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This study aims to introduce the task-based approach to language learning and teaching. It comes in two parts: the first is theoretical and it provides a comprehensive theoretical framework for this approach; starting with its various definitions and their diversity according to the the point of view which each researcher looks at the concept of the task, and then distinguishing between the important terms task in this field, and explaining the subtle differences between them, they are: the task, the exercise the activity, and then explaining the characteristics of the task, and presenting the three stages that each task goes through, while explaining the role of both the teacher and the learner in each of these stages. The study addressed the criteria for task construction, outlined the fundamental principles for selection, and subsequently highlighted the primary obstacles associated with this form of education. In the second part of the study, three models of educational tasks were presented at different levels: beginner, intermediate, and advanced. These models Target speaking, writing, and reading comprehension skills. Then, it explains how to plan, prepare, and apply them among non-Arabic speakers. The significance of this study lies in its provision of an allencompassing theoretical framework for language learning and task-based teaching, especially considering the absence of both theoretical and applied Arabic studies. on this approach. From a practical perspective, it offers tangible models for linguistic tasks that can be utilized by Arabic teachers and curriculum designers. These models serve as valuable resources for teaching and curriculum development. The researcher suggests the necessity for additional experimental studies on this approach and emphasizes the importance of developing task-based educational curricula. [ABSTRACT FROM AUTHOR]