Dalia Edris Dalia Edris

Planning For a Picnic
Intermediate B1 level


This is an outline for a task based learning lesson where students should make a plan for a picnic using related vocabulary and simple future verb tense.


Abc Pictures

Main Aims

  • To enable students to use new vocabulary in the context of planning for a picnic using the simple future verb tense.

Subsidiary Aims

  • To use 5 new vocabulary words and compose sentences using simple future tense.


Warmer/Lead-in (2-3 minutes) • To introduce students to the context and engage them in the topic of picnic planning

Teacher can show pictures of an outdoor picnic with different elements as location, food, transportation, weather, or activities. Teacher can start the elicitation process of new picnic related vocabulary from the pictures.

Exposure (3-4 minutes) • To provide a model of the task and highlight useful words and phrases

Then teacher can personalize by giving students a sheet with open ended questions as: When was the last time you went on a picnic? and whether you enjoyed or not? and why? What do you think are the things that make a successful picnic? Who do you usually like to go on a picnic with? What are the places that you hope to visit? What are the activities you like to do in a picnic?

Task (1-2 minutes) • To provide an opportunity to practice target productive skills

Here the teacher explains the instructions of the task. Teacher asks students to work in groups and each group will make a plan for a picnic with all aspects involved. Those include: Location, date choice, transportation, food, activities, people who will join you in the picnic? Teacher uses ICQs to check the student understanding of the task they are going to do.

Planning (5-6 minutes) • To provide an opportunity to plan students' reports

Here is when students work together in groups and start planning the picnic. Students should brainstorm the new vocabulary that was introduced in the previous stage. Since the task is context based, and since the context is planning for a picnic, students should naturally use the simple future verb tense. At this stage the teacher should monitor the activity and make sure that everyone is involved.

Report or Output Presentation (8-10 minutes) • To allow students to report on how they did the task and how it went

Each group should present their planned picnic in front of their class peers. Teacher should give feedback on the content. Class discussion could take place and class peers could give their comments.

Language Analysis (5-6 minutes) • To clarify the meaning, form and pronunciation of the task language

Teacher should highlight the language and preferable write words or forms on board. Respective groups could take notes from the feedback provided by teacher and class peers.

Language Practice (8-10 minutes) • To provide students with practice of the task language

A modified picnic plan is to be done by students using the new vocabulary and grammar learned from previous stages of the lesson. This plan could be followed by a fun activity or role play using various objects where students play different roles in the context of the picnic they have planned. The most important thing here is that students are free to choose how to present their final output.

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