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SKILLS

EFL 5.3.4: Respond to and interpret literary and non-literary texts, identifying main ideas and supporting details.
EFL 5.4.1: Critique written texts for style, tone, and vocabulary, and use these elements in own writing to express complex ideas.
EFL 5.2.3: Follow and engage in discussions on abstract and complex topics using advanced grammatical structures and vocabulary.

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REAL-LIFE APPLICATION

In the digital age, mastering the past perfect continuous and modern idioms allows you to be an elite storyteller. Whether you are explaining drama on TikTok, writing a plot summary for a Netflix show, or complaining to a friend about why you were exhausted yesterday, these tools let you paint a vivid picture of why things happened the way they did.

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LEARNING ACTIVITIES

SESSION 1 (80 min) ANTICIPATION

Part 1 ( 15- 20 min)

Anticipation Activity: “The Digital Crime Scene”

• Instruction: Display a digital slide showing a chaotic bedroom: an open laptop with 20 tabs, empty energy drink cans, and a half-finished video edit on screen.
• Task: Students use the Zoom/Teams chat or a Jamboard to guess what the person had been doing right before they fell asleep.
• The Hook: Introduce the formula naturally based on their guesses:{Subject} + \text{had been} + \text{verb-ing}

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 phrases include:

For hours on end, they had been… (e.g., For hours on end, he had been trying to beat that game level before he finally gave up.)

…had been [-ing] since the crack of dawn.

By the time [Past Action], we had been [-ing] for weeks. (e.g., By the time the teacher cancelled the project, we had been filming for weeks.)

They had been [-ing] non-stop until…

All day long, she had been…

Part 3: Grammar Introduction using Presentation (20 min)

Grammar Review: Past Perfect Continuous

• Instruction: Present a brief interactive timeline. Contrast Past Continuous (interrupted action) vs. Past Perfect Continuous (duration leading up to a specific point in the past).
• Focus Formula:{Had been} + {Present Participle} —–> {Focuses on the duration/cause of a past result.}
• Example: “Mateo had been cooking a viral video for weeks before he finally posted it.”

Part 4: Guided Practice (25 min)

Grammar Practice Activity: “The Gossip Mill”

• Instruction: Break students into digital breakout rooms. Give each group a “scandalous” prompt.
• Task: They must write a 4-sentence backstory using at least two past perfect continuous structures and two vocabulary words from Day 1.
• Prompt Example: “By the time the teacher entered the classroom, Sophia looked completely guilty…”
• Output: Groups post their stories to a shared Padlet wall.

SESSION 2: CONSTRUCTION – REINFORCEMENT (40 min)

Next-Day Reinforcement: “The TikTok Scriptwriter” (40 Mins)

• Instruction: A creative, highly engaging writing task.
• Task: Students act as social media managers. They must write a 120-word script for a “Storytime” video explaining a fictional piece of drama or a major fail.
• Requirements: Must include a clear sequence of events using past perfect continuous to explain the build-up, and at least 3 vocabulary words (e.g., “I had been radiating main character energy until…”).
• Submission: Submitted via the school’s LMS (Canvas/Teams) as a written draft or an optional audio note.

SESSION 3: CONSOLIDATION (80 min)

Part 1 – ( 2 x 40min)

Reinforcement:

Period 1: Digital Portfolio Production (40 Mins)

• Task: “The Alternate Reality Review”
• Instruction: Students choose a famous movie, book, or historical event (e.g., the plot of Stranger Things or the fall of the Inca Empire).
• Action: They write a 200-word formal narrative analysis explaining the background causes of the climax.
• Rubric Focus: Accurate use of past perfect continuous for background causes (30%), integration of modern C1 idioms in correct context (30%), overall narrative flow (40%).

Period 2: Peer Review & Defence (40 Mins)

• Task: “The Editor’s Desk”
• Instruction: Pair students up digitally. They use the “Suggesting” mode on Google Docs to review a peer’s text.
• Action: They must highlight the narrative tenses used and leave comments evaluating if the modern slang was used appropriately for a C1 level or if it felt forced.
• Wrap-up: Brief 1-minute oral defense where each student explains why their character “had been” doing a certain action to cause the final plot point.

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.