🧠 Lesson Plan:

Food, Thoughts & Self-Control

Level: Lower Intermediate (A2–B1)

Time: 50–60 minutes

Focus: Vocabulary + Speaking + Listening + Personalization

🎯 Objectives

By the end of the class, the student will:

• Understand and use key expressions about food and thoughts

• Talk about habits, decisions, and self-control

• Express opinions about health and lifestyle

🔥 1. Warm-up (5–8 min)

Ask:

• Do you think about food a lot during the day?

• no I dont think about food a lot

• I think about sweets in the afternoon and I switch for fruits .

• What’s your favorite “temptation food”?

• cold cakes and chocolates and when I am in the mood for chocolate I go and get it.

• Do you think eating is more physical or mental?

• a little bit of both because we have a physical necessity but the mental is on the food.

👉 Follow-up:

“Do you ever feel like your brain tells you to eat even when you’re not hungry?”

yes, and I eat so, in the past I was on a diet, and when I was hungry and my brain told me to eat and I controlled myself.

📚 2. Vocabulary Presentation (10–12 min)

word bank>

damage/damaged

inner conflict/ inner voice

undesirable/desirable/desire

vanish/vanished/disappear.

self esteem/ food noise/

Teach meanings + simple examples:

🥗 food noise

→ intrusive thoughts about food

Example:

“I have a lot of food noise when I’m stressed.”

👉 Ask:

Do you have food noise when you are bored?

🌫️ into the ether (idiom)

→ disappeared completely

Example:

“My motivation to diet went into the ether.”

👉 Ask:

Have your plans ever disappeared into the ether?

😇😈 angel vs devil

→ internal conflict

Example:

“One part of me wants salad, the other wants pizza.”

👉 Ask:

What does your “devil” usually say?

💪 self-esteem

→ confidence in yourself

Example:

“Exercise improves my self-esteem.”

👉 Ask:

What helps your self-esteem?

🏷️ on the market

→ available to buy

Example:

“There are many healthy snacks on the market.”

👉 Ask:

What healthy products are popular now?

💊 side effect

→ extra negative effect

Example:

“This medicine has side effects.”

👉 Ask:

Do you worry about side effects?

🎧 3. Listening / Reading (Teacher Script) (8–10 min)

Read or paraphrase:

“These days, many people talk about ‘food noise’ — constant thoughts about eating. Some say new medications help reduce this noise, but they can have side effects. For some people, this improves their self-esteem, but others worry about long-term effects. It’s like having an angel on one shoulder and a devil on the other — one says ‘be healthy,’ the other says ‘just enjoy food.’”

Comprehension Questions:

• What is “food noise”?

• What do medications do?

• Why are people worried?

• What is the dilemma?

🗣️ 4. Speaking Practice (15–20 min)

🔹 Controlled Practice homework

Complete:

1. When I feel stressed, I have food noise about ______

2. My motivation sometimes goes into the ether when ______

3. My angel says ______ but my devil says ______

4. My self-esteem improves when ______

🔹 Discussion homework

• Do you think “food noise” is a real problem today?

• Would you take medicine to control your appetite?

• Are side effects worth it for losing weight?

• Is food more emotional or physical?

👉 Push follow-ups:

“Why?”

“Can you give an example?”

“Do you agree or disagree?”

🍫 Lesson Plan:

The True Cost of Chocolate

Level: Upper-Intermediate (B2)

Time: 60–75 minutes

Focus: Speaking, Vocabulary, Critical Thinking

Theme: Ethics, Environment, Consumer Behavior

🎯 Objectives

By the end of the lesson, the student will:

• Discuss environmental and ethical issues related to food production

• Express and defend opinions with clarity

• Use key vocabulary naturally in conversation

• Analyze different perspectives on pricing and responsibility

🔥 1. Warm-up (5–10 min)

Start informal and personal:

• Do you like chocolate? What kind do you prefer?

• Do you usually buy cheap chocolate or more expensive brands?

• Have you ever thought about where chocolate comes from?

Push a bit deeper:

• What makes a product “worth the price” for you?

🧠 2. Pre-Teach Vocabulary (10 min)

Introduce the key words naturally through questions and examples:

• Deforestation → cutting down trees
  Why is deforestation a global problem?

• Co-op (cooperative) → a business owned by workers
  Why might farmers prefer working in a co-op?

