1. Students have a few minutes to discuss and form as many four-member groups as possible. If necessary, some of the groups could have three or five members. Students belonging to the same group will sit together at the computer posts.

2. Each group will decide, by consensus, on the following:
-----Destination: an English speaking country.
-----Time of the year.
-----Duration: between one and two weeks.
-----Approximate amount of money to be spent, an estimate.

3. Each member of the group will now take up a field of research:
-----Member 1: Accommodation and catering during the tour
-----Member 2: Means of transport, including long-haul journeys, transfers and excursions.
-----Member 3: Activities, visits, routes, sightseeing, equipment...
-----Member 4: Coordination of the team. This is the most complex role, as this member has to work on all fields simultaneously and connect the work done by all members of the team.

4. Research work starts. Some useful website links are provided in the 'resources' section. Nonetheless, you can use other sites and materials.

5. You will have the necessary class sessions to look for information and data, put them together, discuss and take group decisions until you have the final product, a travel planning that contains:
-----All relevant aspects: dates, cost and rates, means of transport, accommodation, catering, necessary equipment, leisure activities, trips and visits...
-----A day-by-day schedule of the tour with a coherent timetable for each day.

6. Elaborate the presentation of your product, with PowerPoint or a similar tool, and explain it to the rest of the class. All members of the group should take some part in this.

7. After the show, each member of the class will vote for the best project, taking into account at least the following criteria:
-----My personal interest in the country and places to be visited.
-----Quality-price proportion.
-----Organisation of the schedule: timing, coherence, activities, distances...
-----Adequacy of means of transport, accommodation and catering.
-----Interest and quality of the presentation.
-----Correction and appropriacy in the use of English.

8. The best project will be the one that gets more personal votes. Now there will be an open class discussion. Students can give their views about the different projects, about their personal experiences and about the webquest activity in general.

9. Students answer the questionnaire in the 'evaluation' section, so the teacher gets some feedback on the use and adequacy of the webquest.

10. If the results are positive, students will make proposals for future webquest projects.