Five Steps to Writing an Excellent Opinion Essay

Doesn’t the title itself already encourage you to start writing straight away? Just kidding! I guess you need a  stronger push than just a title.  Well, I can provide this little push in the form of real examples of my students’ essays after following all these 5 steps. Just skip to Step 4 if you don’t believe me and bear in mind when you read their essays, they are B1 (intermediate) students.


Step 1. The difference between an opinion essay and a persuasive essay.

Opinion essay: in an opinion essay the writer states his opinion and supports it with facts, evidence and examples but he doesn’t try to convince the reader.

Persuasive essay: in a persuasive essay the writer tries to convince the reader to agree with his opinion. The author uses logic and facts, definitions and examples in order to persuade the reader to share his point of view.


Step 2. Top tips for writing an opinion essay

1 Basic do’s when writing an opinion essay

  • Introduce each paragraph with a topic sentence, outlining the main ideas.
  • Do not write about advantages or disadvantages or points for or against.
  • Write in formal style.

2. Basic don’ts when writing an opinion essay

  • Don’t use colloquial expressions.
  • Don’t use short forms.
  • Don’t use emotive vocabulary.

3. Decide whether you agree or disagree with the title. Try to think of at least two or three good reasons to support your opinion, including examples of why you think the alternative point of view is wrong.

4. Organise your essay into clear paragraphs.

  • Introduction: Introduce the topic and give your opinion. Say whether you agree or disagree with the statement.
  • Body: 2 or 3 paragraphs. For each paragraph give a reason to support your opinion.
  • Conclusion: Summarize your ideas and repeat your opinion using different words.

5.  There is a process to writing. Try to follow it. It will help you a lot


Step 3. Useful expressions and linkers

 

Download the pdf here


Step 4. Examples of opinion essays written by B1 students

Three essays written by B1 students to help you get started.


Step 5.  22 opinion essays to choose from

Your turn!  Choose from one of the options and write an opinion essay.

Plan your content and organise it in four or five paragraphs (introduction, reasons and conclusion).

Write your CV or Resume with Free Editable Templates

Do you dread having to write your résumé or CV?

I’m dropping in right quick to show you something that could be really interesting if you need to write a résumé or a CV.

A few days ago, one of my students asked me a favour. She was considering applying for a job outside Spain and wanted me to “have a look” at her résumé.

The truth is that it’s never easy to write this kind of document and even less if it needs to be written in a language that is not your own. So, a bit of help, guidance and a model to copy is always welcome.

Canva is a free graphic-design tool website I have been using for about two years to create beautiful engaging posters for my class, but Canva collection of content types is continually growing and among other content types, they have recently introduced templates for résumés which are fully editable. Make sure you choose the free templates unless, of course, you don’t mind paying a small fee. And remember you can change colours, fonts, insert text, images…etc. Below you can see a small tutorial I have created to help you get started.

2 Fresh & Fun Activities to Practise Both, Neither and Either

If you think that teaching both, neither and either is a bit boring, I have good news for you. In fact, I dare say great news!  It can also be fun!

It’s no secret on here that I love having fun in my classes but what people may not know is that although flexible when necessary, my classes are carefully planned and  games are not played just  to keep my students entertained; on the contrary, they are carefully designed and used to improve certain abilities and with a clear goal in mind. If at the same time we can have a nice time, that’s the icing on the cake.


1.SOULMATES

This is a team game and it aims at practising the structures

  • Both/Neither of them
  • Both… and / neither…nor

Materials:

  • 2 white cards with YES written on one side and NO on the other
  • Teacher’s here

PROCEDURE

  1. Divide the class into two or three teams.
  2. Ask the teams to select two people to play for them and take the “hot seats”. These two students will sit facing their team.
  3. Decide which team starts the game by tossing a coin. Let’s say Team A starts the game.
  4. Explain you’re going to give each of the two members of the team a white card withYES written on one side and NO on the other. Tell them you’re going to ask them 10 yes/no questions.
  5. Their team will score a point every time these two students show the same answer to the questions asked, and the team provides a correct sentence containing the target structure.
  6. Repeat procedure for Teams B and C and give a big applause to the winners.

Example 1.

  • Teacher asks: Have you ever scored 10 out of 10 in an exam? 
  • Student A: YES     Student B: YES
  • TeamBoth of them have scored 10 out of 10 in an exam / Both Mary and Peter have  scored 10 out of 10 in an exam (1 point)

Example 2.

