Handbook-informed classroom practice
Negotiate a Collection Point
Use a shared criterion to make a group decision.
A completed model
Options: a bottle collection box by the gate or beside the cafeteria. A useful reason connects a location to footfall or supervision; “it is better” alone does not explain the choice.
Safe supervision
Beside the cafeteria
Staff presence at lunchtime
Original teaching example; adapt the subject context and check prior understanding.
Teach the language move
- Give partners the two locations and one agreed criterion.
- Each proposes a location with a relevant reason.
- The listener asks for a missing practical detail.
- Agree a provisional choice and state what information would change it.
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 criterion from convenience to safe supervision and ask for a revised decision.
Record what the learner did without a model, prompt or partner. Keep an example of the response for planning.
Teacher language
How does that reason relate to our criterion?
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.