• Social enterprise → a business that helps society
  Do you think companies should always have a social purpose?

• Trace something back → find its origin
  Do you ever check where products come from?

• Geolocation → exact location data
  Why could geolocation be difficult for farmers in remote areas?

• Remote → far from cities or populated areas
  What challenges do people in remote places face?

Encourage the student to answer using the words.

🎧 3. Listening / Reading Comprehension (10–15 min)

Main idea questions:

• What is the new EU law about?

• Why could chocolate become more expensive?

Detail questions:

• What problem do some farmers have with geolocation?

• Why does one business owner think the law won’t affect him much?

• What are the two different opinions from consumers?

💬 4. Deep Discussion (20–25 min)

Now push into more analytical speaking:

Part A – Personal Reaction

• Do you think this law is a good idea?

• Who benefits the most: farmers, companies, or consumers?

Part B – Ethical Thinking

• Should companies be responsible for environmental damage?

• Is it realistic to expect all products to be ethical?

Part C – Money vs Morality

• Would you personally pay more for chocolate to protect forests?

• Do people really care about ethics when shopping?

Push further:

• Is ethical consumption a privilege only for richer people?

⚖️ 5. Mini Debate (10–15 min)

Give your student both sides to develop flexibility:

Position 1:

“Consumers should pay more to support farmers and the environment.”

Position 2:

“Products should be as cheap and efficient as possible.”

Ask the student to argue both sides.

Encourage strong expressions:

• “I see your point, but…”

• “The main issue here is…”

• “From an economic perspective…”

• “In reality…”

🧩 6. Language Upgrade (10 min)

Help the student sound more advanced by reformulating ideas.

Give a simple sentence:

• “Chocolate will become more expensive.”

Ask them to upgrade it:

• “One likely consequence of this policy is that…”

• “This could lead to an increase in prices due to…”

Focus on:

• cause and effect

• structured arguments

• more formal tone

✍️ 7. Final Task (Optional Homework)

Prompt:

“Is it the responsibility of consumers to protect the environment through their choices?”

Student should:

• Give a clear opinion

• Support it with arguments

• Use at least 3 vocabulary items from the lesson

🥕 Class Theme:

Food Waste – A System Problem or a Personal Habit?

WASTE/

SPEND/

THROW OUT/ THROW/THREW A PARTY/I MADE A PARTY

THROW AWAY/

GARBAGE BIN/ RUBBISH BIN

put away / guardar\

sort/ segregate

🎯 Objectives

• Discuss causes and consequences of food waste

• Use vocabulary in more flexible, natural ways

• Express opinions with reasons, contrast, and examples

• Develop critical thinking in speaking

🧊 Warm-up: Personal + Analytical

👉 How often do you throw food away? What kind of food and why?

I do my best to not throw food away because I dont like it, I use the leftovers and reuse them for the next meal.

Push further:

• Do you think your habits are typical?

• I think is not typical I think people have other ways or maybe they dont care about it.

• Is food waste more about lifestyle or lack of awareness?

I think is Both because the people know about waste but they dont have this habit or sometimes there aren't resources to keep the good habit.

🧠 Lead-in: Big Idea

Say:

“According to the UN, about one third of all food produced globally is wasted. This raises serious environmental and economic concerns.”

👉 Ask:

• What are the consequences of food waste?
  maybe we spend more our prime resources or we spend more energy, transportation and other resources for this product.

  • (Guide: environment, money, resources, hunger)

• 
  

❓ Pre-Listening (Prediction + Justification)

👉 Which of these foods can be grown in Britain all year?

a) strawberries/ morangos

b) kale/couve

c) rhubarb/ rabanete

👉 Student must:

• Choose one

• Justify:
  “I would assume it’s… because…”

📚 Vocabulary Upgrade (Deeper Use)

Go beyond definitions—focus on usage and nuance:

1.

Use-by date

• Strong safety meaning (not just suggestion)
  👉 “People tend to rely too heavily on use-by dates instead of using common sense.”

first in and first out is an alternative when you storage your food in your refrigerator or pantry.

on the shelf/ shelves/ the cupboard/

2.

Eat local, eat seasonal

• Linked to sustainability
  👉 “Eating seasonal food reduces environmental impact.”

3.

