① 教室内授课的目标不能仅限于语法能力，应重点放在沟通要素上。
, L0 S: A* x6 s' \; Q3 v( h1 [② 语言技术能让学员专注于实用、正确、技巧性的言语使用上。
, M1 m- Z! j. l( N. u③ 流畅性和准确性虽然是互补关系，但有时需要更加重视流畅性。
" M1 ~7 @3 K" o( f" D④ 教室内应实施实际沟通交流。
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① 实质性的课本(text-based materials).
! Q) E) p6 @2 g② 游戏、角色扮演等课题为基础的教材，包括练习册子、指示行动的卡片、提供线索的卡片、相互交流的小册子等
; X* K: q. \! t8 n4 Q, U③ 实物教材，采用记号、杂志、广告、报纸、图表等所有实际生活中常用的物品。
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区分为沟通前活动(Pre-communicative Activities)和沟通活动(Communicative Activities)，让学员掌握沟通技能和
, \" F0 `* i, _% G) U意义及语言形态、通过有意的练习和沟通活动、应用于实际生活。
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Pre-communicative activities Q+ ]9 v) M/ Y& w. @
1. ---Structural activities
( p. G* i! J, O/ g2. ---- Quasi-communicative activities
' _% s% k. Y k4 ^- P8 o& W5 ~Communicative activities! w; Y' R/ j6 W; f, }+ h
1. ---- Functional communication activities
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2. ---- Social interaction activities
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① 教师要给学员提供沟通所需的语言练习机会 (Teacher provides the learners with opportunities to practice specific elements of knowledge or skill separately, the part-skills of communication)
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② 教师要引导学员进行各种练习和问答活动 (Teacher provides the learners with different kinds of drill or question and answer.)
# S5 P+ V0 L# o5 c. V③ 教师要让学员掌握语言形态和意义 (Teacher creates links between the language forms and their potential functional meanings)
% ~7 j' K0 O$ d, y5 B( x④ 教师要让学员整合所学到的沟通知识和技能，进行有意的沟通交流 (Teacher teaches that learners integrate their pre-communicative knowledge and skills to use them for the communication of meanings; practicing the total skill of communication)
- u' Y4 Z1 m3 k) ^2 E$ m! _⑤ 教师要起到对话、讨论、引导作用(Learners act conversation, discussions, dialogues and role-play)
