Ayla Chavez-Tafur Ayla Chavez-Tafur

Persuading People
Upper-Intermediate level


In this lesson, students will learn new expressions on how to persuade people into agreeing with their opinions. First students will listen to a recording, learn the new expressions and then put them into practice.


Main Aims

  • To provide exposure to functional language for persuading people

Subsidiary Aims

  • To provide practice of language used for persuading


Lead-In (6-8 minutes) • To set lesson context and engage students

During the lead-in, I will show the students a picture of an advice column and ask them if they know what it is. On the screen, I will set some questions: Who do they talk to when they need advice? Who gives the best advice? Do they follow the advice? I will send them to Breakout Rooms so they can discuss it. Before I play the recording I will ask them the following questions so they can answer after they listen. How many people called in? Who was the advice for? Where are they calling?

Clarification (8-10 minutes) • To provide context for the target language through a text or situation

During this stage, I will clarify the following expressions in these categories: Expressions; 1. Surely it would be up to.. 2. Wouldn't it be better.. 3. Surely that is just normal... 4. Don't you think it's just a phase... Categories 1. An Opinion 2. A genuine question 3. An opinion where the speaker invites the listener to agree 4. A strong opinion where the speaker thinks the listener should agree with them I will send them to Breakout Rooms and on a jamboard I will have the expressions and then they have to select which ones match. It will take a few minutes and then i will bring them back to the main session where we will discuss on a slide: 1. Wouldn't - is used to introduce a hypothesis -it is used to start a negative question (wouldn't) 2. Surely is an adverb of certainty bare infinitive + adverb + clause Surely that is just normal... 3. Present Tense Don't you think that its just a phase... Then I will have a slide with the expressions and have intonation arrows to practice with the students. I will have a few students drill each sentence.

Controlled Practice (8-10 minutes) • To draw students' attention to the target language

On a jamboard I have a fill in the gaps activitiy prepared. They will fill in the following in breakoutrooms. A: Tom ___________ you think we should start packing? B: __________ it won’t take all night to pack. We don’t leave till noon. A: -__________ we at least begin? Last time it took me ages _______ we didn’t allow enough time then. B: Only because I couldn’t find my glasses! A: Exactly. So ___________ it better to do it now to give ourselves plenty of time? B: You could start. I’ll throw in a few things later. A: But _______ it be quicker if we did it together. Then they will practice the conversation

Free Practice (8-12 minutes) • To provide students with free practice of the target language

I have brought the students back after they have practiced the fill-in-the-gaps activity. Then I will present the following sentences, and they have to give each other advice using the target language. They will do this in a breakout room. Someone wants to quit smoking Someone wanted to buy something, but they didn’t have enough money for it. Someone was having problems sleeping Someone had a bad headache Someone had a strong pain in their stomach for a couple of days Someone lost their credit card Someone wants to quit their job Someone is going through a difficult breakup.

Delayed Error Correction (3-5 minutes) • To provide clarification of everything learned.

During this section, i will correct the students with any mistakes that I have seen during the lesson.

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