  • Teacher asks: Have you ever scored 10 out of 10 in an exam? 
  • Student A: NO    Student B: NO
  • Team: Neither of themhave/has scored 10 out of 10 in an exam / Neither Mary nor Peter has scored 10 out of 10 in an exam (1point)

Example 3

  • Teacher: Have you ever scored 10 out of 10 in an exam? 
  • Student A: YES     Student B: YES (0 points)

2. CHANGING SCHOOLS

This communicative activity has two parts.

In part 1, students will have a conversation where the aim is to agree with their partner using the structures:

  • So do I- to agree with a positive statement
  •  Neither do I or  I don’t either- to agree with a negative statement

In part 2, students will report back to the class using:

  • Both/Neither of us…
  • We both…
  • Both … and … / Neither … nor…

PROCEDURE. 

PDF teacher’s here

  1. Ask students to work in pairs and give them Handout A and B.
  2. Ask them to complete the answers.
  3. Explain the context. You have just changed schools and you don’t know anybody in the class. You want to make new friends quickly and the best way, if not the most honest one, would be to agree with whatever the student sharing your desks says. So, five minutes before the next class starts you decide to strike a conversation with the student sitting next to you.
  • Start by introducing yourself and then ask your classmate some questions.
  • Your classmate will introduce himself and also ask some questions. Make sure you agree with everything he/she says using the structures.

So do I- to agree with a positive statement

Neither do I or I don’t either- to agree with a negative statement

  1. Ask students to report back to the class using:
  • Both/Neither of us..
  • We both…
  • Both … and … / Neither … nor…

Ex. Both of us have one brother/We both have one brother/ Both Peter and me have one brother

Neither of us can speak Norwegian/ Neither Peter nor me can speak Norwegian

Example Handout Student A


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Introducing Reported Speech Statements,Questions and Orders in a Different Way

This week’s post was not supposed to be a grammar post, it just so happened to turn out like that. Come to think of it, I have been teaching lots of grammar lately so I shouldn’t be surprised if my brain is filled with ideas for grammar teaching.

If I want my classes to be different from the ones I had when I was studying English at school (teacher-centred and book-centred), I cannot introduce all those digital tools I’m so keen on using and then go and spoil it all by asking students to read straight from a photocopy when it comes to grammar. I’m not saying it’s the wrong way to go about it, I’m just saying it’s not the way I teach or the way I’d like to be taught.

Admittedly, grammar is grammar, but can we make it a bit more appealing to our students?

Reported speech is probably one of my favourite grammar points and this is how I have introduced reported speech statements, questions and orders in my classes this week.


INTRODUCING STATEMENTS.

To introduce statements I often use quotes from famous people. The presentation you’ll see below is one I often use as my students, for the most part, are adults. But if you’re teaching teenagers, you can easily change the people in the slides and use celebrities they can relate to.

So the idea is to play the presentation, read the quote and then ask: “What did Marilyn say?” Guide students through the changes in reported speech and then show the second slide where the reported sentence is displayed.


INTRODUCING QUESTIONS.

I’ve been introducing reported speech questions in this way all my teaching career. The reason? Students collaborate from minute one and this is something I treasure.

I tell the students my son Daniel is 4 years old and he’s always asking questions. With all the drama I can muster I tell them that yesterday I got home really tired and wanted to rest a bit but my son Daniel had other plans for me and could not stop asking questions.

I draw on the board a boy and I call him Daniel and a woman and I call her Cristina- my name. I draw a big bubble next to Daniel and I ask students to guess what sort of questions he might have asked me. As they provide the questions I write them inside the speech bubble making sure there is a variety of wh- and yes/no questions and a variety of tenses. Once the questions have been written, I go on telling them that when my husband got home I was lying on the sofa with an ice pack on my forehead and looking dead tired  -remember drama is important- and when he enquired why I was so tired I told him all about my day and how I couldn’t rest because Daniel had asked all those questions.

  • He asked me why I was smiling
  • He wanted to know if he could watch cartoons.

INTRODUCING REQUESTS AND ORDERS.

To introduce request and orders I write inside a circle on the board

First day instructions

and ask students to try to remember some of the instructions I gave them on the very first day in class.  Encourage them to tell you the exact words I used. They will probably say:

  • Use English
  • Put your mobiles on silent mode
  • Don’t be late.
  • Change partners regularly.
  • Don’t forget to bring your workbook

Write them on the board and choose a student who couldn’t attend that first day.

Tell students they now need to inform this student of the instructions I gave this very first day.

