This paper provides an overview of Task-Based Language Learning (TBL) and its use in the teach ing
and learning of foreign languages. It begins by defining the concept of TBL, followed by a presentation
of its framework and implications, and finally, a lesson plan based on TBL. The article presents an additional
stage to be considered when planning a task-based lesson: the one of formal and informal assessment.
The rubrics and a self-evaluation format appear as an additional constituent of any task cycle.
Key words: Task-based learning, framework, teach ers’ roles, students’ role.