Handbook-informed classroom practice
Brief a New Listener
Adapt a group explanation for someone who was absent.
A completed model
“We propose the cafeteria collection point because staff are nearby at lunch. We still need permission and a plan for emptying the box.” The listener can identify both the decision and its unresolved conditions.
Cafeteria collection point
Staff nearby at lunch
Permission and emptying rota
Original teaching example; adapt the subject context and check prior understanding.
Teach the language move
- Prepare a decision, reason and outstanding question.
- Explain to a partner who has not seen the notes.
- The listener summarises what they understood and asks one question.
- Revise missing context before briefing another listener.
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 a new listener to state the proposal and one unresolved condition without viewing the planning sheet.
Record what the learner did without a model, prompt or partner. Keep an example of the response for planning.
Teacher language
What would someone outside your group need to know first?
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.