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SKILLS

EFL.5.1.2 Understand key vocabulary related to social issues
EFL.5.2.1 Deduce the meanings of unfamiliar phrases and words from context

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REAL-LIFE APPLICATION

This topic helps students describe how personality traits and emotions can influence their lives. They will understand how to express feelings and experiences using Present Perfect Simple and Past Simple, and reflect on their personal experiences with peer pressure and emotions.

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LEARNING ACTIVITIES

SESSION 1 (80 min) ANTICIPATION

Part 1 (20 min)

Students observe the image and answer:
– How do you feel today?
– What three words best describe your personality?
Students work in pairs and share their answers. The teacher briefly introduces the topic of emotions and personality.

CONSTRUCTION

Part 2: Vocabulary Development (15 min)

The teacher introduces adjectives of personality and emotions:

Adjectives of personality and emotions

Students match the adjectives with their meanings and create simple sentences using them.

Activity

Model sentences:

• I am a friendly person, but sometimes I feel shy.
• She has been feeling sad because of school.

Part 3: Grammar Introduction (20 min)

Teacher introduces Present Perfect Simple vs. Past Simple using examples:

• Present Perfect: I have known her for five years.
• Past Simple: I met her last week.

Students compare the two tenses, focusing on actions that are still relevant (Present Perfect) vs. completed actions (Past Simple).

Part 4: Guided Practice (25 min)

Part 4 – Guided Practice (25 min)

Students complete sentences using both tenses:

• I ______ (study) for two hours.
• We ______ (talk) about this yesterday.
• I ______ (feel) excited about this trip for days.
  Teacher checks answers and gives feedback.
• I ______ (know) her since we were children.
• They ______ (finish) the project last night.
• I ______ (never/see) that movie before.
• He ______ (arrive) late yesterday.
• We ______ (visit) the museum last weekend.
• I ______ (wait) for you for 30 minutes.
• They ______ (move) to a new house last month.
• I ______ (read) that book for two days.
• She ______ (be) my friend for years.
• We ______ (not/meet) each other before today.

SESSION 2: CONSTRUCTION – REINFORCEMENT (40 min)

Part 1 – Contextual Exploration (10 min)

Activity: “Guess the Emotion”

Instructions:

• Step 1: The teacher writes several emotion adjectives (e.g., happy, sad, frustrated, excited) on the board, along with personality adjectives (e.g., friendly, shy, nervous, outgoing).
• Step 2: The teacher reads aloud a short scenario about someone’s experiences and asks students to guess which emotions or personality traits are involved in the scenario.

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Example Scenarios:

1. “This person has been feeling excited for weeks because they finally reached their goal.”
   • Emotion: Excited
   • Grammar: Present Perfect Simple (“has been feeling”)
2. “Last month, this person was very nervous about their presentation.”
   • Emotion: Nervous
   • Grammar: Past Simple (“was”)
3. “She has always been a very outgoing person, and she has made many new friends since moving here.”
   • Personality: Outgoing
   • Grammar: Present Perfect Simple (“has always been”)

Step 3: After each scenario, students are encouraged to identify:

• The adjective describing the person’s emotion or personality.
• The grammar structure used (Present Perfect Simple vs. Past Simple).
• The duration of the situation (for/since).

Student Interaction:

• In pairs, students discuss: When have you felt these emotions?
  “When have you felt excited or happy in the past month?”
  

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Part 2 – Grammar Practice (15 min)

Students complete a worksheet where they identify the correct use of Present Perfect Simple and Past Simple in various sentences.

Simple sentences like:

• “I ______ (feel) sad since yesterday.”
• “We ______ (see) this movie last weekend.”

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Part 3 – Short Production (15 min)

Students create 5 sentences (3 using Present Perfect Simple and 2 using Past Simple) about their emotions or personality.

• Examples:
  “I have been feeling nervous for a week.”
  “I felt happy when I received good news last month.”

SESSION 3: CONSOLIDATION (80 min)

Part 1 – Preparation (15 min)

Students prepare for a short written reflection. They will describe their own personality using Present Perfect Simple. They should include why they feel certain ways and explain how long those feelings have lasted.

Part 2 – Written Task (40 min)

Write a short reflection (60–80 words) about your personality.

• Use Present Perfect Simple
• Include how long you have felt a certain way (for/since)

Part 3 – Peer Evaluation (25 min)

Students exchange their reflections with a partner and provide feedback using the rubric:

• Grammar
• Clarity of ideas
• Use of vocabulary

RUBRIC:
Personality Reflection Rubric.xlsx

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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.