  • The teacher told us to use English in class
  • Cristina told us not to forget to bring our workbook

Hope it’s helpful! You might also be interested in this other post

Some nice activities to practise Reported Speech

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Some Activities to Teach Gerunds and Infinitives

I always claim that English grammar is easy, especially when compared to the Spanish or French grammar, but it gets a bit messy when it comes to verbs followed by infinitive or gerund.

The easy thing to say is that

  • some verbs are followed by infinitive (promise to go)
  •  some verbs are followed by gerund (can’t stand ironing).

But then we find that,

  • some other verbs are followed by infinitive or gerund with no change of meaning (start to study/start studying)
  • while some others are followed by infinitive and gerund with a change of meaning (stop to smoke/stop smoking)

And to add insult to injury,

  • some verbs are followed by infinitive with to (offer to help)
  • some others by infinitive without to ( make me study)
  • some verbs are followed by gerund, but if there is an object pronoun in between the verb and the gerund, then the gerund becomes infinitive (recommended reading / recommended her to read) …

Amazing, isn’t it?

Well, I suppose there’s nothing we can do about it, so let’s get down to some serious studying.


  • Level: Intermediate
  • Time: 60 minutes

THE GRAMMAR.

      THE PRACTICE:

Exercise 1. The Quiz


 


Exercise 2: The Rewriting Exercise


 


3.  Speaking and/or Writing: Storytelling Competition


  • Go to wheeldecide.com. Ask students to tell you verbs followed by gerund first, and then verbs followed by the “to” infinitive. Feed the wheel with these verbs.
  • Explain that in this activity they will need to seat in a circle in groups of 4.
  • Explain that you will write on the board the beginning of a story and then, in their groups, they will need to continue it.
  • Write on the board the beginning of a story. You can use this Short Story Generator.
  • Spin the wheel.
  • To make sure students will use the verb in the correct way, ask them to tell you whether the verb displayed in the wheel is followed by infinitive or gerund.
  • The oldest person in the group will start telling the story using the target verb in the wheel.
  • Give the student one minute to continue the story and then spin the wheel again for the next student.
  • If a student cannot come up with an idea to continue the story, he’s eliminated.
  • Continue until there is only one student left. This student will be the winner if he manages to give the story in his group a suitable ending.

Here’s the wheel I have used with my students.

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Integrating Technology for Active Learning: An Activity Using Google Slides and Padlet.

There is no denying I use a lot of technology in my classes. It gives me great pleasure to discover a new tool and design an activity around it. I really think this is what keeps me motivated after so many years teaching. The challenge that mastering a tool brings and the possibility to use it in my classes to boost students’ motivation and spark their interest is certainly something that keeps my own motivation alive and kicking

Today, I would like to share with you an activity that I did with my intermediate students. I loved designing the activity and the way my students got involved activating their communicative and writing skills during the whole process.

Tools used:

Aims:

  • to develop students’ communicative skills
  • to develop students’ writing skills
  • to revise vocabulary related to “work”
  • to integrate technology in the classroom
  • to encourage collaborative work

Before the class.

I created a Google presentation using Google Slides and wrote the content for the first two slides. I also added three extra blank slides (see below)

I created three Padlets and called them: Work 1, Work 2, and Work 3

In each of these 3 blank slides I inserted a link to one of these Padlets.

 

During the class.

 One. I asked students to form groups of 4. I have 12 students in this class, so I had three groups, one for each blank slide. If you have more students, you can easily add another slide to accommodate two more questions. I asked each group to write three or four questions related to “work”. I certainly encouraged them to come up with some juicy questions and avoid simple ones such as “Where do you work?”

Two. Once they have written their questions, the groups read them aloud and the class decides on the best two from each group to keep.

Three. At this point, there are two things you can do

  1. Assign each group one of the three slides and ask them to write their two questions, being careful not to delete the link to Padlet. Share the link for your Google Drive presentation making sure you share the link with editing permissions (read and write).  I have shortened the link using Google shortener.
  1. If you think this step might be complicated for your students, you can always write them yourself. Have the groups dictate their two questions and move on to the next stage.

Four: Speaking. Ask students in their groups to discuss the questions in the three slides encouraging them to use work-related vocabulary. Get feedback.

Five: Set homework.

Show the presentation from the very beginning where they will see the instructions for their homework.

Explain that at home they will need to answer one of the two questions in each slide. They can do it by writing their answers or by recording them.

Remind them it is the same shortened link you shared with them in Three.

