Make a Case in Three Turns
Assign partners roles: explainer and checker. Use a claim, evidence and reason; the checker paraphrases the idea before asking a question. Swap.
Worked classroom example
Geography
For Make a Case in Three Turns in Geography, use a shared prompt about fieldwork methods. Ask learners to each speaker states a position, cites one piece of evidence and responds to a counterpoint before revising or reaffirming. The listener paraphrases the key idea and asks for one reason or example; switch roles and check that each learner can explain independently.
Use this example to make the language move visible. Select subject content appropriate to the class’s age and prior knowledge.
Teaching sequence
- Prepare a claim, evidence and reason and a clear listener role for Make a Case in Three Turns. Give everyone quiet thinking time; offer a small phrase bank or note space if it helps express the subject idea.
- Learners complete the speaking move: Each speaker states a position, cites one piece of evidence and responds to a counterpoint before revising or reaffirming The listener paraphrases one key point and asks the planned follow-up; then partners switch roles.
- Use this check: “What reason or evidence would help your partner follow that idea?” Invite each learner to give one individual explanation after rehearsal and note whether the response includes a relevant subject detail.
Materials and purpose
a claim, evidence and reason
Clear roles and a purposeful question give more learners time to rehearse, listen and build on ideas.
Try it in your next lesson
Prepare
Use a claim, evidence and reason. Choose a second example that checks the same language move without repeating the original answer.
Classroom task
Assign partners roles: explainer and checker. Use a claim, evidence and reason; the checker paraphrases the idea before asking a question. Swap.
Check independent transfer
Invite a report from any group member and check that all voices contributed before the report.
Collect a response on fresh content. Note what was achieved without the model, partner or teacher prompt, then choose one next teaching step.
Teacher language
Teacher language
What reason or evidence would help your partner follow that idea?
“What would help your listener follow that explanation?”
“How would you revise your response after that question?”
Respond to the learner
Identify one successful meaning or language choice. Ask about one gap, allow thinking time, then invite a revision. Check the revised move again on a fresh example.
Adjust support and challenge
Offer a brief model, useful vocabulary and partner rehearsal where needed. Keep the subject goal; reduce one prompt on fresh content and record what was independent.
Teaching this skill → · Age and language support →
More support
Offer thinking time, a small phrase bank and a clear listener role. Collect an individual explanation after paired rehearsal. Allow familiar-language notes or another response mode when checking subject understanding.
Greater independence
Change the content, evidence or audience. Remove the completed model and ask learners to explain a choice. Increase subject complexity only when it fits the curriculum and prior knowledge.
Choose the next step
If subject meaning is insecure, reteach the concept. If the concept is understood but the English is unclear, model one useful language relationship and invite a fresh response.