Expressing opinions, beliefs and doubts
We also practiced supporting or opposing opinions certain adverbs can be used to express the strength of the agreement or disagreement
I completely/totally agree that smoking should banned in public places
I absolutely I wholly disagree with your opinion that alcohol is evil.
When we are not sure of something in argument or a debate. We can express our doubts.
I’m doubtfully that marriage parties are a good idea.
Think about each of the following topics. Prepare you opinion or point of view and then express it to your partner should then agree or disagree with your opinion or may be express doubt
Secondary school fees Smoking marijuana. School students having love affairs.
- Distinguish between facts and opinions
- What is the difference between a fact and opinion
- What help you to recognize an opinion?
Examine the following sentence. Decide whether they are making a statement of fact or just giving an opinion. Making each sentence with either F for fact O opinion
a) Jupiter is the largest planet in our solar system.
b) People who do not get jobs are just lazy and do not want to work
c) Boiling water prevents the spread of diseases
d) Modern music is destroying our traditional culture
e) The selous Game reserve is the biggest in Africa.
Structure and Grammar
- Hardly …….. ……………when
- Scarcely ………………… when
- No sooner ……………… when
- Seldom ……………… less often
A) Seldom –less often
- He often did not think of his responsibilities
Begin seldom did he think of his responsibilities
- Up country train is usually late during the rain season
Begin seldom does the up country train on line during the rain season
- Mutasa does not visit her aunt always
Seldom does Mutasa visit her aunt
- She did not listen much to her parents
Seldom did she listen much to her parents
- I had little time to read novels then
Seldom did I have time to read novels then
- He does not go to beer parties often
Seldom does he go to beer parties often
vii. She does not play when the teacher is teaching
Seldom does she play when the teach is teaching
B) No sooner…. Then
As soon as he left the boss called him
Begin: No sooner had he left them the boos called him
Humbya had just finished writing the letter when arrived
Begin; No sooner had Humbya finished writing the letter then arrived
Dr.Numbi had just performed the operation then the patient died
No sooner had Dr. Numbi performed the operation patient died
The moon had barely appeared when it was obscored by the cloud
No sooner had moon appeared then it was obscured by the cloud
He had just returned from shamba when his uncle called him
No sooner had he returned from shamba then his uncle called him
The accused was during when he was rearrested
No sooner had the accused left then he was rearrested
C) Hardly ….. When
The plane had almost touched the run way when it burst into flame
Hardly had the planet touched the runway when it bursts into flame
The sun had nearly set when it rained
Hardly had sunset when it rained
The farmer had just complete sowing their fields when there was receives heavy down pour
Hardly had the farmer completed sowing their fields when there was heavy down pour
He was completing his novel when he fell sick
Hardly had he completed his novel when he fell sick
Tatu was early seven years old when she started learning how read
Hardly was Tatu seven years old when she started learning how to read
Mutasa was beginning to settle down when her relative died
Hardly Mutasa begun to settle down when her relative died
Darkness had not set when we arrived
Scarcely had darkness set when we arrived
Guide the students to the full sub topic/lesson procedures, activities and games for better understanding of the sub topic by following these activities:
Brainstorming the sub topic/lesson through oral questions with answers, pair works, and group discussions of all important concepts to get students on track.
In this activity, the teacher will guide students to brainstorm about the sub topic/lesson and basic terms opinion and feeling. An opinion is an idea, belief, or judgement of something or about somebody. Feeling is a state, belief or impression in which someone places his/her confidence.
Also, in this activity, teacher will have to ask students why they decide to express their opinions and what they do when they want to express their opinions in front of others.
Teacher’s application of his/models or examples so as to bring the topic/lesson and the students into the real or common sense of the topic/lesson.
In this activity, the teacher will provide students with the prepared texts for them to read. These texts should be based on the common topics such as early marriages, child labour or road safety.
The Causes of Road Accidents
ASHA: Hello, Juma.
JUMA: Hello, Asha. How are you?
ASHA: I’m fine. I have a question for you, Juma. Are you ready?
JUMA: Yes, I am.
ASHA: What do you think about road accidents?
JUMA: I think road accidents are many these days. Every time, ambulances are busy carrying injured people and sometimes dead ones.
ASHA: What are the causes of these accidents?
JUMA: In my opinion, the causes of these accidents are many, but one of them is carelessness of the drivers and car owners.
ASHA: Why do you say car owners and drivers are the main causatives for road accidents?
JUMA: I believe that the car owners are responsible because they should make sure their cars are well maintained and operative.
ASHA: And what about drivers? Why should be blamed?
JUMA: Yes, of course. Drivers are also responsible because they are the ones who take care of the vehicles and they are the ones who should strictly observe road signs!
ASHA: I am sorry I disagree with you in one thing. I feel that pedestrians, cart pushers, and pastoralists are also responsible because they sometimes cause accidents when they misuse the roads.
JUMA: It is true. But they are not core causatives to the large extent.
ASHA: It might be that, but accident is always bad. The important thing is for everyone to play part in making sure everyone is safe.
JUMA: You are absolutely right!
Activity Three: Students’ Participation. Showing students how models like that of a teacher can be applied by them. Here students need to be guided on how to use given expressions, structures, vocabulary, and phrases or similar ones.
