(1) Task-based Language Teaching is a further development of Communicative Language Teaching. It shares the same beliefs in the use of language in real life, but stresses the importance to combine form-focused teaching with communication-focused teaching. A task is a piece of work undertaken for oneself or for others, freely or for some reward, a task can hold different meanings for different people. There are four components of a task: a purpose making sure the students have a reason for undertaking the task; a context that can be real, simulated or imaginary, and involves sociolinguistic issues such as the location, the participants and their relationship, the time, and other important factors; a process to get the students to use learning strategies such as problem solving, reasoning, inquiring, conceptualizing and communicating; and a product, that is, there will be some form of outcome, either visible (a written plan, a play, a letter, etc.) or invisible (enjoying a story, learning about another country, etc.).

(2) PPP refers to presentation, practice and production. Atypical PPP lesson would start by the teacher introducing a new language item in a context followed by some controlled practice, such as drilling, repetition, dialogue reading, etc. Presentation of single “new” item (introduce new vocabulary and grammatical structures in what ways appropriate); Practice of new item: drills, exercises, dialogue practice (the lesson moves from controlled practice to guided practice and exploitation of the texts when necessary); Production: activity，role-play or task to encourage “free” use of language (the students are encouraged to use what they have learned and practiced to perform communicative tasks, at this stage, the focus is on meaning rather than accurate use of language forms).

(3) Willis explains the differences between the two models from two perspectives: one perspective looks at the way students use and experience the language; the other perspective looks at the procedures and context of learning. PPP offers a simplified approach to language learning. And your language develops by adding new forms from one lesson to the next. However, simply being able to produce forms in isolation will not help learners acquire the language for communication.

首先分别解释3P 教学模式和任务型教学的含义和主要步骤，然后结合二者的步骤来分析二者存在的差异。