a focus on a social situation (e.g.

Telephoning a doctors surgery to make an

appointment), and the language that arises from it, involving a range of skills,
a focus on a topic (e.g. The Life Cycle of a Frog) or theme (e.g. Families) and
language and skills that arise from it,
a focus on how language can be used to attain certain ends (e.g. Complaining,
offering opinions),
a focus on a task or problem (e.g. choosing the best place to go for a holiday,
increasing recycling of reusable materials) and how language can be used to
complete the task,
a focus on certain language related skills (e.g. writing an argumentative essay,
giving a formal talk to an interested audience) in some relevant context for the
students,
a focus on certain aspects of the language (e.g. a past tense form and its
meaning, a phoneme such as // or minimal pair such as /i/ and /I/), in which
learners use those aspects of the language in a meaningful context, and come to
have a better control over and understanding of this aspect of the language system.
Within all of these possibilities it is likely that younger (primary school aged children)
learners may encounter the language input more experientially and less explicitly and
analytically than older (adolescent and adult) learners. However, this should be done in
ways that enable the students to notice or be conscious of relevant patterns and features
of the language.
Whatever your organising focus, it is essential that you and your students have a clear
sense of what it is!