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Introducton
externaldemandforknowledge;animagethatcanneverbeimage-statc,but
whichmustbesubjecttocontnuousprojecton,analysisandadaptatontothe
dynamicallychangingsituaton.Inthiscontext,eachteacherisacreator,anart-
istwhotransformshis/herfeelingsandbeliefsintoacomprehensivepictureof
thelesson,whichissupposedtoprovidestudentswithbothintellectualand
psychologicalexperiences.
Languagelearningcannotbeaformofphysicalpresenceofateacherinthe
classroom,duringwhichs/hewillmainlyperformsupervisoryandevaluaton-
aimedfunctons.Learningalanguage,justlike-inasense-learningothersub-
jects-shouldbeacontnuousandcreatveprocess,theoneabletosatsfyhis/
herstudentexpectatons,firstofall.Thus,anyteachershouldbeabletoplan
suchasystemoflessondeliverances,thatwouldnotonlylethis/herstudents
seepragmaticallydefinedlong-termgoalsintheproceduresappliedduring
thelessons,butalsoexperiencemanyaesthetcissuesemergingfromshort-
term,momentarygoals.Beingaproficient(asfaras)userofthelanguages/he
teaches,theteachershouldknowhowtodosedińerent,creatveandrelatvely
easytofollowformsandtechniquesoflanguagelearning,sothatthisprocess
oflanguagecontactsisnotrecognizedasatediousone;insteadthisshouldbe
aprocessthatwiselyfocusesstudents'atentononvarioustypesofintrinsic
difcultesassociatedwithmasteringspecificlinguistcinformaton.Apartfrom
that,inmanydynamism-promotngdidactcforms,whichtheteacherhasde-
cidedtoapplyduringalanguagelesson,studentsshouldbeabletoexperience
aneńectveincreaseintheirlanguageproficiency.
Therearemanydińerentissuesworthconsideringwhendesigningalan-
guagelesson.Notonlyshouldalanguageteacherrememberabouttheformsof
FLEthatcanbeacceptedandfollowedbyhis/herstudents,butalsoaboutthe
implementatonofsuchlearner-friendlyprocesses,thatwouldhelpthelearn-
ersdiscovervariouslanguagegovernedsegmentsinaneasyandunrestrained
way.Thisiswhyanymindfulteacherhastorememberabouttheprinciplesthat
shouldhelpthemconstruealessonthatwouldroughlymeettwosegmentsof
lesson-connectedexpectatons:theexternalandtheinternalones.Asfarasthe
externallesson-relatedexpectatonsareconcernedthesewouldbetheonesthat
stemfromthetheory;theproposalsońeredbypastaswellasmanypresentFLE
specialistsaedefinitelyworthconsidering,analyzingand/orrecognizingwhether
anyofthedidactchintsfoundtheremayalsobe(re)introducedintoalanguage
classroomdirectedbyanyofthepartcularteachers.
However,thecaseofinternalexpectationsisfarmorecomplicated,asit
mostlycomesoutasaresultofunique,individualandfullyteacherdependent
decisions;whatmethodtoapply;whatprocedurestomakeuseofsothatthey
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