🧾 LESSON PLAN
🏫 Context
Level: B2
Lesson Type: TBLT (Task-Based Language Teaching)
Time: 45 minutes
Main Focus: Obligation & Permission
🎯 Main Aim
Students will develop fluency and accuracy in using obligation and permission language
through a communicative task.
🔹 Subsidiary Aims
Improve speaking fluency
Practice negotiation and decision-making
Raise awareness of grammatical accuracy
📊 Materials
PPT slides (University Rules Task)
⚠️ANTICIPATED PROBLEMS & SOLUTIONS
Problem Solution
Students overuse “must” Encourage alternatives (should, allowed to)
Grammar errors (must to, don’t must) Address in language focus stage
Students switch to L1 Assign roles, monitor actively
Weak participation Ensure group roles (leader, presenter)
Stage Time Aim Procedure Interaction Rationale
Lead-in (Pre- 5–7 Activate schema Teacher asks: “What S–S → T–S Activates prior
Stage Time Aim Procedure Interaction Rationale
rules do we have at
knowledge
university?” “Which are
(Scrivener); creates
task) min & introduce topic good/bad?” Students
need for
discuss in pairs, then
communication (Ellis)
share ideas
Teacher elicits
Provides minimal
examples: must, can’t,
Preparation 3–5 Prepare students scaffolding without
don’t have to and T–S
(Pre-task) min for task pre-teaching too
boards them (no deep
much (Willis)
explanation)
Teacher sets task: “You
are a student
Clear instructions
Task Clarify task & committee. Create 8–
3 min T–S reduce confusion
Introduction instructions 10 rules.” ICQs: “Do
(Scrivener)
you work alone?” “Do
you need to agree?”
Students work in
groups to create rules Meaning-focused
Develop fluency
Task Cycle 12–15 including obligation, interaction (Ellis);
through S–S
(Main Task) min permission, promotes negotiation
communication
prohibition, and no (Long)
obligation
Teacher monitors,
(during notes errors and good Supports fluency-first
Monitoring Collect language T
task) language, does NOT approach (Harmer)
interrupt
Groups present their Task outcome
5–7 Provide purpose
Report Stage rules; class votes for S–S → T–S increases motivation
min & outcome
best system (Willis)
Teacher writes errors
Language from students (e.g., Noticing errors
Focus (Error 5 min Improve accuracy must to, don’t must) S–S → T–S promotes learning
Correction) Students correct in (Thornbury)
pairs
Teacher highlights
Language
forms: must / have to / Focus on form after
Clarification 5 min Clarify grammar T–S
can / don’t have to / meaning (Ellis)
(Form)
mustn’t
Freer Practice 3–5 Personalize Students discuss: “Do S–S Personalization
min language you agree with other improves retention
groups? What would
Stage Time Aim Procedure Interaction Rationale
you change?” (Harmer)
Teacher gives content + Reinforces learning
Consolidate language feedback, and motivation
Feedback 3 min T–S
learning highlights good
examples
🔷 METHODOLOGICAL JUSTIFICATION
This lesson follows Task-Based Language Teaching principles:
Ellis (2003): Language emerges through meaningful use
Willis (1996): Task cycle (pre-task → task → language focus)
Scrivener: Learning through communication
Harmer: Fluency before accuracy
👉 Key principle:
Focus on meaning first, then form
🔥 FINAL COMMENT (FOR YOUR COORDINATOR)
You can add this at the end of your plan:
“This lesson prioritizes meaning-focused interaction through a communicative task, followed
by a delayed focus on form, in line with Ellis’ TBLT framework and Willis’ task cycle.”