See one of the Padlet below

 

Hecho con Padlet

You Have an Email! An Interactive Writing Activity

It’s true that although I’m a technology enthusiast there are still some things that I want to see written in paper. Especially when I’m studying I want to be able to underline, highlight, mark as irrelevant or write side comments in the margins.

So, for this activity, and despite finding lots of beautiful online presentations explaining the art of writing informal emails or letters (does anyone write letters anymore?), I have decided to stick to the traditional handout.


Level: B1 and above

Materials: checklist and handout (I have slightly modified it to adjust to my students’ needs)

Aims:

  • To teach students how to write informal emails with different purposes
  • To give students practice in writing some of these emails
  • To help students self-correct their own writings

THE THEORY

As explained above, I gave my students this excellent handout and we went through it. To make this process a bit more interactive, before each section we did a bit of brainstorming on the board tapping into the students’ prior knowledge. It is amazing to see how much they already know when you just take the time to ask them. After these brainstorming sessions, I always tell my students “Now, a bit more”. This “Now, a bit more” is based on the idea that new knowledge is constructed from old knowledge and I firmly believe this approach really makes it easier for students to learn and improve.


THE PRACTICE.

In this part the students will have to write two emails: a short one (50-60 words) and a longer one (140-160 words) in reply to a short one.

ONE. On the board write the following

  • Giving news
  • Apologizing
  • Inviting
  • Requesting
  • Thanking
  • Congratulating

 

TWO. Ask students to choose one. Make sure there is variety. They will find useful expressions for the email they have chosen to write in the handout provided.

THREE. Explain that they will need to write, on a clean sheet of paper, a short email to someone in the class. Tell them to follow the “salutation/body/closing structure. They will need to refer to the purpose of their email and then ask 2 or 3 further questions, related or not to the reason for writing their email. Remind them to keep this email short. Allow 10 minutes for this part.

FOUR. Once they have finished, ask students to swap emails with the person sitting behind them making sure they have not written the same kind of email. In that case, help them find someone else to swap emails with.

FIVE. Students will have to write an email in response to the email received, answering any questions asked. Ask them to refer to the handout and use a variety of expressions and a good range of vocabulary and structures. Allow 25 minutes for this part. They should aim to write between 140-160 words.

SIX. Students swap emails again and read the reply to their email.

SEVEN. Ask students to use this checklist to correct their partner’s email and give it a mark taking into account the following:

  • Content: Has he fulfilled the task? Has he answered all the questions?
  • Communicative Achievement: Has he used the right register or is it too formal? Does it sound natural?
  • Organisation: Is it well-structured? Is it logical and ordered? Has he used the right punctuation?
  • Language: Has he used a wide variety of vocabulary and structures? Is it adequate to the level? Are there spelling mistakes?

Correcting each other’s emails is not something the students feel confident about, but if before they start correcting, you write some repetitive mistakes on the board they’ll feel more confident correcting them. Ask them to underline anything that sounds incorrect to them and offer help.

EIGHT. The final step would be pairing up senders and recipients to comment on mistakes and marks awarded.

Guardar

Guardar

Irregular Verbs? Yes,Please!

My son Lucas was complaining he was going to have a permanent crick in his neck from spending hourrrrrs (or words to that effect) trying to learn irregular verbs in English when it occurred to me  there might be plenty of sites on the Internet to help students, and my own son in this case, with this seemingly daunting task.

And just as I predicted there are some cool sites that offer a nice alternative to the traditional pen-and-paper method of learning irregular verbs.

Hard to believe me? Then, try these games and I bet you’ll be delighted next time you are asked to study them. Dear Lucas, this post is for you!!!

Jeopardy Quiz Game

Fun activity to teach action verbs in the irregular past simple tense. It can be played in teams (up to 4). It is especially useful for teaching ESL intermediate learning and teaching.

Irregular Verb Wheel Game

An enjoyable game where irregular verbs are chosen at random from a spinning wheel. In this game you have 2 minutes to answer questions related to the verb forms of the irregular verbs displayed in the wheel. You get 1 point for every correct answer plus a bonus 10 points for every verb you get 100% correct.

Hangman Game

From eslgamesplus.com, the always entertaining hangman game; in this case, with irregular verbs. A great timed activity to review irregular verbs while reinforcing their spelling.

Irregular Verbs Walk the Plank

A fun activity where the teacher is presented as an animated character on a pirate ship about to be eaten by sharks. You’ll need to answer correctly all the questions to see the teacher being eaten by the sharks (don’t worry, there’s no blood!). A game for kids that I enjoyed a lot and played more than once 🙂

Create your own.

