A selection of English ESL persuasion printables

A reading exercise to introduce body language during persuasive speech

Body language for persuasive speech

Generating an outline prior to writing a report can be useful writing essay service simply because you will have a greater concept of what points you want to protect and in what purchase. Additionally, business is critical in report creating because it will help your viewers make perception of the information you might be attempting to express. If you know sufficient about your matter, go forward and start filling in your define. If you don’t, you may possibly have to do some reading through to arrive up with your major details just before diving in further. 

How to Write Persuasive Paper

Used with a unit on how facts are different from opinions. Students look at example writing about Scottish bagpipes discuss if they agree or disagree with the opinion. Play a you tube clip or bagpipe music. Then have a class discussion about what they think of it.

Opinion/Persuasive text writing prompts

The worksheet focuses on persuasive speech. Objectives: To develop an understanding of the different types of persuasive appeals and involvement strategies used in a persuasive speech. As students watch a video clip from the ‘Rings of Power’ series showing Sauron’s key speech, they try to identify the types of persuasive appeals and involvement strategies used by the speaker. As a follow-up activity students choose a different persuasive speech and analyze it using the same questions and share their findings with the peers in a group discussion or class presentation.

PERSUASIVE SPEAKING. Types of Appeal and Persuasive Techniques (based on Sauron’s Speech)

This template is useful to start writing an opinion or persuasive text
This template is useful to start writing an opinion or persuasive text
This template is useful to start writing an opinion or persuasive text

Opinion writing / persuasive writing (Oreo’s version)

This speaking activity is geared towards Intermediate, Upper Intermediate, and Advanced students. The students need to argue to a Panel of Peers as to why they should be granted their wish. The panel sets their own criteria and bases a decision on that. This activity is a process of elimination and the arguments generally get stronger as the contestants reach various stages.

Wish of a Lifetime- The Art of Persuasion

An persuasion activity where kids put themselves in the shoes of a little dog who got caught by the dogcatcher. The kids have to come up with creative and versatile reasons why the dogcatcher should let them free. Includes a short vocabulary list+KEY. Enjoy! Bless up, Kisdobos! :)

Convince the dogcatcher (to let you free). Persuasion task

This worksheet includes a guide for students to create a commercial with questions, sentence starters, and ideas. After that, it includes two example commercials, one for a product and one for a business. I have purposefully uploaded this as a document so that instructors may adapt it in any way they would like to accommodate the needs of their students. For example, they could make it into a gap-filling exercise or writing graphic organizer, change the language in the examples, or add comprehension questions. Cheers!  

Create a Commercial

A classic ESL debating/argumentative game with a second set of new character cards. Your students' task is to reason and agree on which survivors should have a place in the life raft. Bless up, Kisdobos :)

Plane Crash. Debate 2. Intermediate

Role Play. The InveNtors have to pick one of six inventions (everyone a different one) and compete to get the biggest sum of money from a panel of inveStors. The InveStors award different sums of money to inveNtors reflecting how much they trust each invention to become a success. The winning candidate gets 1 million dollars, no.2 gets $500.000, no.3 $200.000, and so on. To help Ss prepare, the worksheet contains real life questions that venture capitalists typically ask.

Inventors and Investors Game

These are six prompts for debating. Tried to find topics that are not the same old debating themes. I included some background info for context and a question prompting your students to take a stance. Enjoy!