Middleman

• Economic role
  👉 “Middlemen often increase prices without adding real value.”

4.

Commissioned

• Incentives and behavior
  👉 “If workers are commissioned, they may prioritize sales over sustainability.”

5.

Worst-case scenario

• Often exaggerated
  👉 “Companies plan for the worst-case scenario to avoid risk.”

  
  

6.

Blanket (policy/rule)

• Lack of flexibility
  👉 “Blanket policies can lead to unnecessary waste.”

🗣️ Practice: Expressing Ideas Clearly

👉 Complete and expand:

• “One major cause of food waste is…”

• “This happens because…”

• “However, I also think that…”

• “A better solution would be…”

Encourage 2–3 sentence answers, not short replies.

💬 Main Discussion

Part 1: Causes of Food Waste

👉 Ask:

• Why do supermarkets throw away food that is still edible?

• How do “use-by dates” influence consumer behavior?

Push:

• Are people too cautious, or not informed enough?

Part 2: System vs Individual Responsibility

👉 Ask:

• Who is more responsible for food waste: individuals or companies?

Encourage balanced answers:

• “On the one hand… on the other hand…”

Part 3: The Role of Business

Say:

“Businesses often follow strict rules to avoid risk, even if it leads to waste.”

👉 Ask:

• Are these rules necessary or excessive?

• Can businesses realistically reduce waste without losing profit?

🎭 Speaking Task: Real-Life Scenarios

Scenario 1:

You work in a supermarket. Food close to the use-by date must be thrown away.

👉 What would you do? Why?

Scenario 2:

A farmer cannot sell “imperfect” vegetables.

👉 Is this fair? What could change?

🔄 Critical Thinking: Solutions

👉 Ask:

• Which is more effective:
  

  • Changing individual habits?

  • Changing the system?

• 
  

👉 Follow-up:

• Can small personal changes really make a difference?

⚖️ Mini Debate

👉 Statement:

“Food waste is inevitable in modern society.”

Student must:

• Agree or disagree

• Give:
  

  • 2 arguments

  • 1 example

• 
  

✍️ Final Reflection

👉 “What is the most realistic solution to reduce food waste in your country?”

Encourage:

• Practical ideas

• Clear reasoning

🏁 Optional Homework (B2 Level)

Write 120–150 words:

👉 “Should supermarkets be legally required to reduce food waste?”

Parenting: Life with a Toddler

(Based on a real-life style conversation like Beth & Phil’s)

🎯 Objectives

By the end of the class, the student will:

• Talk about her experience being pregnant and raising a child

• Describe daily life with a toddler

• Express feelings and challenges (stress, joy, tiredness)

• Share opinions about parenting

💬 Warm-up (5–8 min)

Start personal and warm:

• How is your baby doing now?

• he is sleeping in this very moment, he is growing fast, he is just normal toddler, he cries, he makes trumps, he eats his food, he loves to eat. he is not eating industrialised food.

• What is different now compared to last year?

• he is more developed in the way he pays attention, he is crawling now, he's eatings he's going well.

• How has your life changed?

• as a woman, my body changed, my spirit changed, my time changed, my priorities changed but when I see his little face and his eyes looking at me I feel brand new, sometimes.

👉 Let her talk freely—this builds confidence immediately.

🧠 Vocabulary Focus (10 min)

Teach and personalize:

• Pregnant → “When I was pregnant, I felt…”

• Raise a child → “Raising a child is…”

• Parenting → “Parenting can be…”

• Toddler → “My baby is now a toddler.”

• Tantrum → “My baby has tantrums when…”

👉 Practice:
Ask her to complete:

• When I was pregnant, I felt my body changed and a little creature was growing inside of me, I felt swollen feet all the sometimes.

• Raising a child is very tough, it is a challenge every day.

• My toddler is perfect, his eyes resemble joy and happiness.

• Tantrums happen when I put him in some places and I leave him alone....

🎧 Dialogue (10 min)

Beth: Is parenting what you expected?
Phil: Not really. It’s more difficult, but also more rewarding.
Beth: What is the hardest part?
Phil: Lack of sleep and tantrums.
Beth: And the best part?
Phil: Watching my child grow every day.

💬 Comprehension

• Is parenting easy or difficult?

• parenting is really difficult and tough for many parents in the beginning but once the kids get older, you have more time for yourself.