If you’re not happy with any of the games above, you can always create your own. Superteachertools gives you the possibility of creating your own jeorpardy quiz in a very easy way.

Who said learning English is boring?

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Lesson Plan: Do you Speak English?

This lesson is aimed at students with a language level of B1  (intermediate) and focuses on revising, learning and using vocabulary related to learning languages through a variety of engaging activities.

In this lesson students will get listening and speaking practice, learn new vocabulary, and have the opportunity to improve their writing skills.

Topic: Learning languages

Level:  Intermediate and above

Time:  60/90 minutes

Materials: PDF vocabulary, teacher’s notes

Online tools used: Spark adobe and Playbuzz


Warm up:

Guessing the topic.This funny sketch below works like magic to introduce the topic. The idea is to play this short funny video (2:48) and let students guess what we will be talking about.

Now, ask students to discuss these 2 questions:

  1. What’s the most spoken language in the world?
  2. What’s the most widely spoken language in the world?

Revising, introducing and using vocabulary

The idea is to elicit vocabulary by posing some questions and showing some pictures meant to stimulate spontaneous speech and class discussion. New vocabulary will be written on the board. See PDF with targeted vocabulary here

Tell students that of a total of 1, 5 billion speakers only 375 million are native speakers, so this means that over 1 billion people speak English as a second language. Ask them:

  • How do you think your country ranks in terms of English language proficiency?

Show them the picture below. If their country is not there, click here to see how it ranks. Elicit any reactions to the picture.

  • Does the ranking surprise them? Why (not)?

Get students in pairs to discuss the question below:

  • What do you find most difficult about learning English? Why do you think is that?

 

 


Listening and speaking

In this section there are 3 videos. Below you’ll find instructions to work with them. You can watch all of the snaps in a row or freely jump around from snap to snap.

Part 1: Speaking. English borrowings.

Follow the instructions in the video.

Part 2. Listening Comprehension. Note taking exercise.

Alex Rawlings, who speaks 11 languages, says that the way to start speaking a language more fluently and more proficiently is to practise speaking. In the video, he gives us four tips to get more practice speaking the language we’re learning.

      1. Get a conversation partner
      2. Talk to yourself.
      3. Learn vocabulary in phrases
      4. Imagine how you’ll use the language.

Watch the video and summarise what he says about each of these tips.

Part 3. Speaking. Reasons for learning a foreign language.

After watching the video, in groups of 3 share the reason why you’re learning English

Answer the following questions

      • Do you know anybody who has emigrated from your country?
      • Do you know any immigrants? Can they speak your language?
      • Before entering your country, should immigrants be required to speak the local language?

Speaking

Do you Speak English?


Writing

Write an article on one of the following:

  • “If you are not willing to learn, no one can help you. If you are determined to learn, no one can stop you.” Zig Ziglar
  • “There is no elevator to success; you have to take the stairs”.Zig Ziglar

Post on how to write an article here

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Vocabulary Competition: a Nice Simple Activity to Revise

A nice simple idea to start a lesson.

I always like to start my lessons doing some quick revision of what I taught the previous day. I do it using different techniques, but they always have something in common: they help get students into the mood and start using English from minute one.

The idea in this activity is to combine two things:

  • Revision of targeted vocabulary
  • Consolidation of relative sentences

PROCEDURE

  1. Divide the class into two teams and ask them to choose a person to play for them and take the “hot seats”. These two students will be facing their teams and with their backs to the whiteboard.(see picture above)
  2. Decide which team starts the game by tossing a coin. Let’s say Team A starts the game.
  3. Display the first word cloud on the board.
  4. Team A will choose a word or expression from the word cloud and define it for its player. Once the player has guessed the word, the teacher will cross it off and the team will define another one. For every word they guess, they will get 1 point. If the player for Team A doesn’t know the word, then Team B gets the chance to define the word for its player. If he guesses, the team gets 2 points for this word and this same team continues defining words and scoring points.
  5. Continue until all the words have been defined.
  6. Procedure is repeated again with word cloud 2. The teams choose other players to take the “hot seats”. Team B starts playing now.

As stated above, the idea is to revise relative sentences, but obviously in the heat of the game I’d allow any paraphrasing students can come up with.

Online Word Cloud used: ABCya. A word of warning: this tool is so easy to use that you’ll soon get addicted to it! See tutorial below.

Word Cloud 1

Word Cloud 2

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