6 Debating Cards

A historical role play (a persuasion task). Columbus wants to get funding for his voyage to India in 1492, so he pays a visit to the Spanish Queen, Isabella. In this game your students will act out what the explorer´s hearing at the Court might have looked like. There are helpful cues on the card to give the students ideas regarding how to do the meeting. Also included is a short historical background, the text of which you can simplify to suit lower level students, as well. Enjoy! :)

Columbus at the Court

Culture, intercultural communication, cross-cultural communication

Adjectives to describe feelings, emotions

Adjectives to describe personality and character

Adjectives: Gradable / Non-gradable adjectives

Articles: Definite or indefinite article (a, an or the)

BE + infinitive structures (e.g. he was to become famous)

Clauses of contrast (e.g.  although, while)

Clauses of purpose (e.g. in order to, so that, so as to)

Clauses of reason (e.g. because, because of, due to, as, since)

Cleft sentences (e.g. It's Joey we're looking for)

Comparison: Comparative adjectives and structures

Comparison: Superlative adjectives and structures

Conditional 2 (second conditional) - would

Conditionals: Conditional phrases (e.g. unless, provided that, as long as)

Conjunctions (aka connectives, e.g. and, but, or, so, then)

Contractions (shortened forms, e.g. don't, aren't, etc.)

Determiners (words that can come before nouns)

Formal and informal English (politeness or colloquial language)

Future perfect continuous (progressive) tense

Future perfect simple and continuous (progressive) tense

Future phrases (e.g. be about to, bound to, likely to, due to, set to + INF)

Homonyms (two words with the same pronunciation - homophones and homographs)

It as preparatory subject (e.g. it's raining, it's nice of you to)

Linking verbs (aka copulas, e.g. I am a student)

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how to accuse somebody of something in English

how to apologize, say sorry, forgive and express regret in English

how to ask for information and make inquiries in English

how to ask for something, make requests in English

how to blame somebody for something in English

how to defend yourself from criticism in English

how to deny or admit something in English

how to describe things or people in English

how to emphasize important things in English

how to encourage or discourage people in English

how to evaluate people or progress in English

how to express agreement /disagreement in English

how to express approval and disapproval  in English

how to express cause and effect in English

how to express interest in something in English

how to express likelihood, probability in English

how to express likes and dislikes in English

how to express sequence and chronology in English

how to express shock and disbelief in English

how to express sympathy and condolences in English

how to give permission, authorization in English

how to inform somebody about some news in English

how to interpret what was said in English

how to keep a conversation going in English

how to make guesses about something in English

how to make, accept and refuse offers in English

how to order or make a booking in English

how to persuade, convince people in English

how to praise people and express appreciation in English

how to reassure somebody of something in English

how to refuse and object to something in English

how to remind people of something in English

how to rephrase, paraphrase what was said in English

how to say thank you, express gratitude in English

Nouns: Collective nouns (team, class, family, committee)

Nouns: Proper nouns (names of people, cities, companies)

Oxymorons (phrases with words of contradictory meaning, e.g. living dead)

Participles: Past participle (e.g. HAVING DONE)

Participles: Present participle (e.g. DOING)

Parts of Speech (aka word classes, e.g. nouns, verbs, adjectives, adverbs)

Past perfect continuous (progressive) tense

Phonetics (pronunciation, IPA, phonetic symbols)

Plural nouns: regular plurals with S ending

Prefixes (e.g. A, UN, IM, DIS, MIS, EN, etc. )

Prepositions vs adverbs (e.g. before me, saw him before.)

Prepositions: Double prepositions (e.g. out of)

Prepositions: Participle prepositions (e.g. pending, concerning)

Prepositions: Phrase prepositions (e.g. by means of)

Present perfect continuous (progressive) tense

Present perfect simple or present continuous tense

Present simple tense: S for third person singular verbs

Present simple vs continuous (progressive) tense

Pronouns: EACH OTHER, ONE ANOTHER (reciprocal pronouns)

Pronouns: Possessive pronouns (e.g. my, mine)

Pronouns: Reflexive pronouns (e.g. myself, yourself))

Pronouns: SOMEBODY, ANYBODY, EVERYBODY, NO ONE, NOTHING, etc.

Pronouns: THIS, THAT, THESE, THOSE (demonstratives)

Pronouns: YOU and THEY to talk about people in general

Quantifiers (e.g. some, many, much, any, few, little)

Questions: WH questions (open-ended questions)

Reported speech: reported questions (indirect questions)

There is / there are / there was / there were / there will be, etc.

