UNIT N° 02

LESSON 07 – HUMAN INGENUITY 3: SOCIAL MEDIA ISSUES

Class: 5th Time: a week Date: May 3rd – 7th , 2021
Purpose: to discuss and know about the problems of technology (social media)
Learning evidence: to write the pros and cons of technology
EYES ON ME
Activity 1: Now it is time to know what can be the possible issues related to the use of social media. Please,
watch the video and take some time to think about it.

“Love story” Retrieved from: https://www.youtube.com/watch?v=lT0Wao7fnyo

Activity 2: Now, let’s answer the next questions:

a. What thoughts and feelings does this video provoke on you?

………………………………………………………………………………………………………………
………………………………………………………………………………………………………………

b. Can you relate this video with the current situation on teenagers?
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………

c. How do you think that social media can be used in order to harm people?
………………………………………………………………………………………………………………
………………………………………………………………………………………………………………

LET´S OBSERVE AND READ

ACTIVITY 3: It’s time to read an article about the risk we have by using social media.
Sexting and Online Grooming: Risks of the Digital Age

26 December, 2018

1 This digital transformation era is also changing our society

as a whole. Although the Internet
helps people make and maintain relationships, it also poses some risks such as sexting and
online grooming.

The Internet is a way for young people to express and explore themselves. Although it might seem harmless
at first, the Internet can also be dangerous.

Exchanging sexual messages and exploring one’s own body isn’t bad. However, if teens don’t take adequate
measures to protect themselves, they could suffer from serious intimacy, mental, and even physical
problems.

What is sexting?

Sexting means sending photos, videos, or messages with sexual content through the Internet. People do this
10 for several reasons. For example, they might be trying to explore their identities or sexual orientation. It
could just be erotic play with their partners or with different people at the same time. In addition, it might
be an attempt to boost their self-esteem. They may also do it to feel the rush that comes from doing or saying
things they wouldn’t in person out of shyness, fear, or other limitations.

Teenagers aren’t the only ones who engage in sexting. The Internet is an open door for millions of adults and
young people who use the web to share sexual content

What is online grooming?

Online grooming is when adults sexually abuse minors through the Internet.

The Internet makes it possible to hide your personal identity. You can create several different identities
online, none of which have to be based on reality. A person can use a fake profile to communicate with many
20 people at the same time.

This can lead to dangerous situations since adults can access minors’ accounts easily. The abuse can be direct
and in person or indirect through the Internet. For example, the perpetrator might solicit sexual content from
minors, such as personal videos or photos.

According to a 2018 study by Manual Gámez-Guadix and Patricia de Santisteban, the probability of engaging
in sexting increases with age. About 3% of people have tried sexting by the time they reach the age of 12.
By the time they reach the age of 17, the percentage increases to 35%.

Internet characteristics that facilitate online abuse

Anonymity allows adults to do things they wouldn’t be able to do in person within their real-life environment.

The Internet is uncontrollably broad and people can interact with many others at the same time. That is to
30 say, it’s very easy to make many contacts and create a lot of profiles without having to be restricted by
social norms. The web dips into a parallel world. This parallel world is the digital world, where the lack of
face-to-face interaction blurs the rules of the game and its limits.

Online people don’t even seem to be real at all. Starting and ending a relationship becomes a superficial
process. The lack of direct contact promotes experimentation without any regard for the possible

35 consequences.

How this creates an environment for abuse

All of this affects the empathetic capacity of the abusers. The abyss between the web and reality helps them
avoid having to put themselves in the shoes of the people they abuse. They ignore others’ suffering and the
possibility that they may hurt them with online grooming.

40The victims of this online grooming don’t feel safe. There’s no concrete object they can hold on to. The
Internet doesn’t have any limits in terms of space or time since whatever you share is stored forever.
Adapted and Retrieved from: https://exploringyourmind.com/sexting-online-grooming-risks-digital-age/

LET´S UNDERSTAND
ACTIVITY 4: Let’s analyze the language used in the article.

