This paper is one in series of papers related to secondary school teacher cognition of Task-Based Language Teaching and of the new series of textbooks of English officially passed by in Vietnam in 2006. The purpose of this paper is to make a proposal on how task and TBLT model should be put/understood/viewed to fit the literature and the context of research project. In order to do this, the argumentation is set in three steps: firstly a review of notions of tasks and TBLT is made; secondly, the author proposes a proper understanding of task and TBLT framework to fit the research context; at last endeavor, the author explain reasons for the use of task notion and TBLT framework by making an overview of research setting relating to objectives, methods, background of research
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