When we try to use our conscious minds to arrange, drive and organize what is an unconscious process, we invariably bore the incredibly powerful unconscious mind. It’s like a little boy trying to get up on stage and elbow some great Italian tenor off the stage, and start singing himself.
The unconscious mind then just lies around, bored, waiting for some genuinely interesting or compelling comprehensible input to happen, the kind that can only be achieved when there is no outward plan of instruction involved except delivering comprehensible input and in the case of school buildings maybe focusing that instruction on a certain group of verbs/verbal structures by the end of the year. Teaching a language then becomes a fun process and not a boring series of exercises directed at the left hemisphere of the brain, where nothing meaningful can happen in language acquisition.
That is why Diana Noonan, the World Languages Coordinator of the Denver Public Schools (which has wholly embraced comprehensible input as the only way that they want to teach world languages), just asks her teachers to primarily teach certain verbs/verbal structures during the year in no particular order (it is up to the teacher).
No “master plan” of correctly ordered instruction (can anyone say “textbook”?) can produce the kinds of results gained when CI is used. Diana has stared the grammar wraiths in DPS down and they have turned and run from her. Diana the Hunter. The only thing the DPS teacher needs is a list of verbs to teach by June and the skills and strategies to do that.