Is AI getting less sloppy?

Kinga | Feb 01, 2026Jan 30, 2026

LESSON OVERVIEW

The main objectives of this lesson are to:

• engage in discussing AI-generated content from various perspectives;
• practise words for talking about AI use;
• watch part of a video on news clips made with AI.

In this lesson, students analyse real and AI-generated photos, explore verbs for discussing AI and talk about the pros and cons of AI videos. They watch a video (to 02:57) on AI-generated news clips, share opinions on deepfakes and discuss AI slop. Students reflect on ways to address the negative effects of generative AI, assess potential risks of AI scenarios and work in pairs, writing prompts and predicting AI-generated videos.

WARM-UP AND VIDEO

This lesson starts with a warm-up. Students look at the pictures and guess which ones are real and which ones are AI-generated. They explain their choice. After that, students match the halves of sentences about the pros and cons of AI-generated videos. The sentences contain verbs for discussing AI-generated content (e.g. distort, enrich, violate). Following that, students choose statements from the previous task, agree or disagree with them and give reasons. Moving on, they watch a video on AI-generated news clips. First, students read statements and guess which one is the message in the video. Next, they watch the first part of it and check their answer. Then, students watch the second part of the video and answer questions about identifying AI-generated video features. Afterwards, they explore the definition of AI slop and talk about AI-generated videos and deepfakes.    

VOCABULARY PRACTICE AND DISCUSSION

In this part of the lesson, students look at different ways to address the negative consequences of the use of generative AI and the spread of AI-generated content (e.g. teaching media literacy in schools). They choose the most and the least effective ones. Students explain their choices. Moving on, they read scenarios involving real-world uses of AI-generated media. Students decide whether each use of AI is mostly harmless, potentially harmful or clearly dangerous. They justify their opinion, using verbs for discussing AI-generated content. Finally, students imagine they want to generate some AI videos. They choose two points (e.g. an interview with a book or film character, a behind-the-scenes video of a famous film) and write a prompt for each. Then, students work in pairs. Student A reads their prompts and Student B predicts what the generated videos will show. They then swap roles. 

HOMEWORK/REVISION

This lesson also includes an additional task that you can use as homework or revision. In the task, students complete sets of sentences with the correct forms of verbs for discussing AI-generated content. The task is available in the teacher’s version of the worksheet. You can print it and hand it out to your students. It’s also included in the e-lesson plan.

WORKSHEETS

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