This article argues for the possibility and importance of infusing frame semantic insights into task-based lesson planning. "Frame semantics," a cognitive linguistic theory that takes a usage-based view of meaning, ties in with task-based language teaching (TBLT), which emphasizes second or foreign language learning through interactionally authentic language use. The proposal put forward not only demonstrates that the two frameworks are compatible with each other, but also explains how the theoretical model of frame semantics can be used to address some limitations of TBLT as an applied linguistic project. The author illustrates the proposed integration through a lesson plan that can serve as a model for generating frame-inspired teaching materials.