The document discusses task-based language instruction. It defines a task as an activity where students use the target language for a communicative purpose. It describes the main features of task-based instruction as focusing on meaning, negotiation of meaning, and authentic contexts. It outlines three types of tasks: information gap, reasoning gap, and opinion gap tasks. The document also discusses factors that influence task difficulty, provides an example task, and outlines the typical stages of a task-based lesson including pre-task, task, planning, reporting, analysis, and practice. It notes advantages like natural language use but also disadvantages like the inability to focus on specific language points.