Plan for teaching the task with details on the pretask, main task, and post-task activities
a rationale for the main features and choice of teaching procedures (this should refer to relevant literature)
appendixes with relevant task materials
Supplementary Information: Considerations in designing a task-based lesson
Design features of task
Goal: What’s the general purpose of the task? Is it to elicit a linguistic feature or provide an opportunity for more control of language use?
Input: What’s the verbal or nonverbal material required to perform the task? E.g. a text, pictures, a map, etc.
Conditions: How is the information presented, shared or split?
Procedure: instructions/rubric about how to perform the task, e.g. group work or pair work, planning allowed or not allowed, time limit
Outcome
product—what students show you at the end of the task, e.g. listed differences between two pictures, itinerary for a trip, route drawn on a map, description of a picture, etc. This can be oral or written; verbal or nonverbal
process—expected linguistic and nonlinguistic behaviours during task performance, e.g. the use of a linguistic structure, negotiation (of meaning/form), etc.