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Distribute sticky notes, and ask students to write their names on the notes.Call students up to the chart to place their notes in the column that expresses their opinion.A classroom game introduces students to the basic concepts of lobbying for something that is important to them (or that they want) and making persuasive arguments.
After everyone has had a chance to put their name on the chart, look at the results and discuss how people have different views about various topics and are entitled to their opinions.
Give students a chance to share the reasons behind their choices.
Once students become aware of the techniques used in oral arguments, they then apply them to independent persuasive writing activities and analyze the work of others to see if it contains effective persuasive techniques.
back to top Check the Strategies: Students can apply what they know about persuasive writing strategies by evaluating a persuasive piece and indicating whether the author used that strategy, andif soexplaining how. Students adjust their use of spoken, written, and visual language (e.g., conventions, style, vocabulary) to communicate effectively with a variety of audiences and for different purposes.
Discuss whether there is a focus on a particular approach, eg, are the students asked to memorise / rote learn/ repeat (audio-lingual); are students required to complete a task (task based learning) or an information-gap type activity (communicative language learning); is there a focus on a specific genre?
300 – 400 • the clarity of the objectives and target language/ exponents being taught 200-300 • the selection and sequencing of the activities 200 – 300 • to what extent language exponents and skills are integrated in the activities 200 -300 • the learner group, their needs and their language level for which the unit of work would be most appropriate 100 Describe the learner group this unit is designed for: ESL students, students of English as an international language etc; what language level the unit assumes and; the students language learning needs.
If you do not have classroom computers with Internet access, arrange to spend one session in your schools computer lab (see Session 3).
Bookmark the Persuasion Map on your classroom or lab computers, and make sure that it is working properly.
Use the Observations and Notes handout as you listen in to groups and make notes about their arguments.
This will help you see what students know and also provide examples to point out during Session 2 (see Step 4).