This document discusses Task-Based Language Teaching (TBLT). It provides background on the origins of TBLT from Dewey's views and contributions from various scholars. It defines key concepts like task-focused vs unfocused tasks and compares tasks to situational grammar exercises. It outlines the typical structure of a task-based lesson with pre-task, main task, and post-task phases. It also discusses common misunderstandings and problems in implementing TBLT, and provides solutions and principles for effective implementation, emphasizing the need to tailor tasks to proficiency levels and allow for planning, training, and teacher understanding.