The development of language teaching methodology can be divided into three eras: the ______ era, the anti-method era, and the post-method era. 

According to Kumaravadivelu, there is no ______ for all language teaching problems. Teachers should design instructions based on macro teaching strategies, considering the particularity, practicality, and possibility of each teaching context. 

Teachers need to act as ______, observing their teaching acts, evaluating outcomes, and developing practical theories through reflection. 

Post-method pedagogy does not deny the usefulness of methods but stresses that teachers should ______ standard approaches and instead actively select, modify, or create methods to fit their own contexts. 

The two most influential methods since the late 20th century are ______ (focusing on real-life language use) and ______ (emphasizing holistic tasks). 

CLT aims to develop learners' ______, which includes the ability to use language appropriately in social situations. 

 TBLT aligns with CLT but focuses on ______ input/output and whole-person development, not just linguistic skills.                                                 

No single method is universally effective. Teachers should ______ traditional and new methods, adapting them to their teaching context and students' needs.