Presenting Convincing Arguments

Presenting convincing arguments
Time: Level: Objective: Materials: 60 minutes B2 and above To raise awareness of how to structure persuasive arguments One copy per participant of pages 1-3, one copy of Teachers resource sheets A and C per pair or small group, cut up. A copy of Teachers resource sheet B per individual if needed.
Procedure: 1. Lead in: learners discuss questions in pairs or small groups, then feedback to the whole class. Trainers should make the participants aware that an argument can be either a disagreement with someone elses opinion, or a reason for supporting a particular idea or opinion. The latter will be focused on in this lesson. 2. Structure of an argument. Students read through ten pieces of advice given for formulating an argument. They should discuss which ones they you think are appropriate and which ones are inappropriate. 3. Pre-reading: Elicit the term flexi-time. Ask participants to discuss the pre-reading questions on flexitime as a system in the workplace. 4. Example: Students look at the comments presented at a discussion on introducing flexi-time. What language is used to structure the speakers argument? 5. Students complete the table with the phrases they identified in the example argument. 6. Distribute Teachers resource A, cut up into strips. Ask students to decide together which category the phrases belong to. If this is too time-consuming teachers resource B can be distributed. 7. Preparing your argument: students should now construct an argument against flexi-time, using the structure given. When they have finished they should compare their structure in pairs or small groups. 8. Distribute the practice argument topics from Teachers resource C, one set per pair or groups of two or three. Ask participants to choose if they wish to be for or against the first topic. 9. Ask students to formulate their argument for or against the topic, using the structure and language presented in the class. If working in pairs, the partners should take notes on how the other student used the target language. If in threes, the third member of the group should listen and take notes on how the two speakers use target language. 10. When finished presenting their arguments students debrief each other giving feedback on their arguments and language use. 11. Stages 9 and 10 can be repeated and students can alternate their for or against roles as they wish. Answers: 2. Structure of an argument points 2, 5, 7 and 8 are false. 4. Example: Expressing your opinion Sequencing Providing supporting arguments Acknowledging other views Showing contrast Reformulating Summarizing I believe strongly Firstly, Finally What is more I am aware that you are in two minds however I am convinced that flexi-time will create a happier workplace and higher staff retention levels All things considered
(C) Gabrielle Jones 2013
www.businessenglishexperience.com
Presenting convincing arguments

Lead in: Talk for a few minutes in pairs or small groups What is the difference between discussing something and arguing about something? How about the difference between a discussion and an argument? What did you last discuss at work? What did you last argue about? When was the last time you had to put forward an argument about something? How can someone make a convincing argument? What should they do and what should they say?
The structure of an argument: Look at the advice given for formulating an argument. Which ones to you think are appropriate? Which ones are inappropriate? 1. Have a clear standpoint make sure that your audience knows what your opinion is. 2. Dont make your argument clear until just before you conclude. 3. Present a logical sequence of reasons for your argument so that it is easy to follow. 4. Provide supporting arguments and evidence to strengthen your view. 5. Give many different examples of why your opinion is valid. 6. If you refer to other peoples opinions you can contrast them with your own. 7. Always agree with other peoples opinions. 8. Use insults to make your partners argument weaker 9. Make sure to reformulate your argument so the audience hears it one more time. 10. Summarize your main point at the end of your argument.
2 Pre-reading:
1. 2. 3. 4. 5. Do you have a flexi-time system in your organization? In general is it a good or bad policy? If you dont have flexi-time, would you like it to be introduced in your workplace? Why or why not? What benefits does flexi-time offer employees? What are the benefits for the company of offering a flexi-time system to staff? What are the drawbacks of flexi-time?
Reading:
Look at the following comments presented at a discussion on introducing flexi-time. What language is used to structure the speakers argument? I believe strongly that introducing a flexi-time system would be beneficial. Firstly it would facilitate a better work-life balance. What is more it would allow employees to attend language classes. Finally, not only would it would increase job satisfaction but it would also boost productivity. I am aware that you are in two minds about introducing this system, however I am convinced that flexi-time will create a happier workplace and higher staff retention levels. All things considered it seems a productive step for us to take. Language use: Can you find an example of a phrase for each category below?
Expressing your opinion
Sequencing
Providing supporting arguments
Acknowledging other views
Showing contrast
Reformulating
Summarizing
Preparing your argument

You are going to formulate an argument against flexi-time. Prepare your arguments using the table below, and remember to use the vocabulary from the previous exercise.
Express your opinion
(Provide supporting arguments)
Argument 1
Argument 2
Argument 3
Express Your Opinion
Acknowledge your partners views
Show contrast
Reformulate your argument
Summarize
Teachers resource A
Firstly, Then, Finally, However, Alternatively, Although ....., I believe (strongly) that I feel / think that ... Personally, In other words
It seems clear that, In conclusion, All things considered, That is... What I want to say is What is more, As well as ..., the ... Not only will ..., but ... will also ... I am aware that you feel It is clear that you Your standpoint is clear
Teachers resource B
Language for presenting convincing arguments

Expressing Your Opinion I believe (strongly) that I feel / think that ... Personally, Ordering Firstly, Then, Finally, Providing Supporting Arguments What is more, As well as ..., the ... Not only will ..., but ... will also ... Acknowledge partners view I am aware that you feel It is clear that you Your standpoint is clear Showing Contrast However, Alternatively, Although ....., Reformulating In other words That is... What I want to say is Summarizing It seems clear that, In conclusion, All things considered,
Teachers resource C
Practice argument topics
Employees should be allowed to use company mobile phones for private use too. Employees with children should be prioritized when organizing holidays. Companies should pay employees for the time they attend language classes. Companies shouldnt be forced to publish results of research where the results are not positive. The international lingua franca of business should continue to be English Companies should limit use of computers to 5 hours a day in order to protect employees eyesight.
Organizations should compose a company song, to be sung at the start of each day, as a motivational factor.

Presenting Convincing Arguments

Uploaded by

Document Information

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Presenting Convincing Arguments

Uploaded by

Copyright:

Available Formats

Presenting convincing arguments

(C) Gabrielle Jones 2013