Giving Opinions ESL Activities, Games and Worksheets
Here is a free giving opinions and reasons activity to help students practice phrases for giving opinions, adjectives of opinion, why and because. In pairs, students take turns picking up a card and laying it face-up on the table. The student then gives their opinion about the topic by making a sentence from the prompt, e.g. 'I think that learning English is easy.' Their partner then asks them why. The student then explains the reason for their opinion, starting with the word because. Their partner then gives their opinion on the topic, and so on. Afterwards, students report back to the class on their partner's opinions and reasons. This activity can also be used to practice other phrases for giving opinions, e.g. 'In my opinion...'
This comprehensive giving opinions worksheet helps students learn and practice how to give opinions using three positive and negative phrases. Students begin by underlining the adjective in each statement that is closest to their opinion. Students then write their opinions using three phrases, e.g. 'In my opinion, reading is fun.' Next, students read how to give an opinion by making the phrases negative to show disagreement. After that, students write four things they disagree with from the first exercise using the negative phrases, e.g. 'I don't think that reading is boring.' Students then read ten statements and write each one in an agree or disagree column based on their opinion. Finally, students take turns sharing their opinions with a partner, who responds by agreeing or disagreeing using the phrases from the worksheet.
In this fun giving opinions game, students give true or false opinions about famous people or things. In groups, players take turns picking up a card and placing it face-up on the desk. Next, the student on the player's right asks them for their opinion of the person or thing on the card, e.g. 'What do you think of Beyoncé?' The player then takes a 'Tell the truth' or 'Tell a lie' card and gives a true or false opinion as indicated on the card. Next, the other students each ask the player one follow-up question to help them decide if they are lying or telling the truth, e.g. 'What's your favourite Beyoncé song?' Each student then decides if the player is lying or telling the truth, and the player reveals the answer. If a student guesses correctly, they score one point. The student with the most points at the end of the game wins.
In this communicative giving opinions activity, students share opinions, prioritise, and agree on a list of items to pack for a European holiday. First, in pairs, students give their opinions on the things they should pack for their tour of Europe. Students then prioritise the items and come up with a list of 15 things to take with them on their holiday. Afterwards, pairs present their list of items to the class, who listen and then say whether they agree or disagree with the items chosen, pointing out any problems they see with the list, and the pair justifies their opinions if need be. Finally, students come up with a list together as a class.
In this free giving and defending opinions speaking activity, students practice expressing and defending their opinions. Place a sign in each corner of the classroom (strongly agree, agree, disagree, and strongly disagree). Read a statement to the class, e.g. 'Celebrities earn too much money.' Students then go to the corner that best matches their opinion, e.g. strongly agree. Next, the students in the same corner discuss why they chose that opinion and then report their reasons to the class. After each corner has given reasons for their opinion, students from the different corners politely refute another corner's opinion. Afterwards, students who felt persuaded by any of the arguments switch corners. The process is then repeated with a new statement, and so on.
In this useful giving opinions speaking activity, students ask for and express opinions on ways to improve their English. First, students rank 15 ways to improve their English (1 is the most useful and 15 is the least useful). In pairs, students then read their ranking to their partner who notes it down. Next, students ask for and give their opinions on the different methods, comparing them and discussing the merits and drawbacks of each method. Using their ideas, pairs then come up with a combined ranking. Afterwards, students work with a new partner and compare their combined rankings, discussing any similarities or differences. Finally, students rejoin with their original partner and report back to the class on their top three methods for improving their English.
In this insightful expressing opinions speaking activity, students practice giving, explaining and summarizing opinions. First, students read questions and write their answers in note form. Students then take turns asking the questions to a partner, noting down their answers and asking for a reason for each opinion. Next, in groups, students discuss the results of the questionnaire and write statements summarizing their findings, e.g. 'Most people think the best way to learn English is to practice it every day.' Groups then present their answers to the class. Finally, students discuss the findings as a class and groups debate any differences of opinion.
In this entertaining giving opinions game, students rant or rave about various topics using positive or negative opinion adjectives. In groups, players take turns picking up a topic card and placing it face up on the desk. The player then picks up a 'Rant' or 'Rave' card. If the player turns over a 'Rant' card, they express negative opinions about the topic on the card for one minute without stopping. If the player picks up a 'Rave' card, they express positive opinions. The other students listen and award one point to the player for each appropriate opinion adjective they use during their rant or rave. If a player can't think of anything to say or stops talking before the time limit has been reached, no points are awarded. The player with the most points at the end of the game wins.
In this enjoyable giving opinions speaking activity, students ask for and share opinions on school subjects. First, students complete questions with different school subjects from a box or using their own ideas. In pairs, Students then ask for their partner's opinions using the questions and write sentences about their answers, e.g. 'Terry doesn't think that science is difficult. He scored 95% on his last test.' Afterwards, students check their partner's sentences for errors. Finally, students present their partner's opinions on school subjects to the class.
In this engaging giving and justifying opinions speaking activity, students express and justify opinions by arguing for or against a set of controversial statements. Working alone, students read statements and write down two reasons why someone might agree or disagree with each one. Next, in groups, comprising of two 'for' students and two 'against' students, students discuss the controversial statements, giving and justifying their opinions, and arguing for or against each statement. When the groups have finished, they tell the class who gave the most convincing arguments and why. As an extension, students discuss their real opinions on the controversial statements in their groups.
In this communicative giving opinions activity, students practice giving opinions and asking embedded questions to gain more information. In groups, students take turns choosing a numbered card and a controversial issue from the board. Each student then completes the opinion phrase on that numbered card with their opinion on the topic. Students then mix the opinion cards together. Next, the first student picks up one of the cards and reads the opinion to the group, who guesses which student the card belongs to. The writer then reveals themselves to the group, who then ask the student embedded questions to get them to explain more about their opinion and feelings on the issue. If the students have opposing views on their cards, they have a brief debate on the topic. The next student then chooses a number and controversial issue, and so on. Afterwards, groups give feedback on which topics caused the most debate and who gave the most convincing arguments.
In this free debating activity, students participate in a debate to help them practice phrases for giving opinions, disagreeing and giving counterarguments. In competing groups, students write a debate topic on the worksheet and prepare their for or against arguments. When everyone is ready, two groups debate their topic in front of the class with each group member contributing to the debate. After each group has presented their arguments, the two groups respond to each other by disagreeing and giving counterarguments. Afterwards, the class votes for the winner. Two new groups then come to the front of the class and begin the next debate, and so on.
In this rewarding giving opinions speaking activity, students express opinions on controversial statements and try to persuade others with differing opinions to change their minds. In groups, students take turns picking up a statement card and reading it to the group. Next, each student chooses an opinion card to show how much they agree or disagree with the statement and places it in front of them, e.g. strongly agree, undecided, disagree, etc. The reader then gives their opinion and the other students respond with their own opinion in turn. After that, students try to persuade the group members with differing opinions to change their minds. If anyone changes their mind during the discussion, they show this by changing the opinion card in front of them. Afterwards, groups give feedback on which statements caused the greatest argument and say who was the most persuasive.
