Tasks provide a framework for communicative performance. Underlying each task is a set of learning opportunities--potential activities for learning. Not all of these opportunities are exploited for learning by teachers or learners. It is proposed that, when using tasks, the range of such learning opportunities needs to be identified and modelled for learners in order to encourage them to manage their learning independently, with a focus on improving their performance in the task. This approach is illustrated by analysing one task for potential learning opportunity. Teaching guidelines for such an approach are suggested, together with specific action research questions for exploration of the approach in context.