As a branch of the Chinese language teaching to foreigners, the business Chinese is a kind of communicative language applied to certain business occasion or situation, emphasizing the training of the skills in communicating. For those who learn Chinese in China, they think it is the most important course because they think the oral communication is the most important.

However, according to the present situation in referring materials and teaching programs, greatly stressed business Chinese has some shortcomings. Learners who study in China think that the words explanation and sentences patterns practice as well as the contents understanding are excessively emphasized so that the students become not so initiative because of the boring teaching contents.

The reason is the improper teaching ideas, class teaching techniques and the teaching materials. Those who like to study Chinese think that the Chinese language teaching does not attach much importance to the oral language training. Therefore, we ignore the practical principle, and at the same time we fail to absorb the newly research results.

In order to improve the present situation, we should break the traditional teaching ways and maxim the principles of communication and practical applicability during the process of teaching foreigners Chinese language. To teach Mandarin language better, we should obey the learner-centered teaching principle to help them master the oral Chinese to communicate. Therefore, we need to introduce new teaching model.

The task-based language teaching model is good one can offer a fresh teaching idea and teaching method. Students who learn Mandarin should know that the task-based model is a teaching approach of transforming the teaching theory into the specific practice. It is based on the traditional one but better than it. By this way, learners can always in an initiative learning state.

The task-based teaching model is gradually used in Chinese language school in China to teach Chinese. So we should know some characteristics of this teaching method, especially for the Chinese languagelearners. Firstly, it emphasizes the theory of “using language”. It also stresses the real environment of learning a certain language. Last but not least, this model is always learner-centered.

However, at present, there are no teaching materials written under the theory of task-based model, so the application of this model is a problem need to deal with. By some teaching practice, we find it is available to apply it to Mandarin learning courses by dividing it into three stages, namely, the pre-task stage, the task stage and the post-task stage.

At the pre-task stage, we should provide some beneficial input to help them be familiar with the topics, new words and some relevant background knowledge. Therefore, for students who go to school to study Mandarin, we can first give them some relevant background knowledge and then introduce the new materials, which are real language materials and cultural contents closely related to the certain lessons.

Then the next step should be the words and lessons learning. The explanation to the words and texts is necessary because it is the basis of communicating with relative language knowledge. When they learn Chinese language, they need some basic words to communicate. The last step is to imitate, which can improve learners’ accuracy and proficiency of using language. Of course, we can make choice during the process of teaching. We should choose the proper steps to teach according to the specific teaching contents.

What’s more, the task stage is also an important stage for learners to acquire the language skills. We can also put into effect by three steps. The first thing we should do is to choose the task, which is very important because we should choose the task that matches the students’ language level. Then we will put it into use by asking students to finish the given assignments with the learned knowledge. The last but not least thing to do is the task presentation. After students finishing their tasks, they should show the completing conditions to teachers.

The last stage is the post-task stage. We have mentioned that the task-based model also emphasizes the accuracy of using language. The significance of the post-stage is to help students reflect the process of finishing the tasks and also provide many forms of inputting correct language. In Mandarin language courses in China, the main activities of the post-task stage are correction and practice.

Correction is aimed to correcting the mistakes students made in the process of completing the tasks. After correction, students can recognize when they meet such situations again. Practice is designed to help consolidate what they have learned and give a general summarize.