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SKILLS

(EFL 5.1.2) Communication and Cultural Awareness: Understand nuances in meaning and use language flexibly for social and professional purposes
(EFL 5.3.3). Reading: Evaluate and analyze the impact of word choice on the meaning of complex texts
(EFL 5.4.7).Writing: Use a wide range of vocabulary and grammatical structures with precision to produce clear, well-structured text

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REAL-LIFE APPLICATION

In professional and academic settings, how you say something is as important as what you say. Mastery of flow and emphasis allows students to ace university interviews, deliver persuasive presentations, and avoid sounding robotic during high-stakes negotiations by highlighting their most important ideas.

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LEARNING ACTIVITIES

SESSION 1 (80 min) ANTICIPATION

Part 1 – “The Emphasis Shift”( 15- 20 min)

“The Emphasis Shift”

Instruction: Show three identical sentences on screen. Ask students to read them aloud, stressing only the bold word.

1. I didn’t say she stole the money. (Someone else said it.)
2. I didn’t say she stole the money. (I implied it/wrote it.)
3. I didn’t say she stole the money. (She stole something else.)

• Discussion: How does moving the stress change the “flow” and meaning?

CONSTRUCTION

Part 2: Vocabulary Development (15 min)

The teacher explicitly introduces key vocabulary needed for the lesson, ensuring students clearly understand meaning and use. The words include:

In Favor:

• To advocate for: To publicly support or suggest a particular way of doing something.
  • “Many experts advocate for a complete shift toward renewable energy.”
• A compelling argument: A point that is so strong it is difficult to disagree with.
  • “There is a compelling argument to be made for shorter work weeks.”
• To be in complete accord with: A formal way to say you agree entirely.
  • “I am in complete accord with the previous speaker regarding student autonomy.”
• To substantiate: To provide evidence to support or prove the truth of something.
  • “The latest data substantiates the claim that immersion is the best way to learn.”

Against (Opposing an Argument)

Use these to highlight nuances in a flawed argument or to show direct opposition.

• To take issue with: To disagree with or be offended by something.
  • “I must take issue with the suggestion that technology hinders social skills.”
• A flawed premise: An idea that an argument is based on which is actually incorrect.
  • “The opponent’s argument rests on a flawed premise regarding economic growth.”
• To refute: To prove a statement or theory to be wrong or false.
  • “Recent studies refute the idea that multitasking increases productivity.”
• To cast doubt on: To make something seem less certain or reliable.
  • “This evidence casts doubt on the long-term viability of the project.”

The “Middle Ground”

C1 students excel when they can acknowledge the other side before making their own point (this creates excellent cohesion).

• To concede a point: To admit that something is true or logical, even if you disagree with the main idea.
  • “While I concede the point that costs are high, the benefits outweigh them.”
• Of paramount importance: Used to emphasize that one specific point is more important than others.
  • “Safety remains of paramount importance in this discussion.”
• Conversely: Used to introduce a statement that contrasts with or reverses the previous one.
  • “The city is vibrant and full of life; conversely, it can be incredibly lonely.”

Quick game to go over the vocabulary: Bamboozle or Kahoot

Part 3: Grammar Introduction using Presentation (20 min)

Grammar Introduction: Fronting

Theory: Fronting involves moving an adverbial phrase or a prepositional phrase to the beginning of the sentence.

• Place/Position: In the middle of the valley stood an ancient oak tree.
• Direction/Movement: Into the room burst the angry manager.
• Manner/Adverbs: Slowly and silently, the thief opened the window. The “Flow” Rule: We often “front” information that was mentioned in the previous sentence to create a bridge (e.g., “I looked at the shelf. On that shelf was the key.”)

Part 4: Guided Practice (25 min)

Instruction: Give students a “flat” police report. They must rewrite it using Fronting to make it sound like a dramatic mystery novel.

• Flat: A bloodstained glove lay behind the sofa. —–>Behind the sofa lay a bloodstained glove.
• Flat: The suspect ran out of the back door. —–>Out of the back door ran the suspect.
• Flat: He spoke quietly but firmly. ——> Quietly but firmly, he spoke.

SESSION 2: CONSTRUCTION – REINFORCEMENT (40 min)

“The Great Debate Spotlight” (40 min)

Activity: Persuasive Fronting “Battle”

• Step 1: The Topic (5 min): Assign a controversial but lighthearted topic (e.g., “Should AI replace teachers?” or “Is social media ruining our attention spans?”). Split the class into “Pro” and “Con.”
• Step 2: The Rhetorical Prep (15 min): Students must write 3 “power statements” using fronting for emphasis.
  • Instead of: “Our future is at stake here.”
  • Fronted: “At stake here is our very future.”
  • Instead of: “The solution lies within our community.”
  • Fronted: “Within our community lies the solution.”
• Step 3: The Mini-Debate (15 min): Students present their arguments. To earn a “Fluency Point,” they must transition smoothly from their partner’s point using a fronted adverbial (e.g., “Contrary to that point stands the fact that…”).
• Step 4: Reflection (5 min): Discuss which version sounded more “authoritative” or “eloquent” (using your unit vocabulary!)

SESSION 3: CONSOLIDATION (80 min)

Part 1 – “The Narrative Flow”( 2 x 40min)

Reinforcement:

Creative Task:

1. Period 1 (The Descriptive Journey): Students write a “Travel Vlog” script or a “Gothic Horror” intro. They must use at least 5 examples of fronting and 4 vocabulary words.
2. Period 2 (The Flow Circle): Students stand in a circle. One student starts a story with a fronted phrase (e.g., “Beyond the mountains lived a dragon…”). The next student must continue, fronting the next location or action (e.g., “Through the fire flew a bird…”). The goal is non-stop flow for 5 minutes.

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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.