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n icat ive, mean ing- o r ien ted character of task s . F inally, the def i2n it i on s offered by B reen and Candlin respect ivelyemphasize the par t ici pato ry, nego t iab le characterof pedagogical task s and st ress that they shou ldp romo te commun icat i on - o r ien ted, p rob lem -so lving in teract i on.　　III . M a in Componen t s and Fea2tu res of a T a sk　　Clark, Sear ino and B row nell (1994) :A pu rpo se : mak ing su re the studen t s havea reason fo r understanding the task.A con tex t: th is can be real, si mu lated o ri maginary, and invo lves socialingu ist ic issuessuch as the locat i on, the par t ici pan t s and theirrelat i on sh i p , the t i me, and o ther i mpo r tan t fac2to rs .A P rocess: get t ing the studen t s to u selearn ing st rategies such as p rob lem so lving, rea2son ing, inqu ir ing, concep tualizing and commun i2cat ing .A p roduct: there w ill be some fo rm of ou t2come, either visib le (a w r it ten p lan, a p lay, alet ter, etc . ) o r invisib le ( en joying a sto ry,learn ing abou t ano ther coun t ry, etc . )　　I V. A T h ree- stage P rocedu reof T a sk- ba sed L ea rn ing:　
　 Task - based L earn ing con sist s of, no t oflanguage item s, bu t of task s requ ir ing increas2ingly comp lex u se of language . The p rob lem -so lving o r p ract ical task s, u suallydone ingroup s, w ere designed to in terest and challengethe learners suff icien t ly to get them to u se theEnglish they already knew and inco rpo rate newitem s p rovided by inpu t mater ials and the teach2er . That led to a general p ropo sal fo r Task -based L earn ing, su itab le, in p r inci p le, fo r u se inmo st English teach ing situat i on s . A th ree -stage p rocedu re is common ly recommended:
     1.Pre- task- In t roduct i on to the top ic and task- P rovisi on of u sefu l inpu t ( listen ing, read2ing, b rain sto rm ing, etc . )- I f necessary, react ivat i on o r p rovisi on ofessen t ial language- Def in it i on of the task (ob ject ives, p roce2du res, t i me li m it s, etc . )
     2 Task- P lann ing the task- Do ing the task- Repo r t ing on the task o r p resen t ing thep roduct of the task[ teacher mon ito r ing and gu iding as neces2sary all the t i me ]
     3 Po st- task- Focu s on the language u sed- P ract ice of the language as necessary- Ret ro spect ive discu ssi on of the task - -- aw areness- raisingIt is i mpo r tan t to emphasize that task s inTask - based L earn ing shou ld have very clearob ject ives and conclude w ith a very tangib lesen se of ach ievemen t fo r the learners .　　V. W ha t Is a Good T a sk?A n examp le: A Q uest i on po sterI magine that the class, all secondary schoo laged learners, has ju st been wo rk ing th roughthe page in their cou rsebook show n in F igu re 1 .They have learned the names of some an i mals,talked b r ief ly abou t w hat they can see, and thenlistened to some sounds on the casset te, w herethey have to guess w h ich an i mal makes thatsound .
    The teacher then st ick s a large p iece of paper onthe w all, draw s a large circle on it, w r ites‘ A n i2malWo r ld′ in the cen t re, and adds a quest i on ona line f rom the circle,W hat do w hales eat?′ . Theteacher then says to the class:"Look at the p ictu res in you r book. W hatquest i on s do YOU have abou t the an i mals?W hat wou ld you YOU like to know abou t them ?L earners then begin suggest ing quest i on s .In it