The purpose of this talk is to discuss how task-based language teaching (TBLT) can work with low-proficiency learners by using input-based tasks. It begins by dismissing a common critique of TBLT, namely that learners need to be taught some language before they can perform tasks, by arguing that input-based tasks make TBLT possible with even beginner-level learners and that such an approach is entirely compatible with what research has shown about the early stages of L2 acquisition. A brief review of the research that has investigated input-based tasks follows, which serves to identify key features in the design and implementation of tasks. The talk then turns to an account of how to design input-based tasks by considering the choice of topic, the non-verbal devices that are central to the tasks, the pre-selection of target language, the verbal input for the task, and the task outcomes. This is followed by considering key implementation options including task preparation, the use of the learners' first language, input modification and elaboration, focus-on-form and feedback, and task repetition. The talk concludes by pointing out how input-based tasks are especially suited to computer-based delivery.