• What problems does Phil mention?

• about teenagers, they dont talk about what is happening with them in their lives and you need to be careful with that.

• What makes parenting rewarding?

• when you see them doing things you cant do or couldn't do and you feel proud of them.

🗣️ Guided Speaking (IMPORTANT)

Now connect to HER life:

• Is parenting what you expected? Why?

• i didnt have expectations about parenting, when I was pregnant I read a book and after I did I did what my heart tells me to do, I asked my sister about advices and she was always telling me and sharing what her doctor was recommending and I also compared those advices with her for us being new mothers.

• What is the hardest part for you?

• I would say... the hardest part was the delivery of my baby, the birth comes with a lot of pain in your body it is an inner pain that mark your life forever.

• What is the best part?

• when my toddler gives me some cuddles and smiles and lovely looks from his beautiful eyes.

👉 Push:

• “Can you give me an example?”

• “When does this usually happen?”

🧩 Grammar Focus (Light – Natural Use)

Past vs Present

• “When I was pregnant, I felt…” (past)

• “Now, I feel…” (present)

👉 Practice:

• Before the baby, I…

• Now, I…

Frequency (for routines)

• always / usually / sometimes / never

👉 Example:

• “My baby usually sleeps at…”

• “He sometimes has tantrums when…”

🇧🇷 Cultural Reflection (10–15 min)

Bring in her reality in Brazil: homework

• Is it easy to raise a child in Brazil?

• Do parents have support (family, daycare, etc.)?

• What are the challenges?

👉 Encourage opinions:

• “I think parenting in Brazil is… because…”

🎭 Real-Life Speaking Task

Topic: A Day in My Life as a Mother

She describes:

• Morning routine

• Baby’s behavior

• Challenges

• Good moments

👉 Encourage structure:

• First… Then… After that… Finally…

💡 Emotional Expression (Upgrade)

Teach simple but powerful phrases:

• “It’s exhausting but worth it.”

• “Some days are harder than others.”

• “I’m learning every day.”

• 
  

✍️ Optional Homework

Write 8–10 sentences:

“My life as a mother”

Include:

• Past (pregnancy)

• Present (daily life)

• Feelings

🎯 Objectives

By the end of the lesson, your student will:

• Use causative structures naturally in daily life contexts

• Talk about motherhood, routines, and support

• Reflect on emotional + practical aspects of having a baby

• Recognize causatives in a real-life reading about motherhood

🧠

💬 2. Lead-in (Natural Discovery)

Write:

• “I cook and clean every day.”

• “I have my house cleaned once a week.”

Ask:
👉 What’s the difference?

Guide:

• Doing everything alone vs receiving help / delegating

📘 3. Grammar Focus: CAUSATIVES (Life Context)

🔹 Structure 1: Services / Help

have/get + object + past participlehave/get + object + past participle

Examples (motherhood context):

• I have my house cleaned once a week.

• I got my groceries delivered yesterday.

• I had the baby’s clothes washed.

• I’m going to have the apartment organized.

👉 Concept:
Focus = the result, not who did it

🔹 Structure 2: Asking / Arranging Help

get + person + to + verbget + person + to + verb

Examples:

• I got my husband to cook dinner.

• I got my mother to help me with the baby.

• I got someone to fix the washing machine.

👉 Concept:
Focus = who you convince or ask

✍️ 4. Controlled Practice

Task A – Transform

• Someone cleaned my house →
  👉 I __________________________

• My husband cooked dinner →
  👉 I __________________________

• Someone delivered my groceries →
  👉 I __________________________

Task B – Personalization

Complete:

• I usually get my __________ done every __________

• Last week, I had my __________ __________

• I need to get someone to __________

📖 5. Reading: Motherhood Experience (Causatives Highlighted)

Text: “Life After the Baby Arrives”

When my baby was born, everything in my life changed. At first, I tried to do everything myself. I cooked, cleaned, and took care of the baby without asking for help. But after a few weeks, I realized it wasn’t sustainable.

Now, I have my groceries delivered to save time, and I have the house cleaned once a week. It makes a big difference. I also got my husband to wake up at night sometimes, so I can rest.

At the beginning, I felt guilty about asking for help. I thought I had to do everything alone. But now I understand that getting support is essential. Last month, I even got my mother to stay with us for a few days, and it helped me recover emotionally.

