This article discusses why pedagogical discourse analysis (PDA) can be seen as the departure point to teach through discourse and how language teachers can efficaciously use it in order to bring discourse analysis into the language classroom. To make PDA feasible in language teaching, it requires to be coordinated with actual discourse-based approaches. This paper introduces a consolidated approach resulting of the strategic combination of task-based language teaching (TBLT) and project-based learning (PBL), named project-based task analysis (TBTA), in which discourse is the core component of teaching and learning.