Abstract
<jats:p>The article focuses on the application of the Task-Based Language Teaching (TBLT) method in teaching Kyrgyz to foreign students at Indiana University. Based on theoretical research in second language acquisition and the practical experience of the instructor, it reveals the principles and stages of lesson design using authentic materials, such as a recording of a doctor's appointment. The importance of preparing students for real communicative situations through information gaps, dialogue tasks, and corrective feedback is emphasized. The article also describes Willis’s (1996) pedagogical cycle and the criteria for effective tasks according to Ellis and Shintani (2014). Examples of tasks designed to develop skills in describing symptoms, conducting dialogues, and making diagnoses are presented, highlighting their role in increasing students' confidence in using Kyrgyz in everyday life.</jats:p>