Students are provided with various tasks (e.g. comparing, problem solving, ordering and sorting). The main characteristics of these tasks are as follows:
1) The task is goal-oriented. Activities should be structured so that they have a specific purpose and outcome.
2) The task should practise a wide range of linguistic forms rather than specific linguistic structure. In order to express meanings more freely, various linguistic forms should be involved. For example, students are asked to narrate a story. The predicted linguistic forms are not limited to past tense, but also some linguistic features of a recount genre, in order to + infinitive structure and so forth.
3) The task should be authentic and close to the real world and daily life.
Larsen-Freeman, D., & Anderson, M. (2011). Techniques & Principles in Language Teaching (pp. 149-163). Oxford: Oxford University Press.
Littlewood, W. (2004). Task-Based Learning of Grammar. Hong Kong: HKBU.