Focus question 3: How can Australian citizens influence the media and how does the media influence governments and political parties?

ESL activities

Teacher instructions

Conduct activities 2 and 3. Activities 1, 4, 5 are optional.

Activity 1 | Activity 2 | Activity 3 | Activity 4 | Assessment task | Activity 5

Introduction

Vocabulary: principle, public pressure, ballot papers, referendum, groundswell.

• Discuss the introductory information with the class.

Activity 1: Recent issues in the media (optional)

• Brainstorm recent public issues that have attracted media attention as a class. Provide newspaper articles or video of the issues.
• Place ESL learners in small groups with students who have better spoken English.
• For 1a, assign an issue to each group, ensuring that groups, especially those with ESL learners, have adequate graphic support material.
• Conduct parts 1b to 1f as described.

Activity 2: The Tasmanian Wilderness Society and the media

• Explain the task.
• Place ESL learners in small groups to view the video and CD ROM again.
• Work through the video sample with the class.
• Divide the sources and extracts among the groups so that ESL learners have the more accessible material. Clarify difficult vocabulary and concepts as required.

Vocabulary in Source 1: press release, the right format for reporting, media workshops, to their advantage.

Vocabulary in Source 2, Extract 1: a means of, weapon for conservation, destroyer, ultimately, a standoff, to counter.

Vocabulary in Source 2, Extract 2: campaign, selected clip.

Vocabulary in Source 2, Extract 3: appear conservative, relate to our message, appearance.

Vocabulary in Source 2, Extract 4: sloganeering, stridency, goes down like a lead balloon, turns people off, clenched fists, chanting.

Vocabulary in Source 2, Extract 6: media release, positive message, blockade.

Vocabulary in Source 2, Extract 7: marketing methods, underpinnings, big business, reasonable, opinion polls, survey, gauge, perception, home in on, most telling.

Vocabulary in Source 3, Extract 1: blockade, draw national attention, the fate, illusions, potential, dawned, shark cat, emerge, bulletins.

Vocabulary in Source 3, Extract 2: pullover.

Vocabulary in Source 4: botanist, political issues, precision of a military manoeuvre, decoy, flashed.

Vocabulary in Source 5: intervene, Australian Heritage Commission Act, tactically, blockade, generating publicity, electorate.

Activity 3: Media coverage of the blockade

• Conduct this activity as a whole-class discussion.

Activity 4: True and fair? (optional)

• Conduct this activity as a whole-class discussion.

Assessment task

Adapt the assessment for ESL learners. Within the group, allow ESL learners to work with a partner on the media release. The pamphlet need not be included. Conduct the reminder of the groups' activities as described.

Activity 5: Effect of media campaign (optional)

Vocabulary: effectiveness, opinion poll, breakdown,

• Conduct this activity as a whole-class discussion, explaining and clarifying difficult vocabulary and concepts.

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