A specific scheme is provided for the teacher trainee, the experienced teacher, and the supervisor to assist in organizing and evaluating multicomponent English lessons. Based on the premise that effective instructional moves must be pre-structured and time sequences left flexible, 12 specific lesson/teaching strategies are offered to extend the author's theory that lessons should be sufficiently standard to be applied to all English instruction from kindergarten through graduate study and yet flexible enough to improve the instructional efficiency and judgment of the individual language arts teacher (See ED 030 639). These 12 "minilessons" are designated as development, review, drill, test, individual and group research, independent study, guided reading, practice, discussion, enrichment, culmination, and procedural, with each lesson option containing both information (know-that) and application (know-how) in the same general outline--lead, development, and summary-evaluation. Materials include a list of points to be used in evaluating English teaching performance, a diagram of the relationship of the components of the English curriculum, a selected bibliography of other readings to aid in planning multicomponent lessons and in analyzing teacher behavior. (JB)