Being a mother is not just about caring for the baby—it’s also about learning how to manage your time and energy. Sometimes, that means letting others help and choosing to have things done instead of doing everything yourself.

🔍 6. Comprehension + Grammar Awareness

Questions:

• Why did she change her routine?

• How did she feel at the beginning vs now?

• What kind of help did she receive?

👉 Grammar focus:
Find:

• 3 examples of have/get + object + past participle

• 2 examples of get + person + to + verb

👉 Reflection:

• Why was it difficult for her to ask for help?

💬 7. Speaking: Real-Life Application

Part 1 – Personal Reflection

• What do you still prefer to do yourself?

• What do you think you should delegate more?

Part 2 – Opinion

• Do mothers today have more support or more pressure?

• Is it realistic to “do everything alone”?

👉 Push:

• “Is asking for help a weakness or a skill?”

Part 3 – Practical Language

Ask her to describe her routine using causatives:

👉 Example:

• “I get my groceries delivered…”

• “I had my house cleaned…”

🎭 8. Role-play

Situation:

You are overwhelmed → ask for help

👉 She must:

• Use causatives

• Negotiate help

• Express feelings

Example:

• “I need to get someone to help me with…”

• “Can you help me? I need to get this done.”

🔗 9. Final Fluency Task

Task:

Describe your weekly routine as a new mom using at least 4 causatives

✍️ Optional Homework

Writing:

“What has changed in your life after becoming a mother, and how do you manage your responsibilities now?”

🎯 New Objective (Extension)

• Develop argumentation skills

• Discuss how communication is changing globally

• Connect personal life (raising a child) with future language trends

🔗 10. Transition to Video (Smooth Context Shift)

Say:

“You’re now responsible for raising a child… including how they will communicate. But language itself is changing very fast.”

Lead-in questions:

• Do you think the way people communicate today is better or worse than before?

• How do you think your child will communicate in the future?

🎧 11. Video Task (Global Perspective)

Topic: Social Media & Language Change

Before Watching

Pre-teach key vocabulary:

• Homogenisation → becoming more similar

• Linguicide → disappearance of languages

• Linguistic landscape → languages used in society

While Watching (Guided Task)

Ask her to identify:

1. What is causing language to change so fast?

2. What are the risks mentioned?

3. Is the change presented as positive, negative, or both?

🔍 12. Post-Listening Discussion (Comprehension → Opinion)

Basic:

• What surprised you most?

• Do you agree that social media is changing language quickly?

💬 13. Argumentation Stage (Core of the Activity)

🔥 Statement for Debate:

“Social media is destroying languages.”

Step 1: Build Arguments

Ask her to give:

✅ Arguments FOR

• Languages becoming simpler

• Loss of cultural identity

• Everyone speaking the same way

✅ Arguments AGAINST

• Easier global communication

• Language evolution is natural

• More creativity (slang, memes, etc.)

Step 2: Personal Connection (Important)

Bring it back to her life:

• What language do you want your child to speak?

• Would you like your child to speak multiple languages?

• Are you worried about losing your culture or language?

👉 Push:

• “Would you try to get your child to learn your native language?”

🧠 14. Causatives Integration (Very Smart Link)

Now connect grammar again:

Ask her to express ideas using causatives:

• I want to get my child to learn different languages

• I will have my child exposed to different cultures

• I’ll get teachers to help with language learning

👉 This reinforces grammar in a meaningful way.

🎭 15. Mini Debate Role-play

Roles:

• You → social media is harmful

• Her → social media is beneficial

She must:

• Defend her opinion

• Use examples

• Use at least 1 causative structure

🔗 16. Final Reflection (Deep Thinking)

Ask:

• Do you think languages will disappear in the future?

• What kind of world will your child grow up in linguistically?

• Is change something we should control or accept?

✍️ Optional Homework (High-Value)

Writing Task:

“How is communication changing, and what does it mean for future generations?”