In this activity, the teacher guides students to choose the topic they would like to express their personal opinions. For instance, the students may agree upon the topic “Co-education schools are better than single-sex schools”. After choosing the topic of their preference, the teacher guides them to give their personal opinions on that chosen subject in the form of class discussion. The teacher creates cards. These cards are either written ‘YES’ or ‘NO’. The teacher asks students to form groups and each group should pick one card and come out with their opinions about the side of the topic they have taken.
Taking/leading students to the real situations or contexts where they can apply what they have mastered. Here speaking, reading or writing activities are involved.
In this activity, the teacher will now introduce students to debates.
Debate is a place or event where people express their personal opinions on a particular topic. Participants in debates can argue for or against the opinions.
HOW TO CONDUCT DEBATES
(Click for Debate Time Expressions to check more debate expressions)
In conducting debates, the following five aspects are observed:
Asking for an opinion
What do you think about corporal punishment?
What is your opinion on boarding school?
What is your view on school rules?
Expressing an opinion
I think that corporal punishment is important
I think that boarding school is better
I believe that school rules are necessary
I feel that early pregnancies are bad in the society
My opinion is that corporal punishment is good
My view is that all school rules should be observed
Supporting an opinion
I argue for the opinion that school rules are necessary
I support the opinion that corporal punishment should be abolished
I am of the opinion that all schools should have dormitories
I agree with the motion
I agree with the argument
I support the view that students should all be sent to dormitories.
Opposing an opinion
I oppose the motion
I oppose the opinion that school rules should be abolished
I am against the motion
I am against the argument
I disagree with the motion
I disagree with the opinion that corporal punishment should be abolished
I do not support the view that school rules are necessary
Expressing a doubt in opinion
It is possible that truancy is bad, but ……
There is a possibility that corporal punishment is bad, however…
It might be that, but…
It is possible, but….
Maybe school rules are necessary
Perhaps students should all be sent to dormitories
When we are arguing or debating on something, we have to support, oppose, or express a doubt on opinion. We do this by giving evidences. We give information and points that prove our views.
After, guiding Form One Students to the meaning of debate, management of debates, and procedures of conducting debates, the students have to debate on a chosen topic/subject.
The teacher prepares the Class Level Debate. For example, the motion can be “Corporal punishment should be abolished in schools”. This debate should be announced some days before the debate day so that students can have enough time to prepare themselves.
USEFUL EXPRESSIONS TO EXPRESS YOUR OPINION
In my opinion, … In my eyes, …
To my mind, … As far as I am concerned, … Speaking personally, …
From my point of view, … As for me / As to me, …
My view / opinion / belief / impression / conviction is that … I hold the view that …
I would say that … It seems to me that … I am of the opinion that …
My impression is that … I am under the impression that . It is my impression that …
I have the feeling that … My own feeling on the subject is that …
I have no doubt that … I am sure / I am certain that …
I think / consider / find / feel / believe / suppose / presume / assume that …
I hold the opinion that … (I form / adopt an opinion.) I dare say that …
I guess that … I bet that …. I gather that …
It goes without saying that .
USEFUL WORDS TO EXPRESS YOUR AGREEMENT
I agree with you / him I share your view. I think so.
I really think so.
(The author / the narrator / the protagonist / etc.) is right
He is quite right / absolutely right He may be right.
I have no objection. I approve of it. I have come to the same conclusion I hold the same opinion. We are of one mind / of the same mind on that question.
I am at one with him on that point.
It is true. That is right.
That’s just it ! Fair enough ! Quite so !
Just so ! Yes of course !
USEFUL WORDS TO EXPRESS YOUR DISAGREEMENT
I don’t agree. I disagree. I don’t think so.
You are / he is wrong. I think otherwise. I don’t think that’s quite right.
I don’t agree with you/him. I don’t agree with what you say. I am afraid that is not quite true.
I take a different view. I don’t share his/her/your view. This argument does not hold water.
Not at all ! Nonsense ! Rubbish !
He’s off his head !
Assessment #01: Group work.
Ask students to be in two groups in their own class. Also ask them to brainstorm on the motion they like to debate on. After presenting the motion, allow them to debate on it. This is class debate.
Assessment #02: Pair works.
In pairs, allow students to decide on which motion they might like to give their opinions. The two students can present their opinions before the class. Each of them (in the pair) should argue for and another student should argue against the motion.
Assessment #03: Individual work.
Ask students to individually write the opinions of a particular motion. For example, a teacher can give students this motion: “Women should be own land”. Ask students to argue for or against this motion.
Note: You can give students more individual works, pair works, and group works to facilitate their interaction and understanding of the sub topic or lesson. As English language teacher you have to give students more works to do. Because language is meant to be largely spoken and written, the teacher should rely on written exercises and notes. Instead students have to learn English language by vigorously exercising individually, in pairs, and in groups.
One of the important rights of a person is the freedom of expression. This right gives a person a chance to express his or her opinion on a certain issue provided that he/she does not violate the laws or insults others.
NOTE: These stages explained above are not necessarily covered in a single lesson of single or double period. Remember that this is the guide for teaching the whole sub topic which has periods ranging from 6 to 20. So, the teacher’s task is to divide these stages according to the total number of periods for a particular sub topic.