代写论文：学生对批判性的认识
基于任务的学习的优点是它给学生一个机会去练习类似他们在现实生活中会发现的任务的任务，比如填写表格，写电子邮件，给雇主写信，离开缺席信件以及写备忘录等。基于任务的学习是一个非常全面的学习方式，因为学生将能够学习课程，然后将课程的关键洞察力应用于任务，从而以听觉和体验的形式应用学习。在这些活动的形成性评估中，教师将能够以更直接的方式了解学生的专业知识。考虑一下，例如，批判性阅读练习在本单元第28页的“黄色公司的转机”（Williams，2010）中有介绍。
代写论文：学生对批判性的认识
这里的学生活动是阅读文本，回答关于文本的问题，关注学生对文本组织，目的，功能和领导特征的理解。学习这样一个学习活动的学生将学习如何有组织地批判性分析和理解文本。它鼓励有纪律的学习，并从不同角度观看文本。学生在功能上对课文进行分解，既能批判性地推断文本的意义，又能有意义地理解语言表达。理解语言表达将成为稍后为学生学习说服技巧的一个强项。因此，真实生活技能通过Williams（2010）的单元工作中的任务式学习被传授给学生。
代写论文：学生对批判性的认识
The pros of the task based learning is that it gives students a chance to practice tasks similar to the ones that they would find authentic in real life, such as filling out forms, writing an email, writing a letter to employer, leaving of absence letters and writing memos etc. The task based learning is a very holistic way to learn, as the student will be able to learn the lesson, then apply key insights of the lesson to tasks and hence apply learning in the form of aural and experiential as well. In formative assessments on such activities, the teacher would be able to understand student expertise in a much more direct way. Consider for instance, the critical reading exercise is presented in the “Turnaround at Yellow Corporation” in page 28 of the unit (Williams, 2010).
代写论文：学生对批判性的认识
The student activity here is to read the text, and answer questions on the text that focus on student understanding of organization of text, purpose, function, and characteristics of leadership. Student with such a learning activity will learn how to critically analyze and understand text in an organized way. It encourages disciplined learning and viewing the text from different perspectives. Students functionally breakdown the text so as to both infer the meaning of text critically and understand language representation meaningfully. Understanding language representation would be a strong point towards learning persuasion techniques later for the student. Real life skills hence are imparted to the student by task based learning in the unit work of Williams (2010).
