WEEK 10 · 150 MIN

ICFES Workshop: Argumentative Reading

Focus: Intention, thesis, inference and connectors

Apply reading strategies to argumentative ICFES-style questions.

15 minVocabulary

20 minVisual explanation

20 minListening

25 minDialogues

30 minPair / Trio

25 minPC Challenge

15 minExit Check

HOUR 1 · Input & Comprehension · 60 min60 MIN

Hour objective: Understand the key vocabulary, visual concept and listening input of this unit.

1 · Vocabulary Lab · 15 min

Study each word, read the Spanish support and school example, then press the speaker to hear the English pronunciation. In pairs, choose four words and create four new school sentences.

intention

intención

Why the text was written.

infer

inferir

Understand an idea not stated directly.

evidence

evidencia

Text information supporting an answer.

option

opción

Possible answer.

distractor

Incorrect but plausible answer.

contrast

contraste

Opposition between ideas.

consequence

consecuencia

Logical result.

context clue

pista contextual

Nearby information that helps meaning.

2 · Visual Explanation · 20 min

Strategic reading cycle

Do not jump directly to an option. First read the QUESTION, identify KEY WORDS, return to the TEXT, locate EVIDENCE, eliminate distractors, and then choose the best ANSWER.

Example 1

Underline key words in the question.

Example 2

Return to the text and locate evidence.

Example 3

Eliminate options that are true but do not answer the question.

Pair task: Student A explains the diagram. Student B gives a Narciso Matus example. Student C corrects or adds one idea.

3 · Listening First, Transcript Later · 20 min

Before listening: Read the question and predict three words you may hear.

Listening question: What strategy should you use before choosing an answer?

Before answering a reading question, identify exactly what the question asks. If the question asks for the author's purpose, do not select an option that only repeats one detail. Look for the idea that explains why the author wrote the text. If two options seem possible, compare them with the thesis and supporting arguments.

Hour 1 · Evidence & Submission

HOUR 2 · Interaction & Collaboration · 60 min60 MIN

Hour objective: Use the target language in dialogues and collaborative work with one partner.

4 · Guided Interaction & Dialogues · 25 min

Each dialogue is separated in its own Bootstrap card. Listen first, perform it with your group, then change one idea so the conversation becomes connected to your own school experience.

Dialogue 1

Student: Option B repeats a sentence, so it must be correct.

Teacher: Not necessarily. What does the question ask?

Student: It asks for the author's purpose.

Teacher: Then choose the option that explains the purpose.

Dialogue 2

Partner A: I chose A because of the word however.

Partner B: Show me the contrast in the text. We need evidence.

Dialogue 3

Student 1: Two options look correct.

Student 2: Let's eliminate the one that is too general.

5 · Pair / Trio Workshop · 30 min

Team task

Student A explains the main concept in simple English.
Student B finds one example, connector or piece of evidence.
Student C asks a follow-up question and reports the group answer.
Rotate roles. Every student must speak before one student speaks twice.

Hour 2 · Pair Work Evidence & Submission

HOUR 3 · PC Challenge, Assessment & Reflection · 60 min60 MIN

Hour objective: Apply the unit concept on the computer, complete the unit quiz and reflect on progress.

6 · PC Challenge · 25 min

Build, Swap & Improve

Create three statements on the computer: one main position, one supporting reason/evidence and one counterargument or limitation. Swap with another pair/trio. The new group identifies each part and improves one sentence.

NJMT Bilingual Platform

ICFES Workshop: Argumentative Reading

Strategic reading cycle

Student(s) for this hour

Team task

Student(s) for this hour

Build, Swap & Improve

Student(s) for this hour

A. PC Challenge

B. Unit Quiz

C. Portfolio Reflection