ESL CONNECT

Opinions, Agreeing & Disagreeing

A B1 ESL CONNECT lesson on opinions, agreeing and disagreeing, helping learners give reasons, respond politely and develop spoken interaction.

Section 1
Stage 1 — Warm-up
Sharing opinions in English
5 minutes · Discussion & context setting
Stage 1 · Warm-up

Step into a real public debate

Explore how English speakers share strong opinions, soften disagreement, and respond respectfully in a formal town council meeting.

B1 discussion skills Formal speaking Role-play scenario

Discuss with your partner:

1. Is it easy to disagree with someone in English? What makes it difficult?

2. What's the difference between saying "You're wrong" and "I'm not sure I agree"? Why does it matter?

3. In your culture, is it normal to disagree openly? How is this different in English-speaking countries?

Lesson focus

  • express opinions clearly
  • agree and disagree politely
  • use formal debate language
  • move across the full opinion scale
Teacher note: Highlight the spectrum from strong agreement to strong disagreement. English speakers often soften disagreement with hedging language. Write on the board: "Strongly agree → Partially agree → Not sure → Partially disagree → Strongly disagree".

Today's scenario — a planning meeting at Horizon City Council:

The council is deciding whether to build a new shopping centre in the town centre. Two council members have very different views. They must discuss the proposal and share their opinions respectfully in a public meeting.

Strongly agree
Partially agree
Not sure
Partially disagree
Strongly disagree

You'll use language from across this whole spectrum during the role play.

Debate format Formal register Genuine disagreement
5 min
Stage 2 — Vocabulary
Key opinion vocabulary
10 minutes · Gap-fill exercise
Click a word from the box, then click a blank to fill it. Hover over a word to see its definition.
perspective
valid
concern
convincing
oppose
neutral
viewpoint
evidence

Complete the sentences with the correct word from the box.

From my , building the shopping centre will create hundreds of jobs.

That is a point — I agree that traffic could be a problem.

My main is the impact on small local shops in the town centre.

I don't find that argument — the data shows footfall is already declining.

Many residents strongly the development because of noise and construction disruption.

As the chairperson, I try to remain and consider all sides of the argument.

I respect your , but I see the situation quite differently.

Do you have any to support that claim? What does the data say?

10 min
Stage 3 — Functional language
Phrases for opinions, agreeing & disagreeing
8 minutes · Study & practise

Asking for someone's opinion

What's your view on this?
How do you feel about the proposal?
What do you think about...?
I'd be interested to hear your perspective on...

Giving your opinion

In my opinion, the main benefit is...
From my perspective, I think...
I strongly believe that...
As far as I'm concerned...

Agreeing

I completely agree with you.
That's a very valid point.
Absolutely — I think you're right.
I couldn't agree more.

Partially agreeing

I see what you mean, but...
You have a point, although I think...
I agree up to a point, however...
That's true to some extent, but...

Disagreeing politely

I'm not sure I agree with that.
I take your point, but I see it differently.
I'm afraid I can't agree with that.
With respect, I think that's overlooking...
The key to polite disagreement in English is to acknowledge the other person's view before you challenge it. Phrases like "I see what you mean, but..." and "You have a point, although..." do this naturally.
8 min
Stage 4 — Question forms
Opinion & discussion question forms drill
10 minutes · Multiple choice quiz
10 min
Stage 5 — Role play
The shopping centre debate
12 minutes · Pair work
How to use: Student A supports the shopping centre. Student B opposes it. Each person must ask for the other's opinion, give their own views, and agree or disagree using phrases from Stage 3. Try to use language from across the full scale.
Student A — Councillor in favour

You support the shopping centre. Your arguments: it creates 300 jobs, brings investment, and will stop people shopping online. You're open to hearing concerns but you believe the evidence is on your side.

Student B — Councillor against

You oppose the shopping centre. Your arguments: it will damage small businesses, cause traffic problems, and harm the town's character. You prefer investing in the existing high street.

