English Grade 6

Asking for and Giving Opinions

Introduction to the Lesson

• The lesson focuses on how to ask for and give opinions using appropriate language items.

• After completing the lesson, students will be able to formulate questions and responses regarding opinions effectively.

Common Phrases for Asking Opinions

• Key phrases include "What do you think?" and "Do you think?" which are commonly used to solicit opinions.

• Other useful expressions are "What is your opinion about...?" and "What do you feel about...?", allowing for varied ways of asking.

• The phrase "Would you say...?" or its negative form "Wouldn't you say...?" can also be employed to seek someone's viewpoint.

Examples of Asking for Opinions

• An example question: “What do you think about the food served at school?” illustrates how to engage peers in conversation.

• Another example: “Do you think playing football after school is important?” demonstrates a yes/no format question aimed at teachers or family members.

Specific Opinion Questions

• Directly asking, “What is your opinion about the new school rule?” targets specific issues, prompting detailed responses.

• Using feelings in questions like “What do you feel about the homework?” encourages personal reflections from friends.

Transitioning to Giving Opinions

• The lesson shifts focus towards how individuals can articulate their opinions based on previously asked questions.

Responding with Personal Opinions

Language Patterns for Responses

• A common response structure begins with “I think...” followed by personal thoughts, e.g., “I think it is delicious.”

• Expanding on answers allows respondents to provide context, such as discussing benefits related to school meals.

Yes/No Response Format

• For yes/no questions like “Do you think playing football after school is important?”, a typical answer might start with affirmations like “Yes, I think...”.

Expressing Personal Views

• When asked about rules, one might respond with “In my opinion, following school rules is mandatory,” emphasizing personal beliefs.

Engaging in Collaborative Discussions

Encouraging Group Work

• Responses such as “I feel it is difficult” can lead into collaborative suggestions like “Let’s do it together,” promoting teamwork among peers.

Discussing Importance of Dress Code

• In discussions around dress codes, one could state: “I would say someone has to wear a sports suit only when exercising,” clarifying conditions under which uniforms should be worn.

Quality Time with Family

Emphasizing Family Interaction

• Questions like "Wouldn't you say spending time with your family is good?" highlight the importance of familial relationships over technology use.

Conclusion of Lesson Content

• The instructor checks understanding by encouraging students to practice asking and giving opinions based on discussed patterns.

Homework Assignment Overview

Assignments Based on Lesson Content

• Students are tasked with providing their opinions based on a paragraph read aloud during class. This includes reflecting on topics such as the importance of trees and obeying elders.

This structured approach ensures that learners grasp both how to ask for and give opinions effectively while engaging in meaningful dialogue within their educational environment.