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Abstract: The article is devoted to Task-based Learning (TBL) in teaching the English language as one of the methods within the communicative approach, which allows one to address individual characteristics and needs of each student, while students solve practical tasks that they may encounter in real life. One of the main goals when choosing the TBL approach is to increase the activity of the student. The author has analyzed some special aspects of this approach, its advantages and disadvantages; has presented its main characteristics, as well as compared it with traditional approaches in teaching English. The article contains several definitions of the concept of "task", as well as the main types of tasks – target tasks, which students need to perform outside the classroom, and pedagogical tasks, which are the basis of classroom activities. Lessons based on the TBL approach are divided into several stages. All stages can be nominally distributed into three groups: pre-task activities, task cycle, and language focus. A brief description of each group is given in the article. At the end of the article the author shares her personal experience of application of task-based learning and its combination with other methods.