👉 Encourage:

• One personal paragraph (her child)

• One global paragraph (society)

Theme

📞 Customer Service, Outsourcing & Young Workers

Level

Intermediate

Topic

Call centres in Latin America and the challenges of working in customer service in a second language

Lesson Objectives

By the end of the class, the student will be able to:

• discuss customer service jobs

• talk about work and study balance

• express opinions about outsourcing and globalization

• describe challenges of speaking a second language at work

• improve listening and speaking fluency

Warm-Up Questions

1. Have you ever called customer service?

2. Was the experience good or bad?

3. Would you like to work in a call centre?

4. What jobs are popular among university students in Brazil?

5. Is speaking English important for jobs today?

Key Vocabulary

Teach or review these expressions before watching:

• call centre

• customer service

• frustrated customer

• complaint

• solve a problem

• outsourcing

• bilingual

• shift work

• stressful

• earn money

• work experience

• second language

• communication skills

• flexible schedule

• accent

Before Watching

Tell the student:

“While watching, pay attention to:

• why young people work in call centres

• the challenges they face

• why companies use workers from other countries”

While Watching – Listening Questions

1. Which countries are famous for call centres?

2. brazil, Mexico and Colombia

3. Which Latin American countries are mentioned?

4. Why do many young people work in this industry?

5. bdcause they need to study and this job offers them part time jobs and a good salary.

6. Who are the customers usually calling from?

7. the customers are from the USA.

8. Why can the job be stressful?

9. because they need to deal with angry people who are very upset/ 🤬 about any service they received.

10. What skills are necessary for this kind of work?

11. a good mental health, patience, and very proactive.

Post-Video Discussion

1. Why are call centres growing in Latin America?

2. because it cheaper for companies to hire the employees from poorer countries, or with more demand of work.

3. Do you think this type of work is difficult?

4. nope, because you dont need many skills to do that and maybe not all the time you have angry customers to deal with, unless you have bad luck and you receive only complaints to solve.

5. What are the advantages of speaking English professionally?

6. you can work for other countries and sometimes you can earn/win/ give/ receive more money.

   
   

7. Should companies train workers more?

no, I think the training they receive is good but maybe the mental health should be more assisted.

1. Have you ever had to speak English under pressure?

   no never but I think I would feel very nervous to talk under pressure.

2. Would you prefer working remotely or in an office?

3. if I had the chance one more time to work, I would prefer working hybrid because I can work from home sometimes and I would go to office some days.

4. Is globalization creating better opportunities for young people?

5. yes because they have access for many things that didnt have in the past and now they do like for example the new technology advances.

Useful Expressions for Opinions

• I think this job is…

• In my opinion…

• One challenge is…

• One advantage is…

• I would enjoy this job because…

• I wouldn’t like this job because…

• From my perspective…

• This situation shows that…

Speaking Activity – Roleplay

Situation 1: Customer Service Call

Student A

Customer with a problem

Student B

Call centre worker

Possible problems:

• internet not working

• late delivery

• wrong product

• canceled flight

• payment issue

Encourage polite expressions:

• “How can I help you today?”

• “I understand your frustration.”

• “Let me check that for you.”

• “I’m sorry for the inconvenience.”

Discussion – English and Employment = homework

Ask:

1. Why does English create job opportunities?

2. Is English becoming necessary in Brazil?

3. What jobs require English today?

4. Can language skills change someone’s future?

Grammar Focus – Present Perfect & Present Perfect Continuous

Examples:

• I have worked with customers before.

• Many students have started working in call centres.

• She has been studying English for three years.

• They have been answering calls all day.

Practice questions:

• Have you ever worked while studying?

• Have you ever spoken English at work?

• How long have you been studying English?

• Have you ever dealt with an angry customer?

Critical Thinking Activity

“Would You Outsource Jobs?”

Ask the student:

“If you owned a company, would you hire workers from another country to reduce costs?”

Topics to discuss:

• salaries

• job opportunities

• globalization

• quality of service

• language barriers

• cultural differences

Mini Debate

Topic

“Customer service jobs will disappear because of AI.”

The student should:

• agree or disagree

• explain reasons

• give examples

• predict the future of work

Final Speaking Challenge

Describe Your Ideal Job

The student should talk about:

• salary

• schedule

• work environment

• remote or office work

• use of English

• stress level

• opportunities for growth

Prompt:

“My ideal job would…”

Homework Options

Writing Task

Write:

“Would you like to work in customer service? Why or why not?”

