In this activity cycle we have distinguished between process and product syllabuses, and seen how a syllabus does not have to be based on a single organizing principle. In particular, we have rejected the idea that grammar or structure is the best starting point for specifying and organizing a syllabus and have proposed how topics and tasks can function as the major units of organization instead. We have also considered how an existing, perhaps traditional product syllabus, can in fact be largely covered even if a task-based approach is adopted.

We have also considered ways in which you can maximize the prospects of your changing to TBL taking place successfully and smoothly, by appropriate preparation, and by working with your students to iron out glitches and take advantage of successes as they arise.

• Would you like to learn another language using a task-based approach? Why (not)?
• Do you believe that it would be worth adopting a task-based approach in your course? Why (not)?
• Do you think that you have the necessary knowledge and skills to start using a task-based approach with your learners?
• Try to list, or note down, the ways in which you think your beliefs about language teaching and learning have changed as a result of doing this module.