Verbs: Transitive or intransitive verbs (words that can or cannot stand with objects)

Working with Paragraphs: ordering, titling

Role play, miming, drama activity or improv game

Pictionary (picture dictionary) or picture matching

Writing an opinion essay (persuasive essay)

Learners who are Pre-A1 have just begun learning English and will first learn how to:<ul><li>Say the letters in the alphabet and numbers</li><li>Say hello, talk about names and age</li><li>Name the colors and dates, express likes and dislikes</li></ul>

Absolute beginners who have begun to learn the letters and numbers

Learners taking the A1 Elementary exam should be able to:<ul><li>Introduce themselves and ask and answer questions about personal details such as where he/she lives, things he/she has, people he/she knows.</li><li>Communicate using very basic phrases as long as the other person talks slowly and clearly and is prepared to help.</li><li>Main grammar points to know: common adjectives & adverbs of frequency, going to, how much/how many, imperatives, I'd like, 's – possessive, common prepositions of place and time, present simple & continuous, there is/are</li></ul>

A very basic tourist level, which is enough for buying food and a bus ticket

Learners taking the A2 Pre-intermediate exam should be able to:<ul><li>Understand sentences and frequently used expressions (e.g. very basic personal and family information, shopping, local geography, employment).</li><li>Complete tasks that are routine and exchange information about familiar matters.</li><li>Describe matters of immediate need in simple terms.</li><li>Main grammar points to know: countable/uncountable nouns, adverbs of frequency, future will/going to, much/many, present perfect, past simple, past continuous, common phrasal verbs, common modals: can/should</li></ul>

A tourist who can do basic conversations about the past, present and future

Learners taking the B1 Intermediate exam should be able to:<ul><li>Understand points regarding family, work, school or leisure-related topics.</li><li>Deal with most travel situations in areas where the language is spoken.</li><li>Create simple texts on topics of personal interest.</li><li>Describe experiences, events, dreams, and ambitions, as well as opinions or plans in brief.</li><li>Main grammar points to know: question tags, intensifiers: too/enough, future tenses, past tenses, modals, conditionals, wh-questions in the past</li></ul>

Learners who can deal with both familiar and routine situations, in friendly and work contexts

Learners taking the B2 Upper-intermediate exam should be able to:<ul><li>Understand the main ideas of complex text on both concrete and abstract topics, including technical discussions in his/her field of specialization.</li><li>Interact with fluency and spontaneity that makes regular interaction with native speakers quite possible without difficulty for either party.</li><li>Produce clear, detailed text on a wide range of subjects and explain an opinion on a topical issue giving the advantages and disadvantages of various options.</li><li>Main grammar points to know: perfect tenses, mixed conditionals, modals in the present, phrasal verbs, reported speech, wish, relative clauses</li></ul>

The level where you can be a tour guide for your foreign friends and talk about a lot of topics, even abstract ones, with ease and fluency

Learners taking the C1 Advanced exam should be able to: Express ideas fluently and spontaneously without much obvious searching for expressions. Use language flexibly and effectively for social, academic and professional purposes. Understand a wide range of demanding, longer texts. Produce clear, well-structured, detailed text on complex subjects, using linking phrases (=words that connect ideas between sentences). Main grammar points to know: inversion, mixed conditionals, modals in the past, all passive forms, phrasal verbs (all patterns), wish/if only for regrets

Learners who can smoothly communicate in every walk of life, read long texts and write well

Learners taking the C2 Proficient exam should be able to:<ul><li>Understand almost everything read or heard with ease.</li><li>Summarize information from a variety of sources into a coherent presentation.</li><li>Express themselves using precise meaning in complex scenarios.</li><li>Can express him/herself spontaneously, very fluently and precisely, differentiating finer shades of meaning even in the most complex situations</li></ul>

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26 Persuasion English ESL worksheets pdf & doc