Handbook-informed classroom practice
Separate Everyday and Subject Conduct
Use context to distinguish a familiar word’s disciplinary meaning.
A completed model
“Conduct yourself calmly” concerns behaviour. “Copper conducts electricity” concerns transfer of electric current. Knowing the first meaning does not guarantee the second.
Conduct yourself calmly
Copper conducts electricity
Conduct an investigation
Original teaching example; adapt the subject context and check prior understanding.
Teach the language move
- Present the two sentences before offering definitions.
- Identify what or who performs each action.
- Create a plain-language paraphrase for each context.
- Use the subject meaning in a new accurate sentence.
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
Offer “conduct an investigation” and ask learners to explain this third meaning from its context.
Record what the learner did without a model, prompt or partner. Keep an example of the response for planning.
Teacher language
What changes about conduct when copper is the subject?
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.