Handbook-informed classroom practice
Pass on a Recast Meaningfully
Use an improved language model in a fresh contribution.
A completed model
Learner: “People puts bottle there.” Teacher: “People put bottles there because it is near the cafeteria.” Learner then explains a different location using their own reason.
People puts bottle there
People put bottles there
They use the gate box after school
Original teaching example; adapt the subject context and check prior understanding.
Teach the language move
- Let the learner finish the meaning they want to express.
- Offer a short recast relevant to the agreed language focus.
- Ask a content follow-up rather than demanding repetition.
- Listen for meaningful uptake in a later, new contribution.
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
Ask for a new proposal and note whether the learner uses an appropriate verb form independently.
Record what the learner did without a model, prompt or partner. Keep an example of the response for planning.
Teacher language
Why might people use that location more often?
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.