Opinions Language Skills

Overview

This 20-minute lesson is designed for Year 11 students, focusing on identifying language used for giving and sharing opinions. It aligns with the English national curriculum for England, specifically targeting key communication skills essential for spoken and written language in preparation for GCSE assessment criteria.

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National Curriculum Links

• Spoken Language (Year 11 emphasis):
  • “Articulate and justify answers, arguments and opinions.”
  • “Give well-structured descriptions, explanations and narratives for different purposes, including expressing feelings.”
• Reading (Comprehension and Analysis):
  • Understand how language can convey shades of meaning, and discuss how writers and speakers use language to influence an audience.
• Writing:
  • “Use vocabulary and grammar appropriately for effect, including persuasive techniques to convey viewpoints.”

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WALT

We Are Learning To:

• Identify and understand language used for giving and sharing opinions in various spoken and written texts.
• Use appropriate opinion language confidently when contributing to discussions.

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Success Criteria

By the end of the lesson, students will be able to:

• Spot key phrases and vocabulary for giving opinions (e.g., "I believe," "In my view," "It seems to me").
• Explain the purpose and effect of these phrases in communication.
• Use at least three different opinion phrases correctly in a group discussion.

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Resources Needed

• Handouts with short opinionated extracts (dyslexia-friendly fonts, e.g., OpenDyslexic)
• Whiteboard or flipchart
• Markers
• Sticky notes

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Lesson Structure

1. Starter Activity (5 minutes)

Objective: Activate prior knowledge and introduce opinion language.

• Present a simple controversial statement on the board (e.g., "School uniforms should be mandatory").
• Ask students to write on a sticky note a phrase they might use to share their opinion about the statement.
• Collect and read out a selection linking them to formal opinion language (highlighting key phrases).
• Quickly categorise phrases as informal, formal opinion language or neutral.

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2. Main Teaching (10 minutes)

Objective: Identify and analyse opinion language in texts.

• Provide each student with a short text/extract where opinions are clearly expressed (e.g., an excerpt from a speech, a newspaper review or letter to the editor).
• Using dyslexia-friendly handouts, students highlight phrases that give or share opinions.
• Discuss as a group: What phrases are used? Why do you think the writer/speaker chose these? How do they influence the audience?
• Teacher models how to explain the effect of opinion language with examples like, “Using ‘I strongly believe’ makes the statement sound more certain and personal.”

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3. Group Discussion / Application (5 minutes)

Objective: Practice using opinion language orally.

• Students form a small discussion group (all 4 students).
• Teacher poses a new, thought-provoking statement (e.g., "Social media does more harm than good").
• Students take turns sharing their opinions using the phrases identified earlier.
• Teacher supports with sentence starters where needed.

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Differentiation

Group	Strategies
SEN/Dyslexic learners	Dyslexia-friendly handouts & fonts; verbal explanations; use of visuals/maps to summarise key phrases.
Advanced learners	Challenge with "How would you convey the same opinion more persuasively?" or "Can you rephrase in a more formal tone?"
EAL learners	Extra support with vocabulary lists, paired talk-before-write strategy, and visual supports for phrases.

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Extension Activities

• Ask advanced learners to write a short opinion paragraph on a topic of their choice using a range of opinion phrases learned.
• Encourage students to analyse TV or radio interviews/news clips at home to identify opinion language and report back next lesson.

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Assessment

• Formative assessment through observation during group discussion – do students correctly use varied opinion language?
• Review highlighted handouts to ensure accurate identification of opinion phrases.
• Teacher feedback on verbal use of language and understanding of impact.

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Reflection and Next Steps

• End the lesson by asking students to self-assess their confidence using opinion phrases on a simple scale (1–5).
• Plan follow-up lessons on formal spoken language structures or persuasive writing, building on this foundation.

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This lesson integrates clear, scaffolded identification and use of opinion language, with built-in flexibility for learners of all abilities. It combines reading, speaking, and analytical skills expressly developed according to the national curriculum standards for Year 11.