Handbook-informed classroom practice
Listen for the Revised Decision
Distinguish a final instruction from an earlier plan.
A completed model
Teacher script: “We first planned to sample by the road. Instead, use the garden site because the road is busy. Record the garden reading at noon.” Final site: garden; time: noon.
Road site
Instead
Garden at noon
Original teaching example; adapt the subject context and check prior understanding.
Teach the language move
- Show two possible site labels before listening.
- Read the complete short script once for the final plan.
- Read it again for the cue that cancels the earlier plan.
- Ask each learner to state the final site and time without the script.
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
Read a new script with a different correction and check the final decision.
Record what the learner did without a model, prompt or partner. Keep an example of the response for planning.
Teacher language
Which words tell you the earlier plan has changed?
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.