Handbook-informed classroom practice
Make and justify a shared school decision
A 45-minute speaking lesson connecting four original routines with an individual transfer task.
The lesson’s worked models
Negotiate a Collection Point
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
Pass on a Recast Meaningfully
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
Disagree with a Shared Criterion
“I agree the gate is visible, but it is not supervised at lunchtime. If supervision is our criterion, the cafeteria may be more suitable.”
The gate is visible
Not supervised at lunch
Safe supervision
Brief a New Listener
“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
A 45-minute route
Start · 5 minutes: introduce the subject context, establish vocabulary and show the first model.
- Negotiate a Collection Point · 8 minutes
Use a shared criterion to make a group decision.
Open activity 1 - Pass on a Recast Meaningfully · 8 minutes
Use an improved language model in a fresh contribution.
Open activity 2 - Disagree with a Shared Criterion · 8 minutes
Challenge an idea while keeping discussion collaborative.
Open activity 3 - Brief a New Listener · 8 minutes
Adapt a group explanation for someone who was absent.
Open activity 4
Finish · 8 minutes: remove the models and use the final activity’s fresh-example check.
Plan the lesson for your class
Exit task
Ask a new listener to state the proposal and one unresolved condition without viewing the planning sheet.
Keep the response and record which support was still needed. Plan retrieval in the next lesson using another context.
Questions that keep learners thinking
How does that reason relate to our criterion?
Why might people use that location more often?
Which part of the idea can you recognise before challenging it?
What would someone outside your group need to know first?
Ask learners to explain a revision or decision rather than simply repeat a teacher model.
Use the sequence flexibly
Choose two routines for a shorter lesson. For learners needing more language support, build in oral rehearsal and reduce the amount written; retain the subject reasoning. For greater independence, provide the task and criteria without the model.
This is an original classroom lesson, not a Cambridge examination task or an endorsed course sequence.