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（1）介绍的交际任务

(1) Introduction of the communicative task
任务1：显示九龙寨城在他们不同时期的两张照片。要求他们找出它们之间的区别。
Task 1：Show them two pictures of Kowloon Walled City in different times. And ask them to find out the difference between them.
让学生谈谈在香港九龙寨城的变化。
Task 2：Ask students to talk about the changes to Kowloon Walled City in Hong Kong.
https://www.51lunwen.org/yingyujiaoyubiye/
The introduction of the tasks immediately aroused the interest of the students. They were at once absorbed in observation and meditation. In the meanwhile, the author encouraged the communication between groups to exchange ideas. The introduction of the task is to prepare for the main task presentation. The method of the introduction may be very flexible, including pictures, dialogues, music and other means that can arouse the interest of the students.

The British linguist Jane Willis(1996) proposed to divide the communication-based teaching into three processes, namely Pre-task、While-task and Post-task. In these processes, the While-task is the most important.
(2)预先任务
(2) Pre-task

In this process, the teacher introduces the topic and the task, highlighting specifically the key words. The purpose of this is to introduce the general background of the task and serves as a warming-p exercise. The aim of this process is to prepare the language as well as the cultural knowledge of the whole learning process.
让他们听取磁带里的内容，并且根据自己所学的知识进行分析。
Task 1: Ask them to listen to the tape in Integrated skills again. To review what they have learnt about the changes toLantauIsland.
回答老师提出的一些新问题。
Task 2: During the answers teacher can present some new words.

e.g. Lantau Island/island/HainanIsland

Teacher can ask them if they like these changes or not and why or why not. If they say “Yes”, teacher can present “convenient” and “bring many benefits”. If they say “No”, teacher can present “cause many problems”.

问他们“convenient”和“cause”的句子。
Task 3: Ask them to make sentences with “convenient” and “cause”.

This is the main section of the whole class activity, embodying the main feature of the communication-based teaching approach, i.e., the group task. In this process, the learners are required to express themselves, using the available knowledge that has already been learned in their previous learning stages. This includes the following:

Task 1: Ask them to read the report in chorus.