There are 5assessmentframepracticepresentationrevisionstructuretargetstopictransitions essential elements of most lessons.
Where the stages come will depend on the 5assessmentframepracticepresentationrevisionstructuretargetstopictransitions of the lesson and its 5assessmentframepracticepresentationrevisionstructuretargetstopictransitions.
If the lesson targets are completely new to the learners, we may make 5assessmentframepracticepresentationrevisionstructuretargetstopictransitions an early stage. If, however, the lesson is 5assessmentframepracticepresentationrevisionstructuretargetstopictransitions, then checking and 5assessmentframepracticepresentationrevisionstructuretargetstopictransitions of what has been learned may come first and 5assessmentframepracticepresentationrevisionstructuretargetstopictransitions may come before presentation.
However, most lessons have more than one 5assessmentframepracticepresentationrevisionstructuretargetstopictransitions, especially if they are long lessons, so teachers need to 5assessmentframepracticepresentationrevisionstructuretargetstopictransitions stages of the lesson to signal that one part has finished and then re-focus the class by using a new introduction routine. The name for this is often 5assessmentframepracticepresentationrevisionstructuretargetstopictransitions from phase to phase.