Abstract
The aim of this article is to present the task as a strategic tool to manage multi-level and multi-cultural classes (CAD), in which recognising the differences (i.e. cognitive styles, multiple intelligences, personalities etc.) among students is the point of departure to devise a didactic plan. After an overview of what CAD and Task-Based Language Teaching are, we will try to adapt few strategies used in the CAD to the different task phases. In particular, we will look at ways to grade the input, what variables to take into consideration to grade the task and what types of tasks have been proposed, through the years, as useful in terms of differentiation. Finally, we will explore what grading the focus on form means.
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