A. The following sentences were taken out from the article. Read them and analyze the grammatical
structures that they have.

❖ if teens don’t take adequate measures to protect themselves, they could suffer from serious
intimacy
❖ About 3% of people have tried sexting by the time they reach the age of 12.

B. Answer these questions and be ready to share your ideas orally with your teacher
and classmates.

❖ When do we use first conditional?

…………………………………………………………………………………………………………………………………………………………
❖ When do we use the present perfect?
…………………………………………………………………………………………………………………………………………………………

C. After answering the previous 2 questions. Now, it is time to write some examples: (write 2 on each
tense)

PRESENT PERFECT FIRST CONDITIONAL

D. Vocabulary bank:

Linking words and Idioms Phrasal verbs

expressions
1. In someone´s shoes 1. Lack of
❖ Although Meaning: in someone´s place Meaning:
❖ According to Absence of
❖ In addition 2. A figment of your imagination
Meaning: something you have imagined
❖ Also
which is not true

3. The ins and outs of

Meaning: the details of
LET’S PRACTICE
Activity 5: Let’s read the article, “Sexting and Online Grooming: Risks of the Digital Age” and choose the
correct answer.

1. Sexting is …

a. When people send photos, videos, or messages with sexual content

through the Internet
b. when adults sexually abuse minors through the Internet.
c. When adults can access minors’ accounts easily.

2. Online grooming is …

a. When people hide their personal identity

b. When people can interact with many others at the same time
c. when adults sexually abuse minors through the Internet

Activity 6: Identify to whom or to what do the underlined words refer? Answer using words as they
appear in the text.
1. it also poses some risks such as sexting and online grooming.… (line 2)
………………………………………………………………………………………………
2. The abyss between the web and reality helps them (line 37)
………………………………………………………………………………………………

Activity 7: Listening : Did you ever post mean comments on line?

After listening the 3 stories Circle TRUE or FALSE

1. Nick feels ashamed that he posted mean comments online when he was younger. T F
2. Nick only posted comments about people that he knew in real life. T F
3. De'Graft feels OK about all of the comments he has posted. T F
4. Katie upset someone by telling them that their art wasn't good. T F
5. Nick often posted private jokes or comments about school. T F
6. When the person told Katie that she had hurt their feelings, Katie didn't care. T F
7. Nick says you don't need to explain if the comment was only a joke. T F
8. De'Graft says that sometimes things happen online that you don't expect. T F
LET´S CREATE AND SHARE
Activity 8: Remember:

As an IB student, you should be aware of the advantages and disadvantages that technology can bring.

● Inform about the different menaces that they can find

● bring some good advice related to the use of technology.

Complete the writing process by editing your draft ARGUMENTATIVE ESSAY to improve it. Make sure you
write between 150-200 words.

 Do not forget to consider the written production rubric for the final version of your argumentative
essay. (Appendix 1).

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LET´S REFLECT

Activity 9: Reflect about your writing task from Activity 8 and complete this self-evaluation checklist.

Writing Task Checklist

ALWAYS SOMETIMES NEVER
1. My essay contains the amount of words assigned in
the task.
2. I use reliable sources in order to support my
arguments in my essay.
3. Coherence and cohesion in my essay enhance
communication.
4. The message is clear and considered all the aspects
in the task.
 5. The vocabulary I use is appropriate to the task, and
varied, including the use of idiomatic expressions.
6. I use a variety of basic and more complex
grammatical structures effectively.
7. I make some occasional errors in basic and in
complex grammatical structures but they do not
interfere with communication.
8. I consider the proper structure for an essay.
9. I consider the audience when writing my essay.

