English · Class 4

Active learning ideas

How Advertisements Try to Persuade You

Active learning works well here because students need to see persuasion in action, not just hear about it. When they analyse real ads, create their own, or role-play pitches, they engage with techniques directly, making abstract concepts like ethos or pathos tangible and memorable.

• CBSE Learning Outcomes
• NCERT: English-7-Rhetoric
• NCERT: English-7-Media-Analysis

• 30–45 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Gallery Walk
• 35 min · Pairs

Gallery Walk: Spot the Techniques

Paste 10-12 print ads or screenshots on walls. In pairs, students rotate, circling words or pictures that persuade and labelling ethos, pathos, or logos. Pairs add one sticky note explanation per ad, then vote on the most effective.

What is an advertisement trying to make you do or think?

Facilitation Tip

During the Gallery Walk, place ads at eye level and let students move in pairs to encourage discussion about visual and textual clues.

What to look for

Provide students with a print advertisement. Ask them to identify one persuasive technique used and write one sentence explaining how it works. Also, ask them to state who they think the advertisement is trying to reach.

• Understand
• Apply
• Analyze
• Create
• Relationship Skills
• Social Awareness

Activity 02

• Four Corners
• 45 min · Small Groups

Create Your Ad: Group Posters

Small groups pick a local product or cause like road safety. They design a poster using two techniques, explain choices in writing, then present to class for feedback on persuasiveness.

How do pictures and words in an advertisement try to get your attention?

Facilitation Tip

For Create Your Ad, provide a checklist of techniques so groups can intentionally plan their persuasive strategies before designing.

What to look for

Show a short video advertisement. Ask: 'What is this advertisement trying to make us do or think? How do the pictures and sounds help achieve this?' Facilitate a class discussion, encouraging students to point out specific examples of ethos, pathos, or logos.

• Understand
• Analyze
• Evaluate
• Self-Awareness
• Social Awareness

Activity 03

• Four Corners
• 40 min · Pairs

Ad Pitch Role-Play: Pairs Present

Pairs select an ad technique, prepare a 1-minute pitch as salespeople. Class listens, identifies the technique used, and discusses why it works or fails.

Can you find one example of persuasion in an advertisement and explain how it works?

Facilitation Tip

In Ad Pitch Role-Play, give pairs a scenario sheet with target audience details to guide their creative arguments.

What to look for

Present students with three short descriptions of advertisements, each highlighting a different persuasive technique (e.g., 'An ad featuring a famous cricketer endorsing a sports drink', 'An ad showing a child crying because they don't have a specific toy', 'An ad listing the nutritional benefits of a breakfast cereal'). Ask students to label each with the primary technique (ethos, pathos, logos).

• Understand
• Analyze
• Evaluate
• Self-Awareness
• Social Awareness

Activity 04

• Four Corners
• 30 min · Whole Class

Campaign Video Hunt: Whole Class Discussion

Play 3-4 short clips of public service ads. Use think-pair-share: students note techniques individually, share in pairs, then discuss as class what action the ad urges.

What is an advertisement trying to make you do or think?

Facilitation Tip

During Campaign Video Hunt, play each ad twice: once without sound to focus on visuals, then with sound to analyse combined effects.

What to look for

Provide students with a print advertisement. Ask them to identify one persuasive technique used and write one sentence explaining how it works. Also, ask them to state who they think the advertisement is trying to reach.

• Understand
• Analyze
• Evaluate
• Self-Awareness
• Social Awareness

A few notes on teaching this unit

Teachers should model critical questioning by dissecting an ad together before independent activities. Avoid dismissing all ads as manipulative; instead, highlight how different techniques serve various goals. Research shows peer discussions deepen understanding, so structure activities where students defend their interpretations to classmates.

Successful learning looks like students confidently spotting persuasion techniques in ads and explaining their impact with clear reasoning. They should also demonstrate empathy by recognising both manipulative tactics and positive messaging in advertisements.

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Watch Out for These Misconceptions

• During Gallery Walk, some students may assume ads show the full truth. Correction: Circulate with a product fact sheet and ask groups to compare claims with real details. Highlight gaps by asking, 'What is missing here?' to redirect their thinking.

  During Gallery Walk, some students may assume ads show the full truth. Correction: Circulate with a product fact sheet and ask groups to compare claims with real details. Highlight gaps by asking, 'What is missing here?' to redirect their thinking.

• During Gallery Walk, students may say images don’t persuade, only words do. Correction: Stop at visuals and ask, 'How does this colour make you feel?' or 'Why is this person smiling?' to guide them to connect images to emotions.

  During Gallery Walk, students may say images don’t persuade, only words do. Correction: Stop at visuals and ask, 'How does this colour make you feel?' or 'Why is this person smiling?' to guide them to connect images to emotions.

• During Ad Pitch Role-Play, students might think all persuasion is unethical. Correction: Provide both commercial and social ad scenarios. After pitches, ask groups to classify ads as 'trust-building' or 'emotion-driven' to show persuasion has multiple purposes.

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Methods used in this brief

• Gallery Walk
• Four Corners