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SKILLS

EFL 4.3.2 Make use of clues such as titles, illustrations, organization, text outline and layout, etc. to identify and understand relevant information in written level-appropriate text types.
EFL 4.4.7 Use the process of prewriting, drafting, revising, peer editing and proofreading to produce well-constructed informational texts.

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REAL-LIFE APPLICATION

This topic helps students become more accurate and independent English users because linguistic precision affects how clearly they understand and produce messages. Word formation helps them recognize families of words, key word transformation helps them express the same meaning in different structures, and multiple-choice cloze helps them understand how vocabulary, grammar, and context work together inside a text.

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LEARNING ACTIVITIES

SESSION 1 (80 min) ANTICIPATION

Part 1: The Three Doors of Precision (20 min)

The teacher places three large visual doors around the room or projects them on the board: Word Formation, Key Word Transformation, and Cloze.

Each door has only symbols, not written explanations. Word Formation can show a root growing into different branches. Key Word Transformation can show one sentence entering a machine and coming out with a new shape. Cloze can show a missing puzzle piece inside a text.

Students receive short sample items and must decide which door each item belongs to. They should not solve the items yet. The purpose is to recognize the task type first. This helps because many students lose marks not only because they lack grammar, but because they do not understand what the task is asking them to do.

The teacher then explains the three task types clearly:

Word formation asks students to change the form of a word so that it fits the sentence grammatically and logically.

Key word transformation asks students to keep the same meaning but express it with a different structure using a required word.

Multiple-choice cloze asks students to choose the best option based on grammar, vocabulary, collocation, and context.

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Part 2: Vocabulary Activation: Precision Arcade Passport (15 min)

Each group receives 8–10 words from the vocabulary list. They must complete four actions with each word:

1. Say what the word means in simple English.
2. Connect the word to one Use of English task.
3. Create one classroom rule or strategy using the word.
4. Give one example of how the word helps improve accuracy.

Example using vocabulary from the list:

“Collocation is important in cloze because some words naturally go together.”
“Key word is important in transformation because we cannot change it.”
“Suffix helps in word formation because it can change a root word into a noun, adjective, adverb, or verb.”
“Context clue helps us choose the correct option.”

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Part 3: Extended Grammar and Use of English Input: Precision Clues (25 min)

The teacher explains that Use of English tasks are like detective work. Students should not guess immediately. They must look at the words before and after the gap or transformation.

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Part 4: Grammar Teaching Idea: Precision Scanner Protocol (20 min)

The teacher introduces a four-step protocol that students use before answering any Use of English item.

Students practice with a projected item. They do not shout the answer first. They must first say the clue. This changes the classroom culture from “answer fast” to “answer accurately.”

SESSION 2: CONSTRUCTION – REINFORCEMENT (40 min)

Part 1 – Cloze Canyon Crossing (15 min)

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Part 2 – Transformation Tunnel (15 min)

Students receive sentence pairs.

Transformation Tunnel

One student reads the original sentence, another reads the required key word, and a third student explains what grammar structure might be needed before anyone writes the answer.

Example:

Original: “The activity was too difficult for us to finish.”
Key word: enough
Expected thinking: “We need the opposite structure with not + adjective + enough.”

This encourages grammatical reasoning before writing and helps weaker students participate even when they are not ready to produce the final transformation alone.

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Part 3 – Precision Poll and Repair (10 min)

Instead of an exit sentence, students complete a quick classroom poll. They place a marker under the task type they found most difficult: word formation, transformation, or cloze. Then each group writes one “repair tip” for that task type.

Examples:

“For word formation, check the part of speech first.”
“For cloze, read the whole sentence before choosing.”
“For transformations, do not change the key word.”

SESSION 3: CONSOLIDATION (80 min)

Part 1- Preparation: Use of English Strategy Card (15 min)

Students prepare a strategy card with three sections:

Word formation: What should I check?
Key word transformation: What must stay the same?
Cloze: What clues should I use?

They cannot write answers from the test. They only write strategies. This helps them prepare mentally without memorizing.

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Part 2 – Linguistic Precision Mini-Test (45 min)

Students complete a short Use of English test. The test includes:

word formation
key word transformation
advanced multiple-choice cloze
short reflection

Linguistic Precision Test

The test is not meant to be a long final exam. It is a focused checkpoint to see whether students can apply precision strategies independently.

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Part 3 – Error Museum Reflection (20 min)

Students do not receive answers immediately. Instead, the teacher selects anonymous common error types and displays them as “museum exhibits”:

wrong part of speech
wrong suffix
changed key word
meaning changed
collocation error
ignored context

Students visit each exhibit and write one prevention strategy. This is different from simply checking answers because students analyze the cause of errors and build habits for future tasks.

RUBRIC:
Linguistic recision

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NEE – Agregar el tipo de adaptaciones curriculares

Principio II: Pautas 6.1 – 6.3 – 6.4 
Principio III: Pautas 7.1 – 8.1 – 9.1
ALUMNO 1: Constante monitoreo. Dar tiempo adicional para el desarrollo de la actividad y se reduce el número de ejercicios o se modifican los ejercicios con un nivel de dificultad reducido, de acuerdo con sus necesidades académicas. 
ALUMNO 2: Constante monitoreo, Dar tiempo adicional para el desarrollo de la actividad y se reduce el número de ejercicios o se modifican los ejercicios con un nivel de dificultad reducido, de acuerdo con sus necesidades académicas.
ALUMNO 3: Constante monitoreo. Corroborar que el contenido entregado en clase haya sido comprendido por la estudiante mediante retroalimentación.