• After students read the role cards, read the key phrases with the class and elicit a few examples of how they are used in (a different) context, e.g., Now you have more free time, have you considered joining a gym to get fit? Maybe you could come with me after school. • Give students a few minutes to work individually to make a list of ways of influencing a friend and persuading them to agree to something. Monitor and help while they are working, and provide vocabulary as necessary. • Students act out the dialogues and then reverse roles for the second situation. You could ask some pairs to act out their dialogues for the class to check understanding.

• With weaker classes, allow students more time to prepare some arguments to persuade their partner. Stronger students can go straight into the pair work. • Alternatively, brainstorm a few arguments with the class and write them on the board. Students could then write the responses, or you could role-play the dialogue with individual students.

• Read the question aloud and point out to students that each person is different, and different methods work well for different people. Ask them to think about which methods helped them in a particular situation. Ask them to think also about which methods don’t usually work for them and why. Give students a few minutes to reflect and note down their ideas. • Put students in pairs or small groups to compare their opinions and offer suggestions. Alternatively, invite some students to tell the class their ideas, and then ask other students: Do the same methods work for you, or do different methods work better? Why?

• Ask these questions and have a brief class discussion: Have you ever done something you didn’t want to because your friend or a family member persuaded you to? What happened? What sort of arguments influence you? Is there someone who can always persuade you to do what they want?

• Explain that students should, preferably, choose a YouTuber they are familiar with and that they know influences their followers. You could elicit some suggestions in class to ensure that they are suitable. Students can do the research in class if they have internet access. Alternatively, they can do it for homework. Ask them to make notes. • After the research or at the beginning of the next lesson, ask students to tell the class about their chosen YouTuber, inviting other students to add their ideas if they chose the same person.

Consolidation and checking the students’ understanding of what was given throughout the lesson.