Warm Up: it's the first activity of the lesson, the warm up sets the

tone for the next hour with the right warm up, you'll have created
a positive atmosphere to practice and experiment with the
language. The lesson's warm up gets students into "English mode, it
should last about 3-5 minutes. (Cotter,2016)
Presentation: Letting your students know what they will be learning
and doing in class will help keep them more engaged and on track.
You can share your lesson plan by writing a brief agenda on the
board or telling students explicitly what they will be learning and doing
in class. You can outline on the board or on a handout the learning
objectives for the class. Providing a meaningful organization of the
class time. (Fink, D. L. (2005)
Controlled Practice: is a stage in a lesson where learners practise
new language in a limited form. It can be compared to free practice,
which involves learners producing language using the target content
freely. (teachingenglish,2010)
Semi-Controlled Practice: Here there is a somewhat increased
amount of freedom, which maintains interest and challenge for the
students. The teacher can't guess all the specific answers before
the activity begins, even if there are a limited number of possibilities.
However, there will always be an unanticipated and surprising few.
(Cotter,2016)
Free Practice: Here the students have complete freedom in the
language they produce. The teacher can't predict what will be said
before the activity begins. Students have the greatest opportunity
to personalize the language, experiment, and incorporate previously
learned vocabulary, grammar, and other points (Cotter,2016)
Wrap Up: it is a quick review to remind students what it was that
they have learned and allows you to see where the students are to
assist you in planning for the next lesson. (Combs,2008)

http://www.edulink.org/lessonplans/closure.htm
http://www.headsupenglish.com/index.php/esl-articles/esl-lessonstructure/310-controlled-to-free-activities
http://www.crlt.umich.edu/gsis/p2_5

The first stage is the presentation of an aspect of language in a

context that students are familiar with, much the same way that
a swimming instructor would demonstrate a stroke outside the
pool to beginners.
The second stage is practice, where students will be given an activity
that gives them plenty of opportunities to practice the new aspect
of language and become familiar with it whilst receiving limited and
appropriate assistance from the teacher.
The final stage is production where the students will use the
language in context, in an activity set up by the teacher who will be
giving minimal assistance, like the swimming instructor allowing his
young charges to take their first few tentative strokes on their
own.