Once students have shared, explain that sometimes when you believe in something, you want others to believe in it also and you might try to get them to change their minds.
Ask students the following question: Does anyone know the word for trying to convince someone to change his or her mind about something?
For Session 3, assign partners and pick a second prize for the group that wins the game.
Make one copy of the Observations and Notes sheet for each group and pair of students.
Provide a selection of magazines or newspapers with advertisements for students who may not have materials at home.
For English-language learners (ELLs), it may be helpful to show examples of advertisements and articles in newspapers and magazines.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.Students then choose their own persuasive piece to analyze and learn some of the definitions associated with persuasive writing.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.Elicit from students the word Note: While students are working, there should be little interference from you.This is a time for students to discover what they already know about persuasive arguments.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.Part 2: Extension, addition, omission and substitution (unit 6) (1500 – 2000) This section of the assignment requires you to focus on the unit of work: • Comment on any extensions, additions, omissions or substitutions you would make if you were teaching this unit to the learner group you identified in Part 1, above. 500 • Describe how you will assess student learning.300 • Describe how you will evaluate the success of the unit of work.