Speaking is considered to be one of the most difficult skills to develop in a foreign language. The proposal in this study was designed taking students‟ linguistic needs, ages and preferences into account. The conclusions of this research showed how the implementation of task-based learning (TBL) can encourage learners to express themselves spontaneously. A diversity of difficulties established in EFL climate, along with the examination of principles and methodologies in language teaching have inspired the design of the didactic strategy that is focused on clear order by means of four units through the development of pre- task, during task and post- task stages. This proposal aims to develop the English speaking skills of 35 third graders (Population, and 10 sample) by trying to transform their passive behavior into active participation. Its design was based on concepts and principles taken from task- based learning through the practicum sessions carried out. The research method applied was action research; after analyzing the implementation and outcomes of the proposal, it could be said that task based learning contributed to make learners more participative. As a result of this, the syllabus as well as the curriculum was reinforced: giving a more meaningful sense of the experience. This research project was framed on the importance of researching and promoting speaking in the field of primary education, understanding that learners benefited from the awareness of entailments of tasks which are necessary in the formation of a young learner.