem they would not normally have to face, and create a plan they would never have dreamt of on their own.
5） 富有想象力的活动：他们要求学生解决一个他们通常不必面对的问题，并制定一个他们自己做梦都想不到的计划。

Roles:
角色：

Teacher roles【重点预测】: the teacher plays his role in the background on most occasions.
教师角色【重点预测】：教师在大多数场合都在后台扮演他的角色。

Setting goals:
设定目标：

Selecting material and time:
选择材料和时间：

Planning and structuring tasks:
规划和构建任务：

Assigning students to groups and roles:
将学生分配到小组和角色：

Creating learning environment: a highly structured and well-organizedLearner roles:【补充】
创造学习环境：一个高度结构化和组织良好的学习者角色：【补充】

Member of pair or group work/ group participant (同TBLT)
结对或小组工作/小组参与者的成员 （同 TBLT）

Director of his own learning.
他自己学习的主任。

Checker, recorder, information sharer
检查器、记录器、信息共享器

Comments:
评论：

Advantages:
优势：

Have more time and opportunities to speak English. Maximize the time allotted toBe more active and involved in activities.
有更多的时间和机会说英语。最大限度地利用分配的时间更加积极和参与活动。

Language practice is more natural and genuine. increases retention and develop interpersonal skills;
语言练习更加自然和真实。提高保留率并发展人际交往能力;

Feel less anxious and more secure.
感觉不那么焦虑，更安全。

Strengthen cooperation spirit. Promote higher self-esteem and acceptance of differencesStudents can learn from others.
加强合作精神。促进更高的自尊心和接受差异学生可以向他人学习。

Disadvantages:
弊：

Make more mistakes due to lack of teachers' supervision.
由于缺乏老师的监督，犯了更多的错误。

The classroom maybe noisy and it's harder for teacher to control the classIt places considerable demands on teachers.
教室可能很吵，老师更难控制课堂这对老师提出了相当大的要求。

The Method Era1950s-1980s
方法时代 1950 年代至 1980 年代

The Anti Method Era1980s末-1990s
反方法时代 1980 年代末-1990 年代

The Post-method Era1990s至今
后方法时代 1990s 至今

Goal
目标

search the best method seak one-size-fits-all
搜索最佳方法 SEAK 均码

Method-less
无方法

Build situational teaching ecologies
构建情景教学生态

Teacher Role
教师角色

Method executor

Critical reflector
关键反射器

Autonomous theory-builder
自主理论构建者

KnowledgeView
知识视图

Prescriptive,standardized
规范性、标准化

Questioning authority
质询权限

Generative, locally-generated
生成式， 本地生成

Key Shift
键 Shift

From method to reflection
从方法到反射

From reflection to reconstruction
从反思到重建