Abstract
This teaching report examines how the principles of task-based learning and teaching were applied to two university-level ESP courses, namely a course for second-cycle students of Dietetics and one for first-cycle students of Kinesiology. The paper briefly outlines the main language learning tasks used in these courses: for students of Dietetics, the tasks included a role play of a dietetic consultation with a focus on counselling skills and a clinical focus, a structured class debate on the universal applicability of plant-based diets, and a role-play of a job interview in the field. For students of Kinesiology, the tasks involved preparing a short physical activity break for the class, designing different sports and physical activities for different groups of clients, furnishing a fitness studio and pain assessment. The report also reflects on the teacher-perceived effectiveness of these tasks and the challenges accompanying their implementation.