Map the Contrast Signal
Use a spoken connector to organise ideas.
Worked classroom example
Across subjects
“Copper conducts electricity, whereas plastic is an insulator” compares the same property in two materials.
Use this example to make the language move visible. Select subject content appropriate to the class’s age and prior knowledge.
Teaching sequence
- Listen once for the two main ideas.
- Replay and identify the contrast signal.
- Record each side of the contrast in a two-column organiser.
- Explain the relationship in your own words.
Materials and purpose
a short explanation using however or whereas
Use a precise language move to make subject understanding visible, then check it on fresh content.
Try it in your next lesson
Prepare
Use a short explanation using however or whereas. Choose a second example that checks the same language move without repeating the original answer.
Classroom task
Use a spoken connector to organise ideas.
Check independent transfer
Give a new contrast and check whether learners keep the criterion consistent.
Collect a response on fresh content. Note what was achieved without the model, partner or teacher prompt, then choose one next teaching step.
Teacher language
Teacher language
What is being compared on both sides of whereas?
“Which word, number or qualifier changes the meaning?”
“What can you reconstruct in your own words without replaying?”
Respond to the learner
Identify one successful meaning or language choice. Ask about one gap, allow thinking time, then invite a revision. Check the revised move again on a fresh example.
Adjust support and challenge
Offer a brief model, useful vocabulary and partner rehearsal where needed. Keep the subject goal; reduce one prompt on fresh content and record what was independent.
Teaching this skill → · Age and language support →
More support
Use shorter chunks, purposeful replay and keyword notes. Retain captions, transcripts or other required access arrangements. Allow familiar-language notes or another response mode when checking subject understanding.
Greater independence
Change the content, evidence or audience. Remove the completed model and ask learners to explain a choice. Increase subject complexity only when it fits the curriculum and prior knowledge.
Choose the next step
If subject meaning is insecure, reteach the concept. If the concept is understood but the English is unclear, model one useful language relationship and invite a fresh response.