Media
Introduction
Media
In this theme we are looking at The Media.
What are we going to do?
We look at different forms of media and a popular theme at the moment, the concept of fake news.
We look at some measures that are being taken to ensure that young people are able to identify the difference between real and fake news.
The final article is about the effect that media has on brain development.
What about you?
Do you read a newspaper? How often do you watch news on TV? Do you think it is important to know what is happening in the world?
Need to know
What do you need to know?
At the end of this theme, you should be able to talk, read and write about Media with ease.
But you don't have to be able to do all this perfectly right away! If you take the following lessons you'll find out what you need to know!
- Read the questions.
- Discuss these questions about 10 minutes.
What do you think?
- Where do you usually get the news from? Why do you choose that medium?
- Do you think the media has the power to influence people? How so?
- On the whole, do you trust what journalists in your country say?
- Do you think that ‘fake news’ has become a problem? What can we do about it?
- What can be done to improve the quality of the media?
- What are the advantages and disadvantages of people getting the news from the internet?
Can do
In this theme you will focus on the following 'can do' statements.
Listening B2
- I can understand most radio documentaries and recorded or broadcast audio material delivered in standard dialect and can identify the speaker’s mood, tone etc.
- I can understand in detail what is said to me in standard spoken language, even in a noisy environment.
- I can understand extended speech and lectures and follow even complex lines of argument provided the topic is reasonably familiar.
- I can understand most TV news and current affairs programmes and can identify the speaker's mood, tone etc.
- I can understand the majority of films in standard dialect.
- I can use a variety of strategies to achieve comprehension, including for main points; checking comprehension by using contextual clues.
Reading C1
- I can understand texts about current topics in which the writer takes a particular point of view.
- I can understand long and complex factual and literary texts, appreciating distinctions of style.
- I can understand specialized articles and longer technical instructions, even when they do not relate to my field of interest.
- I can read quickly enough to cope with an academic course, to read the media for information or to understand non-standard correspondence.
Speaking B2
- I can give opinions, points of view and comments on subjects.
- I can interact with a degree of fluency and spontaneity that makes regular interaction with a classmate quite possible.
- I can take an active part in discussion in familiar contexts, accounting for and sustaining my views.
- I can present clear, detailed descriptions on a wide range of subjects related to my field of interest.
- I can explain a viewpoint on a topical issue giving the advantages and disadvantages of various options.
Writing B2
- I can write a simple essay about topics that interest me.
- I can write clear, detailed text on a wide range of subjects related to my interest.
- I write an essay or report, passing on information or giving reasons in support of against particular point of view.
- I can write letters highlighting the personal significance of events and experiences.
- I can make notes while someone is talking or write a letter including non-standard requests.
To do
The theme Media contains an introduction, three sections and a final project. In the schedule below, you can see the titles of the sections and an estimate of the time required for each part.
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Lesson
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Title
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Time
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Introduction
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Introduction
Need to know
Can do
To do
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0,5 hour
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Lesson 1
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What is fake news?
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Speak and write about Media and the importance of different kind of stories. Read about fake news and write a letter of complaint to the BBC.
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3-4 hours
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Lesson 2
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Fake news as fact?
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Listen to a satirical sitcom about different newspapers. Read an article about pupils believe all the news on social networks.
Grammar: present/future/past
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3-4 hours
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Lesson 3
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Impact of media
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Speak about TV watching and read about influence of media on psychosocial development. Write about the negative effects of media.
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3-4 hours
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Finishing touch
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Final Project
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Create your own fake news!
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3 hours
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Oefenprogramma Engels
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Practise with the 'Oefenprogramma Engels'.
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Examentraining
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Prepare for exams: practise taking past versions.
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Evaluatie
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Answer evaluation questions, what did you learn?
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Total
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less than 20 hours
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*hour = lesuur. Eén lesuur komt ongeveer overeen met 2 SLU.
Lessons
Below are the three lessons that belong to this topic.
Make your choice.
Finishing touch
Fake or real
How President Trump took 'fake news' into the mainstream
What began as a way to describe misinformation was quickly diverted into a propaganda tool. The BBC's Dave Lee examines how "fake news" went mainstream - and where it might go next. About disinformation and fake news - a global problem challenging the way we share information and perceive the world around us.
Watch the video: how President Trump took 'fake news' into the mainstream.
Fake news quiz
There's so much fake news online, but there are some media literacy skills you can use to view what you read with a critical eye. In the quiz below you will see stories.
All of these stories were published online, but only some of them are real - some of them are made up!
You've learned a lot about 'fake news' but can you use your Fake News Detective skills to identify which stories are real and which are fake?
The guardian fake news quiz
Project: Fake news item
A news report
You are going to write a fake news item, but it should be perfectly credible.
Choose from the following topics:
- Animals and pets
- Traffic news
- Famous people
- An amazing event
- Your own ideas!
Language tips: try to re-use new words and grammar from this theme.
If you can, you could also include a photo (that you have faked, of course!)
Read your classmates items of fake news.
Which one is the best/most believable? Why?
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Good
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Sufficient
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Insufficient
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Organisation
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Information is presented in a logical sequence.
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Information is mostly presented in a logical sequence.
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Information is not presented in a logical sequence.
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Content
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Interesting, clear information.
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Information is mostly interesting. Some was already known.
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There was not much that was of interest in this presentation.
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Speaker style
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Speaks clearly and at an understandable pace. Well-rehearsed.
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Mostly speaks clearly and a good pace. Has rehearsed a bit.
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Mostly unintelligible. Has not rehearsed.
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Language
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The vocabulary use is very good and the sentence structure is good.
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The vocabulary use is fairly good and the sentence structure is good.
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The vocabulary use is not very good, neither is the sentence structure.
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Oefenprogramma Engels
If your school participates in VO-content, you can practice with the English practice program 'Oefenprogramma Engels'.
Here you find a part of this program.
This section fits in well with this theme.
Sign in with your 'School Entree account'!
On www.oefenprogrammaengels.nl you can of course also practice with other reading, listening or viewing assignments!
Examentraining
On this page you will find Examenkracht exam questions of previous years.
The questions will correspond as much as possible to the exercise you have just finished.
While answering, use as much of what you have learned earlier. If you cannot answer the question right now, try again later. When you have answered a question, you can check and indicate the score yourself.
If you want your results to be saved, you will have to log in on ExamenKracht.
VWO 2021-TV3
VWO 2019-TV1
VWO 2018-TV2
More practice?
Go to Examenkracht where you will find the newest exams.
What did you learn?
Can do statements
Take a look at the 'can do statements' below.
Are you able to do what you have to do?
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Reading
I can understand in detail lengthy, complex texts, whether or not they relate to my own area of specialty, provided he/she can reread difficult sections.
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Speaking
I can express myself fluently and spontaneously, almost effortlessly. I have a good lexical repertoire. There is little obvious searching or expressions of avoidance strategies.
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Writing
I can express myself with clarify and precision, relating to the addressee flexibly and effectively.
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Listening
I can follow extended speech and complex lines of argument provided the topic is reasonably familiar and the direction of the talk is sign-posted by explicit markers.
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At the end of each lesson you answered evaluation questions.
Use these answers to answer the following questions:
- What new things did you learn?
- Which assignment was the best one to learn from?
- Are you able to do what you have to do?
Finishing touch Project
- Did you do the project? How did it go?
- Was the 'rubric' at the end helpful for you?
- Could you indicate yourself, how did it go?
