Lesson design proposed by Jim Scrivener.
Authentic use: I can use all the language I have at my disposal. Activities such as communicative activities, discussions, conversations, or in skills other than speaking, reading newspapers, poems, notices, listening to radio or TV. Authentic stages of the lesson occur when students do things which we would do ourselves as native speakers.
Restricted language use: there is a deliberate limitation on the language that I use. I am using only part of what I know. Indeed I am being directed to use a particular item. Drills, exercises, elicited dialogues etc. Scrivener later revised his description of Restricted Use into R1 and R2, where R1 is more accuracy and form focussed, and R2 is freer, more meaning focussed practice.
Clarification and focus of language item: As if using a magnifying glass, I zoom in and look closely at some specific pieces of language. These pieces may be 'new' to me or they may be language that I already use (note that this is the language focus category). Rules, examples, reference information translation, error analysis etc.