Handbook-informed classroom practice
Recover the Missing Comparison
Use a paragraph’s meaning to choose a missing comparison.
A completed model
“Both sites were measured at noon. ___, the garden was cooler than the courtyard.” However signals a contrast between shared timing and different temperatures; therefore would suggest an unsupported causal conclusion.
Same sampling time
Different temperatures
Contrast
Original teaching example; adapt the subject context and check prior understanding.
Teach the language move
- Read the paragraph once for the situation.
- Identify what is shared and what differs.
- Try the candidate connective and paraphrase its relationship.
- Choose a word and explain why a plausible alternative fails.
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
Change the paragraph to a genuine consequence and ask learners to select a different connective.
Record what the learner did without a model, prompt or partner. Keep an example of the response for planning.
Teacher language
Does this word signal contrast or a consequence?
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.