4.1 Why task-based language learning (TBL)? (OPTIONAL)
Revises some key issues from Module 2 ('How students learn languages') and introduces TBL as an approach that can fulfil essential conditions for second language acquisition (SLA). Asks you to reflect on your own beliefs about the essential conditions for SLA and the extent to which current methods achieve these.

4.2 What counts as a task? (CORE)
Explores definitions of tasks for pedagogic purposes and presents a classification of task types as the basis for task design. Asks you to consider what the term 'task' means to you in the context of a language classroom, and to consider modifying your personal definition in the light of new information.

4.3 Effective task design and use (CORE)
Serves as an introduction to, or revision of, some of the issues covered in the units on reading, writing, speaking and listening. Identifies the features of successful language classroom tasks and the materials needed to support them. Asks you to reflect on / research into what makes your classroom activities effective and to summarize these ideas into a set of task-design principles appropriate for your context, which you can then apply to the design of speaking and listening tasks.

4.4 The task-based lesson framework (CORE)
Introduces the stages of a task-based lesson including a consideration of the roles of the teacher and learners at each stage. Discusses the final stage in the task-based lesson with a particular emphasis on a consciousness-raising approach to language work. (This relates to material covered in Module 3).

4.5 Text-based tasks (CORE)
Presents ways of planning task-based lessons around texts, and considers how a process approach to writing relates to TBL. Asks you to reflect on / research into traditional approaches to teaching 'the four skills' and to compare these with skills work within a task-based approach. (This relates to material covered in Modules 7, 8 and 9).

4.6 Changing to TBL (OPTIONAL)
This short concluding unit suggests ways in which a task-based approach might fit with your own language syllabus. It also asks you to consider how you could introduce TBL while taking into account the expectations of your students and other stakeholders, and notes how feedback and evaluation can play an important role in ensuring success. (Part of this will relate to issues covered in DELPHI Module 1).