Each section has a main goal for student; e.g. Unit7: ‘Can talk about remote and on-site work in format in the format required for the CAE exam’ 

First two sections follow the principle of a task cycle. Pre-tasks serve to prepare students for main tasks, which focus on meaningful communication, and have a non-linguistic outcome. Post-tasks then allow students to review and consolidate the language that they have used in the tasks.

At the same time, the whole unit also follows the principle of the task cycle but at the external level. Unit 7 begins with a discussion of the presented pictures, where students show their initial knowledge and realize the need for new words and immersion in the topic. Gradually, the student is immersed in the topic through reading, speaking with partners and writing. At the end, the cycle closes with a similar task in speaking, discussing remote and on-site work, already applying the acquired knowledge.( see presented diagram) 

Nevertheless, we were faced with the task of developing a course to prepare for the CAE exam. Thus, tasks that are encountered in the exam were developed and implemented in the unit so that students get used to the exam format.

As a result of the work, we got a course for preparing for the CAE exam with the Task-based approach