Handbook-informed classroom practice
Rebuild a Sampling Sequence
Transfer spoken instructions into a sequence diagram.
A completed model
Teacher script: “Label the cup first. Add the soil sample. Then record the site name. Do not begin the next sample until the record is complete.” This is a fictional recording task, not a practical safety procedure.
Label cup
Add soil; record site
Complete the record
Original teaching example; adapt the subject context and check prior understanding.
Teach the language move
- Preview the action words and three empty sequence boxes.
- Read the script for the overall task.
- Read it again while learners arrange the actions.
- Check the final condition before learners explain the sequence.
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 fresh three-step classroom procedure and check order plus condition.
Record what the learner did without a model, prompt or partner. Keep an example of the response for planning.
Teacher language
What must be complete before the next sample starts?
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.