Debate topics — cover all four points

Point 1 — Jobs and the economy

Does the project create real long-term jobs, or mainly low-paid part-time work?

Point 2 — Impact on small businesses

Will independent traders survive, or will they be driven out by big chains?

Point 3 — Traffic and infrastructure

Can the town's roads cope with the increase in visitors?

Point 4 — Community identity

Will the development change the character of the town for better or worse?

Student A — In favour
[Open the discussion. Welcome everyone. Introduce the topic: the council is considering building a new shopping centre. Ask Student B for their initial view. Use: 'I'd be interested to hear your perspective on this proposal.']
Student B — Against
Thank you. I have to say I have serious concerns about this development. My main worry is the effect it will have on small, independent shops in the town centre.
Student A — In favour
[Acknowledge their concern. Partially agree — yes, some small shops may struggle. But give your opinion: the benefits outweigh the risks. Use: 'I see what you mean, but...']
Student B — Against
I take your point about jobs. But where is the evidence that these will be long-term, well-paid jobs? I've seen studies suggesting most retail jobs are part-time and low wage.
Student A — In favour
[Respond to the evidence point. You believe the data shows economic growth in similar projects elsewhere. Use: 'From my perspective...' or 'As far as I'm concerned...' Invite their view on the traffic issue.]
Student B — Against
Traffic is another major concern for me. The town centre roads are already at capacity. How do you feel about the impact of thousands more visitors every week?
Student A — In favour
[This is a valid point — agree partially. Say the developers have committed to a new park-and-ride scheme. Use: 'That's a valid point, although...' Ask if that changes their view at all.]
Student B — Against
I'm afraid it doesn't change my view significantly. With respect, I think a park-and-ride is a sticking plaster, not a real solution.
Student A — In favour
[Disagree politely but firmly. State that you believe the long-term economic benefits are clear and ask: what alternative does Student B propose? Use: 'I take your point, but I see it differently...']
Student B — Against
My alternative would be to invest in improving the existing high street — better transport links, lower business rates for independent traders, and a community market.
Student A — In favour
[React positively to this idea. Say it is a constructive suggestion and you agree it has merit. Ask what their strongest argument against the shopping centre is, overall. Use: 'I couldn't agree more that... however...']
Student B — Against
My strongest argument is community identity. This town has a unique character, and I believe a large shopping centre would destroy that. I'd like to know — do you share that concern at all?
Student A — In favour
[Give an honest, balanced final response. Acknowledge the community identity point — it is valid. Disagree that the development necessarily destroys character. Try to find common ground. Use any agreeing/disagreeing phrase from Stage 3.]

Swap sides and argue the opposite!

Now Student A argues against the development, and Student B argues in favour. This is great practice because it forces you to use different opinion language and challenges your vocabulary.

12 min
Stage 6 — Summary
Lesson complete!
5 minutes · Review & feedback

Today's lesson

Opinions, Agreeing & Disagreeing

B1 level · ~40 minutes

What you practised today:

8 key vocabulary words for discussions and debates
Functional phrases for 5 functions: asking opinions, giving opinions, agreeing, partially agreeing, and disagreeing politely
6 question form exercises (hedged disagreement, indirect questions, idiomatic agreement, opinion phrases)
A structured debate role play covering 4 real discussion points, with a role-swap extension

Homework ideas:

1. Write a short opinion paragraph (80–100 words): 'Do you think social media has more benefits or drawbacks?' Use at least 3 functional phrases from this lesson.
2. Read a letter to the editor in an English newspaper. Identify phrases the writer uses to express opinions and disagree with others.
3. With a partner, debate one of these topics using today's language: 'Cars should be banned from city centres' / 'University should be free for everyone'.
Great work today! Confident speakers aren't those who never disagree — they're those who disagree respectfully, support their views with reasons, and listen to others.