This study aimed at investigating the effect of blended Task-Based Language Learning to develop primary stage pupils' EFL oral communication Skills. To achieve the study aim, the author adopted the quasi-design of two groups; experimental and control (60) pupils at Dakados Language School, Mit Ghamr, Dakahlia. The members were divided into two corresponding groups. Both groups were pretested to assure that they corresponded in oral communication skills. The experimental group was taught using blended strategy while the control one was taught by the regular method in the first term of the year 2021-2022. The experiment lasted for six weeks in which the author implemented the study academic instruments: a questionnaire, a checklist, a test and a rubric of Oral Communication skills. The results were statistically analyzed by The author used three instruments to collect data: 1) A questionnaire for teachers to determine the most important oral communication skills. 2) A pre/post oral communication skills test.3) An Oral Communication Skills rubric. The results revealed that there were statistically significant differences at (α = 0.01) between the mean scores of the control group and that of the experimental one on the oral communication skills posttest in favor of the experimental group. This positive result was attributed to the effect of bending Task-based learning and Situational Approach . According to the findings, it was recommended that the EFL teachers need to activate TBL and SA in order to develop primary stage pupils' EFl oral communication skills.