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SKILLS

EFL.5.3.2 Identify and use reading strategies to make informative and narrative texts comprehensible and meaningful.
EFL.5.4.7 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 refine the accuracy and flexibility required for advanced English performance because communication depends not only on knowing many words, but on choosing the right form, structure, collocation, and register in context. Word formation strengthens academic vocabulary, key word transformation develops grammatical flexibility, and multiple-choice cloze trains students to make precise decisions based on meaning, grammar, and discourse flow.

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LEARNING ACTIVITIES

SESSION 1 (80 min) ANTICIPATION

Part 1: Distractor Battle Grid (20 min)

The teacher projects one multiple-choice cloze item with four options that are all possible-looking.

Students do not choose immediately. Instead, they rank the options from strongest to weakest and explain why.

This is important because advanced multiple-choice cloze is not about choosing the first word that sounds familiar. Many distractors are designed to look correct. Students must check grammar, collocation, register, prepositions, and meaning.

The teacher guides students with questions:

Which option fits the grammar?
Which one forms a natural collocation?
Which one fits the topic of the text?
Which one is too informal or too general?
Which one changes the meaning?

This sets the tone: accuracy requires analysis.

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Part 2: Vocabulary Activation: Precision Strategy Lab (15 min)

Students use only the vocabulary from the list above. Each group receives one Use of English task type:

1. Word Formation
2. Key Word Transformation
3. Multiple-Choice Cloze

Each group chooses 8 words from the vocabulary list and builds a “strategy lab report.” For each word, students must explain how it helps solve the task type.

Required structure:

• Vocabulary word
• Meaning in the task
• Why it matters
• Example of use

Example using vocabulary from the list:

“Dependent preposition matters in multiple-choice cloze because some adjectives, verbs, and nouns require a specific preposition.”
“Same meaning matters in key word transformation because the second sentence must express the original idea accurately.”
“Register matters because a sentence may be grammatically correct but too informal for a formal context.”
“Distractor matters because some options look correct but do not fit the context, collocation, or discourse.”

To make it interactive, groups present one “danger word” from their list. A danger word is a word that students often ignore but that can cause mistakes.

Examples:

“Our danger word is distractor because students often choose the first option that sounds familiar.”
“Our danger word is register because the answer must fit the tone of the sentence.”
“Our danger word is spelling control because a correct word family can still lose accuracy if it is spelled incorrectly.”

This activity keeps the vocabulary unified and directly connected to the task.

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Part 3: Extended Use of English Input: How to Think Like a B2 Candidate (30 min)

The teacher explains that B2 Use of English tasks measure controlled flexibility. Students are not only proving that they know grammar; they are proving that they can manipulate English accurately under constraints.

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Part 4: Grammar Teaching Idea: The Accuracy Trial (15 min)

The teacher turns Use of English into a courtroom-style reasoning task, but the focus is not debate. Each answer must be defended with evidence from the sentence.

Roles:

Candidate: proposes the answer
Grammar witness: identifies the structure
Vocabulary witness: identifies collocation or meaning
Judge: decides whether the explanation is strong enough

Example:

Candidate: “I choose enhance.”
Grammar witness: “The gap needs a verb after can.”
Vocabulary witness: “Enhance collocates with understanding.”
Judge: “The answer is accepted because grammar and meaning both fit.”

This teaches students that precision depends on evidence.

SESSION 2: CONSTRUCTION – REINFORCEMENT (40 min)

Part 1 – Transformation Court: Preserve the Meaning (15 min)

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Part 2 – Word Form Stress Lab (15 min)

Students practice word families aloud and mark stress changes.

Examples:

photograph / photography / photographic
economy / economic / economically
analysis / analytical / analytically
responsible / responsibility / responsibly

Students then use each word in a short academic sentence. This reinforces that word formation is not only written. Pronunciation and stress affect speaking accuracy as well.

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Part 3 – One-Minute Error Prevention Brief (10 min)

Students prepare a one-minute team brief titled “How not to lose marks in Use of English.” Each team gives one tip for one task type and one example of a common mistake.

This closure is practical and varied. It turns mistakes into strategy.

SESSION 3: CONSOLIDATION (80 min)

Part 1- Preparation: Accuracy Toolkit (15 min)

Students prepare an Accuracy Toolkit with three tools:

word-class scanner
meaning-preservation checker
collocation/context detector

For each tool, they write one question they will ask during the test.

Examples:

“What part of speech is missing?”
“Does my second sentence mean exactly the same?”
“Does this option collocate with the surrounding words?”

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Part 2 – Linguistic Precision Test (45 min)

Students complete a short B2 Use of English test in a separate Word document. It includes:

word formation
key word transformation
advanced multiple-choice cloze
reflection

Linguistic Precision Test

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Part 3 – Strategy Debrief: From Mistake to Rule (20 min)

Students choose one item that was difficult and complete a “mistake-to-rule” note:

The item was difficult because…
The clue I should have noticed was…
The rule or strategy is…
Next time, I will…

Then students share one strategy with a partner. The focus is not only the score but the learning process behind precision.

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.