Task-based teaching method is an ad

Task-based teaching method is an advanced method, which absorbs all sorts of outstanding teaching methods. At the same time, it also has its own characteristics. The most prominent feature is learning by doing, and it is mainly manifested in the following aspects:
1. Students learn to communicate by finishing tasks through interactions in the target language.
2. It lays emphasis on the reality of both learning activities and learning materials.
3. The learning activities are mainly to express the significance, such as information transmission.
4. It places emphasis on the learner-centered approach.
5. It encourages students to use language in a creative way.
6. It cheers on the connection among classroom teaching activities.
Task-based language teaching method mainly has following three steps:
1. Pre-task step. It is preparations teachers do for students, which includes the preparation of language, vocabulary, grammar, sentence patterns, topic and knowledge. The purpose of this step is to make students do some related things with learning content, and let the students have a perceptual awareness and the clear purpose.
2. During-task step. It refers to the process that students perform and complete the tasks according to teacher’s instruction.
3. Post-task step. It offers students the chance to experience a process from meaning to form. After completing the tasks, students are required to report the result of tasks to the class, and surely they will surely be able to use the important language points involved in the task during the process of implementation.
In this method, the teachers assign the students tasks that involve their life experiences, communication, cooperation and creation. During the stages of accomplishing the learning tasks, the students use English and communicate with each other, and they can not only develop their oral ability but also other abilities such as leadership, decision-making and problem-solving.

結果 (中文) 1:

基于任务的教学方法是一种先进的方法，吸收各种优秀的教学方法。同时，它也有其自身的特点。最突出的特点边做边学，和它主要表现在以下几个方面 ︰1.学生学会沟通通过完成任务通过在目标语言中的交互。2.它强调现实的学习活动和学习材料。3.学习活动，主要是表达的意义、 信息传输等。4.它强调学习者为中心的方法。5.它鼓励学生创造性地使用语言。6.它欢呼课堂教学活动之间的联系。任务型语言教学的方法主要有以下三个步骤 ︰1.任务前一步。它是教师为学生，做的准备工作，包括语言、 词汇、 语法、 句式、 主题和知识的准备。此步骤的目的是让学生做一些相关的事情，与学习内容，让学生有感性的认识和明确的目的。2.在任务步骤。它是指学生执行和完成的任务根据老师的指令的过程。3.后任务步骤。它为学生提供机会体验从意义到形式的过程。后完成的任务，要求学生到类中，报告任务的结果和肯定他们一定能在执行的过程中使用任务涉及到的重要的语言点。在此方法中，老师会给的学生任务涉及他们的生活经验、 交流、 合作、 创造。在完成学习任务的阶段，学生使用英语沟通彼此，和他们不仅能够开发他们的口语能力，但其他如领导能力、 决策和解决问题的能力。

結果 (中文) 3:

任务型教学法是一种先进的教学方法，吸收了各种优秀的教学方法。同时，它也有其自身的特点。最突出的特点是学习，主要表现在以下几个方面：1。学生通过在目标语言中的相互作用完成任务来学习交流。2。它强调学习活动和学习材料的实际情况。3。学习活动主要表现为信息传播的意义。4。它强调以学习者为中心的方法。5。它鼓励学生用创造性的方式使用语言。6。在课堂教学活动中，它的欢呼声。任务型语言教学方法主要有以下三个步骤：1。任务前一步。它是教师为学生准备的，它包含了语言、词汇、语法、句型、话题和知识的准备。这个步骤的目的是让学生做一些与学习内容相关的事情，让学生有一个感性的认识和明确的目的。2。在任务过程中。学生根据教师的教学任务完成任务的过程。3。任务后一步。它为学生提供了体验从意义到形式的过程的机会。完成任务后，学生需要向课堂报告任务的结果，当然，他们肯定能够使用在执行过程中所涉及的重要的语言点。在这种方法中，教师分配的学生的任务，涉及他们的生活经验，沟通，合作和创造。学生在完成学习任务的过程中，用英语进行交流，既能培养学生的口语能力，又能发挥领导、决策和解决问题的能力。