(150–200 words)

OR

Research Task

Research the customer service industry in:

• India

• Philippines

• Brazil

• Colombia

• Mexico

Then explain:

• why companies choose these countries

• advantages for workers

• possible disadvantages

Goals

By the end of the lesson, the student will be able to:

• understand what bots are

• talk about fake news and misinformation online

• identify why bots are used on social media

• give opinions about trusting information on the internet

• learn useful digital media vocabulary

1. Warm-up (5 min)

Start with simple questions:

• Do you trust everything you read online?

• Have you ever seen fake news on the internet?

• How do you know if something online is true?

2. Vocabulary

Teach before the video:

bot

a computer program that acts automatically online

Example:
Some bots post comments on social media.

fake news

false information shared online like real news

Example:
Fake news spreads quickly online.

misinformation

wrong or false information

Example:
Misinformation can confuse people.

social media

websites or apps where people share content online

Example:
Many people get news from social media.

account

a profile on a website or app

Example:
Bots can create fake accounts.

spread

to move from one person to another quickly

Example:
False stories spread fast online.

trust

to believe something is true

Example:
People trust information from different sources.

rumor

a story that may not be true

Example:
The rumor spread online very fast.

backlash

strong negative reaction from people

Example:
The celebrity received backlash online.

3. Reading before the video

What Are Bots on the Internet?

Every day, millions of people use the internet to read news, watch videos, and talk to friends.

But not everyone online is a real person.

Some accounts are controlled by bots.

A bot is a computer program. It can post messages, like photos, follow accounts, and leave comments automatically.

Some bots are useful. For example, customer service bots can answer questions quickly.

But some bots are used to spread misinformation.

They can share false stories many times. They can make a rumor look popular. They can also make people feel angry, confused, or afraid.

Sometimes people create bots to influence politics, attack public figures, or spread fake news during important events.

Because bots can look like real people online, it is not always easy to know what is real.

That is why checking information is so important.

4. Reading comprehension

Ask:

1. What is a bot?

2. Can bots be useful?

3. How can bots be harmful?

4. Why do people create harmful bots?

5. Why is it difficult to identify bots online?

6. Why is checking information important?

5. Watch the video – listening task

Tell her:

While you watch, listen for:

• What is a bot?

• it is a robot that can send you messages and pretend he is a human.

• What can bots do?

• send you messages, make comments, post on social media, spread fake news/ misinformation.

• Why do people use bots?

• to make easier and quicker the information, in other words to spread the news.

• What problems can bots cause?

• spread fake news, spread hatred, and spread propaganda.

6. Fill in while listening

Complete:

1. Bots can create fake __news/accounts ________.

2. Bots can spread false __information________ online.

3. Some bots are used to influence public ___opinion_______.

4. Bots can make a story look more __real/popular________ than it really is.

5. It is important to check if information is ____real/true_____.

Possible answers:
accounts / information / opinion / popular / true

7. Discussion after the video

Keep questions simple but open:

• Were you surprised by the video?

• not at all I know exist a fake image on social media.

• Have you ever interacted with a bot online?

• yes, when I need to talk with an operator or companies.

• Do you think bots are dangerous?

• yes because it can spread misinformation and this can end up with the life of somebody.

• Why do fake stories spread so fast?

• because it is normally a scandal and people feed from it.

• Why do people believe misinformation?

• because it really looks like a real information.

• How can we protect ourselves online?

• check the origin of the user profile that may indicate how real or fake it is.

8. Useful language for opinions

Teach:

• I think…

• I don’t think…

• In my opinion…

• Maybe…

• I’m not sure, but…

• I was surprised that…

• I agree because…

• I disagree because…

Examples:

I think bots are dangerous because people believe them.

In my opinion, fake news spreads faster than true news.

I’m not sure if people always check information online.

9. Final task – Real or Fake?

Ask her to imagine she sees a post online.

Prompt:

“You read shocking news online. What do you do before you believe it?”

Encourage steps like:

• check the source

• search another website

• read the comments

• check the date

• ask if it feels reliable

Example answer:

First, I check where the post comes from. Then I look for the same news on another website. I also check the date and the comments. I try not to share it too quickly.

Homework (optional)

Write 6–8 sentences:

“How can people stay safe from misinformation online?”

Use:

• bot

• fake news

• trust

• social media

• information

Example:

People should be careful online. Fake news spreads very fast. Some bots share misinformation on social media. It is important to check the source before believing or sharing something. People should not trust everything they read online.