Summary
This downloadable PDF lesson plan for English teachers explores fake news and disinformation. This advanced ESL class material helps students develop the critical thinking and language skills needed to identify and discuss false information online. This C1 lesson plan provides a deep dive into the world of online disinformation. Students start by identifying red flags in social media posts and then learn key vocabulary like "astroturfing" and "gaslighting." Activities include a video comprehension exercise on disinformation tactics, a grammar focus on hedging language, a case study analysis of a fictional campaign, and a final role-play. The lesson encourages critical discussion and practical application of media literacy skills in English.
Activities
- Students begin by evaluating a series of fictional social media posts, discussing which ones seem suspicious and why. This warm-up activates their critical thinking and introduces the lesson's core themes of verification and media literacy.
- The lesson features a listening exercise where students watch a video about the "disinformation playbook." They answer comprehension questions to understand sophisticated tactics like active inoculation and how confirmation bias is exploited.
- Learners build an advanced vocabulary set through gap-fill and matching exercises. They will master essential terms like "confirmation bias," "echo chambers," "trolls," "bots," and "debunking" to precisely describe modern disinformation.
- A practical case study challenges students to analyze a fictional disinformation campaign during an election. They then apply all their learned skills in a final group role-play, simulating a community workshop on fighting fake news.
Vocabulary focus
This lesson focuses on advanced vocabulary for discussing digital media and deception. Key terms include disinformation, misinformation, trolls, bots, clickbait, confirmation bias, echo chambers, debunking, astroturfing, gaslighting, and sock puppets. These words equip students to describe the nuances of how false information is created and spread.
Grammar focus
The grammar section concentrates on hedging and reporting language. Students practice using modal verbs (e.g., might be, could contain), reporting verbs (e.g., allegedly, reportedly), and distancing phrases (e.g., it appears that, according to sources). This helps them discuss unverified information with appropriate caution and academic precision.
