TBLT Lesson Plan: Planning a Weekend Trip
Lesson Title:

Let’s Plan a Weekend Trip!
Target Group:

Intermediate EFL students (B1 level), ages 15–17, secondary school.
Duration:

45–50 minutes
🎯 Lesson Objective:

By the end of the lesson, students will be able to collaboratively plan a short weekend trip, using functional language for making suggestions, negotiating ideas, and reaching a group decision.
🔹 Materials Needed:

    Travel destination cards (with details like price, activities, travel time)

    Sample budget sheet

    Whiteboard

    Task instructions handout

    Exit slip for self-assessment

🔁 Task-Based Lesson Cycle
1. Pre-task (10 minutes) – Warm-up & Preparation

Activity: Brainstorm & Language Input

    Ask students: “Where do you like to go on weekends?”

    Show a sample destination and ask:

        “What can you do there? How do you get there?”

    Introduce useful language:

        Making suggestions: Let’s go to… / How about…?

        Expressing preference: I’d rather… / I prefer…

        Negotiating: That’s a good idea, but… / What if we…?

Purpose: Activate prior knowledge and pre-teach vocabulary and expressions.
2. During-task (25 minutes) – Main Task

Activity: Group Planning

    Students work in groups of 3–4. Each group receives 3 travel destination cards.

    Their goal is to:

        Choose one destination.

        Decide on transport, activities, and how to divide a $200 budget.

        Prepare to present their trip plan to the class.

    Teacher walks around, supports with vocabulary, and observes interactions.

3. Post-task (10 minutes) – Reporting & Wrap-Up

Activity: Group Presentations & Feedback

    Each group presents their weekend trip plan (2–3 minutes).

    Class gives simple feedback: “We like your trip because…”

    Teacher highlights effective language use and provides corrective feedback gently.

✅ Evaluation (5 minutes)

Formative Assessment:

    Use a quick rubric for each group (task completion, fluency, collaboration).

    Observe interaction quality and appropriate use of expressions.

Self-assessment (Exit Slip):

    "What new phrase did you use today?"

    "How confident are you planning a trip in English now?"

    "One thing I did well today was..."

🧠 Why This Lesson Aligns with TBLT
Component	TBLT Principle
Real-world task	Students plan a real-life trip scenario
Meaning before form	Language emerges naturally in task
Collaboration	Group work promotes interaction
Language focus	Post-task feedback highlights form
Student-centered	Learners are decision-makers
🎥 Model Class Video Tips (3–5 minutes)

You can record the following:

    Brief explanation of the objective and task

    Demonstration of the Pre-task and Task instructions

    Model a short student interaction or presentation (you can play both roles or involve peers)

Suggested tools:

    Zoom screen recording

    OBS Studio

    Smartphone + printed cards

💬 Feedback Phase

To fulfill the peer-feedback requirement:

    Watch at least 2 classmates’ model class videos.

    Comment positively and constructively:

        “I liked how your task encouraged real-life speaking. One idea might be to add more visuals for the destinations!”