![]() by pointing at their name badges for “What’s your name?” or photos of kids of various ages with birthday cakes for “How old are you?”). Also think about how you can explain what the question means if you can’t use L1 (e.g. ![]() by making it into a game and getting everyone to shout out the question each time). Try to cover some personal questions such as “What’s your name?”, but think carefully about how you are going to keep the students’ attention during this stage (e.g.If possible, also have one vocabulary stage where you use realia (= objects) such as plastic fruit.There should be at least one flashcard stage, preferably made more interesting by revealing the cards slowly, getting students to guess what they are, etc.There should be at least one use of a storybook, if only as an alternative way of teaching vocabulary.standing up, turning on the CD or moving to another part of the room at the beginning of a new stage. Transitions between stages should be very clear, e.g.There should be at least two songs, both with actions and at least one done standing up.In other words, starting one activity shouldn’t rely on finishing the last one. For example, it should be possible to miss out stages (and perhaps come back and try them again later in the lesson) or mix them up. Factors to include/ think about when planning your first pre-school English class
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