This article argues that the most commonly used lesson plan pro formas in language teacher education are inappropriately premised on an outcomesbased approach to teaching, one that is in conflict with what we know about how languages are learnt and how experienced teachers teach. It proposes an alternative, affordance-based approach to lesson planning and makes a number of practical suggestions…

This article argues that the most commonly used lesson plan pro formas in language teacher education are inappropriately premised on an outcomesbased approach to teaching, one that is in conflict with what we know about how languages are learnt and how experienced teachers teach. It proposes an alternative, affordance-based approach to lesson planning and makes a number of practical suggestions…