Based on my reflection, what learning goals do I set in order to improve my weaknesses when I write
in English?
Weakness How to improve it Deadline

Bibliography
● “Love story” (2017) Retrieved from: https://www.youtube.com/watch?v=lT0Wao7fnyo
● Sexting and Online Grooming: Risks of the Digital Age (2018)
Adapted and Retrieved from: https://exploringyourmind.com/sexting-online-grooming-risks-digital-age/
● Did you ever post mean comments on line?
Retrieved from: https://learnenglishteens.britishcouncil.org/study-break/video-zone/did-you-ever-post-mean-comments-
online

Authorship
Bernedo, M., Correa, A., Chipana C., Churata E., Diaz V., Montejo T. and Salinas J. (2021) COAR Teachers:
Peru
 (Appendix 1)
WRITTEN PRODUCTION RUBRIC

CRITERION A: LANGUAGE

Marks Level descriptor

0 The work does not reach a standard described by the descriptors below.

1–3 Command of the language is limited.

Vocabulary is sometimes appropriate to the task.
Some basic grammatical structures are used, with some attempts to use more
complex structures.
Language contains errors in both basic and more complex structures. Errors interfere
with communication
4–6 Command of the language is partially effective.
Vocabulary is generally appropriate to the task and varied.
A variety of basic and some more complex grammatical structures is used.
Language is mostly accurate for basic structures, but errors occur in more complex
structures. Errors at times interfere with communication.
7–9 Command of the language is effective and mostly accurate.
Vocabulary is appropriate to the task, and varied, including the use of idiomatic
expressions.
A variety of basic and more complex grammatical structures is used effectively.
Language is mostly accurate. Occasional errors in basic and in complex grammatical
structures do not interfere with communication.
10 –12 Command of the language is mostly accurate and very effective.
Vocabulary is appropriate to the task, and nuanced and varied in a manner that
enhances the message, including the purposeful use of idiomatic expressions.
A variety of basic and more complex grammatical structures is used selectively in order
to enhance communication.
Language is mostly accurate. Minor errors in more complex grammatical structures do
not interfere with communication.

CRITERION B: MESSAGE

Marks Level descriptor

0 The work does not reach a standard described by the descriptors below.

1–3 The task is partially fulfilled.

Few ideas are relevant to the task.
Ideas are stated, but with no development.
Ideas are not clearly presented and do not follow a logical structure, making the
message difficult to determine.
4–6 The task is generally fulfilled.
Some ideas are relevant to the task.
Ideas are outlined, but are not fully developed.
Ideas are generally clearly presented and the response is generally structured in a
logical manner, leading to a mostly successful delivery of the message.
7–9 The task is fulfilled.
Most ideas are relevant to the task.
Ideas are developed well, with some detail and examples.
Ideas are clearly presented and the response is structured in a logical manner,
supporting the delivery of the message.
 10 –12 The task is fulfilled effectively.
Ideas are relevant to the task.
Ideas are fully developed, providing details and relevant examples.
Ideas are clearly presented and the response is structured in a logical and coherent
manner that supports the delivery of the message.

CRITERION C: CONCEPTUAL UNDERSTANDING

Marks Level descriptor

0 The work does not reach a standard described by the descriptors below.

1–2 Conceptual understanding is limited.

The choice of text type is generally inappropriate to the context, purpose or audience.
The register and tone are inappropriate to the context, purpose and audience of the
task.
The response incorporates limited recognizable conventions of the chosen text type.
3–4 Conceptual understanding is mostly demonstrated.
The choice of text type is generally appropriate to the context, purpose and audience.
The register and tone, while occasionally appropriate to the context, purpose and
audience of the task, fluctuate throughout the response.
The response incorporates some conventions of the chosen text type.
5–6 Conceptual understanding is fully demonstrated.
The choice of text type is appropriate to the context, purpose and audience.
The register and tone are appropriate to the context, purpose and audience of the task.
The response fully incorporates the conventions of the chosen text type.

Diploma Programme. Language B Guide. (2020). Page 37-39.