Handbook-informed classroom practice
Notice the Meaning of a Passive Omission
Decide whether removing the actor loses important evidence.
A completed model
“The reading was recorded” may be enough in a method summary. In a reliability discussion, “Two observers independently recorded the reading” preserves information about how observations were checked.
The reading was recorded
Two independent observers
Retain the actor when relevant
Original teaching example; adapt the subject context and check prior understanding.
Teach the language move
- Read the two versions in their intended contexts.
- Identify information retained and information omitted.
- Decide whether the omitted actor matters for this reader’s question.
- Revise the sentence to keep the necessary evidence.
Preparation
Display the short model and prepare a fresh transfer example. Establish any subject vocabulary needed before focusing on the language move.
Use it in your next lesson
Give the original model, then ask learners to complete the organiser using their own wording. Discuss one difference between paired responses before the individual check.
Your response organiser
Check independent transfer
Give a new method/reliability pair and ask learners to justify an active or passive choice.
Record what the learner did without a model, prompt or partner. Keep an example of the response for planning.
Teacher language
Does this question need to know who measured or checked the result?
Follow up without supplying the answer
Ask the learner to point to the evidence, explain their word choice or identify the missing information. Allow thinking time before inviting a revised response.
Feedback focus
First check the subject meaning. Then address one language choice that affects that meaning; ask for a fresh use rather than repeated copying.
Adjust support and challenge
More support: read the model aloud, offer a small word bank and allow familiar-language notes or partner rehearsal before an English response. Keep the reasoning goal.
Less support: remove the completed organiser, change the evidence or audience and ask for an independently justified response.
Age and proficiency: the example is designed for secondary subject learning. Use a simpler familiar context with younger learners; an English proficiency label alone does not determine the subject demand.