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Task -based learning offers an alternative for language teachers. In a task-based lesson the teacher doesn't pre-determine what language will be studied, the lesson is based around the completion of a central task and the language studied is determined by what happens as the students complete it.

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During task-based approach, students solve tasks that are relevant and interesting to them. In order to solve the task, they need to use the target language they’re learning to communicate with their peers. They use authentic language instead of answering grammar or vocabulary questions about the language. Students — especially younger learners — don’t actually feel that they’re studying a language at that moment because they’re engrossed in the task they’re working on.

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The teacher's role is to prepare, guide, and support their class to help them understand and practice the language needed for the task. With their teacher's support, learners can experiment and dive into their studies, while working on the correctness of the language used.

The role of the students in TBA
Students’ understanding of the language also deepens because the realistic context in which they’re learning the language is relevant to their personal lives. It’s a good idea to ask your students about their hobbies and preferences at the beginning of a course so that you can include their interests in the tasks you set.

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1. A Why

Students have to complete something, such as a presentation or some research about a country of their choice, including money and currency and then make a poster about it.

2. Vacations
A common task-based learning activity for ESL/EFL students is to get them to plan a vacation they’re going to take together as a group and then do a short presentation about it to the class, or submit a written assignment or video explaining it.

3.What are you Cooking?
The way it works is that in groups, students have to design a 3-course meal and then make a short presentation about it to the class.

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Pre-task

The teacher introduces the topic and gives the students clear instructions on what they will have to do at the task stage and might help the students to recall some language that may be useful for the task. The pre-task stage can also often include playing a recording of people doing the task. This gives the students a clear model of what will be expected of them. The students can take notes and spend time preparing for the task.

Teach
The teacher gives an explanation of the grammar aspect they want their students to learn.

Task

The students complete a task in pairs or groups using the language resources that they have as the teacher monitors and offers encouragement.

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•Unlike a PPP approach, the students are free of language control. In all three stages they must use all their language resources rather than just practising one pre-selected item.

•A natural context is developed from the students' experiences with the language that is personalized and relevant to them. With PPP it is necessary to create contexts in which to present the language and sometimes they can be very unnatural.

•The students will have a much more varied exposure to language with TBL. They will be exposed to a whole range of lexical phrases, collocations and patterns as well as language forms.