SOCIAL ISSUES
SKILLS
EFL.5.1.10 Take initiative in a discussion in a positive way by being sensitive to peers’ responses
EEFL.5.2.1 Deduce the meanings of unfamiliar phrases and words from context
REAL-LIFE APPLICATION
Students describe ongoing situations in their lives and understand how peer pressure affects decisions. They explain how long situations have been happening. In daily life, they describe friendships or conflicts. In personal development, they recognize influence and make better choices. In social contexts, they communicate ideas clearly.
LEARNING ACTIVITIES
SESSION 1 (80 min) ANTICIPATION
Part 1 (20 min)
The teacher begins by projecting the image below. Students are asked to observe carefully and respond to the guiding question: How do others influence your decisions? First, they think individually for one minute, and then they share their ideas in small groups. Each group writes key ideas in a simple organizer, focusing on real experiences. Afterward, the teacher facilitates a short whole-class discussion, highlighting common patterns and connecting students’ responses to the concept of social influence and peer pressure.
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:
- peer pressure = when others push you to do something
- influence = affect someone’s decision
- relationship = connection between people
- conflict = disagreement
- exclude = leave someone out
- support = help someone
The teacher provides clear examples such as: My friends influence my decisions and I feel peer pressure at school.
Students repeat the sentences and then create two of their own, using the vocabulary in simple, personal contexts.
Possible topics:
- friendship problems
- feeling pressured
Part 3: Grammar Introduction using Gamma Presentation (20 min)
The teacher presents the Gamma slides, showing examples such as: I have been studying for two hours and I have been feeling stressed since Monday. Instead of explaining immediately, the teacher asks guiding questions like: What words are repeated? and Is the action finished or still happening?
After students respond, the teacher clarifies the structure: subject + have/has + been + verb + ing, emphasizing that this tense is used for actions that started in the past and continue in the present. The teacher also highlights the use of for (duration) and since (starting point) with clear examples.
Part 4: Guided Practice (25 min)
Students begin applying the structure through controlled practice. The teacher provides sentence frames:
Worksheet
Students complete these sentences using familiar contexts like school, friendships, or daily routines. The teacher monitors closely, correcting errors and providing immediate feedback. To close this section, a few students share their sentences aloud, allowing the teacher to reinforce correct usage and clarify common mistakes.
SESSION 2: CONSTRUCTION – REINFORCEMENT (40 min)
Part 1 – Video Context (20 min)
Students watch a short video. Before watching, the teacher asks students to focus on identifying situations where someone is being influenced.
After the video, students briefly discuss what they observed, focusing on the actions and emotions present in the situations. Questions:
- What is happening?
- How long has the situation been happening?
Part 2 – Interactive Practice (20 min)
Students participate in a Kahoot or similar interactive activity designed to reinforce the structure of the Present Perfect Continuous. The questions focus on choosing the correct form, identifying errors, and distinguishing between for and since. The teacher pauses when necessary to clarify answers and reinforce understanding.
PRESENT PERFECT CONTINUOUS KAHOOT
SESSION 3: CONSOLIDATION (80 min)
Part 1 – Preparation (15 min)
Students work in pairs to prepare a short role-play based on a social situation involving peer pressure or a relationship conflict. The teacher provides a simple structure to follow: who is involved, what is happening, and how long the situation has been happening. Students are reminded that they must include at least two sentences using the Present Perfect Continuous.
Part 2 – Role-Play Performance (40 min)
Each pair performs their role-play in front of the class. Students must clearly describe the situation and use the target grammar correctly. The teacher observes carefully, taking notes based on the rubric criteria, particularly focusing on grammar accuracy, clarity of communication, and relevance to real-life situations.
Part 3 – Feedback and Reflection (25 min)
After each performance, the teacher provides brief, constructive feedback, highlighting both strengths and areas for improvement. Peers are also encouraged to identify correct examples of the target structure. To close the session, students reflect by answering the question: What have you learned about peer pressure and how it affects people? This reinforces both language and content understanding.
RUBRIC:
Roleplay
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.