Here’s another of our vocab videos from our TikTok channel, this time we’re looking at 5 ways to agree with somebody. If you enjoy this video, come join us on TikTok!
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This is a powerpoint designed for use with exam classes to encourage students to complete pair-work in English and thus develop the language of negotiating, agreeing and collaborating. Download it below:
You can use this resource in a number of ways; you can project the slide onto the board for students to refer to while completing pair-work. Alternatively, you could print the main slide out, laminate it and distribute one copy to each pair for the duration of the class. Each pair could then be given a board pen in order to keep track of how many of the expressions they have used during the class, the pair who use the most could then be awarded a prize at the end of the class.
|Asking for Opinion||Giving opinion||Agreeing||Disagreeing|
|•What do you think about number X?
•What about number X?
•Let’s move on to number X.
•Shall we do number X now?
|•I think /reckon…
•It could / might / may be…
•It can’t be…
•It must be…
•Number (2) is (A), isn’t it?
•It’s definitely not (B).
•I’m absolutely certain it’s (C)
•I have no idea
•I haven’t got a clue.
•Sounds good to me.
•I think you’re right.
•I’m with you on this one.
•I couldn’t agree more.
•You’re absolutely right.
•You’ve hit the nail on the head!
|•I’m not so sure.
•That doesn’t sound right to me.
•Are you sure??
•Are you kidding?
•You must be joking!
•You can’t be serious!
•I take your point but…
•Don’t be silly!
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This is a speaking lesson plan designed for teenagers that focuses on various exponents of suggesting, offering, agreeing and disagreeing. The main aim of the lesson is for students to improve their collaborative speaking skills, it will work well as preparation for FCE/CAE speaking exams. You will need the powerpoint and teacher’s notes below:
Get Organised!! – Powerpoint
The class is loosely based on Willis’s Task Based Learning in that students are given the opportunity to repeatedly practice a similar task and hopefully internalise some useful exponents for collaborative speaking.
Put students into groups of 3, it would also work with pairs but 3s are ideal. The idea is that groups perform the tasks separately and afterwards compare their decisions in a mini-presentation.
Show the 2nd slide of the power point. Clear up any doubts about the different exponents on the left.Then have students perform the task in their groups, encourage them to use a range of expressions and to be imaginative. Monitor and board any vocabulary they need, or any issues they have with the form or pronunciation of the exponents. Groups then feed back in open class.
Note: This is a good opportunity to teach the difference between “will” for decisions in the moment of speaking and “be going to” for a future intention. Students will discuss the different options using will:
“We’ll have the party on Friday so we can stay up late.”
“Yeah, that’s a good idea.”
Then when the time comes to present their decisions to class they will change to “be going to.”
“We’re going to have the party on Friday so we can stay up late.”
Then students go back to their groups and repeat with the next task but trying to bear any corrections you boarded during the first task in mind. Again groups feed back in open class and compare and contrast their ideas.
For the remainder of the tasks on the powerpoint the exponents are hidden initially but can be shown with a click of the mouse or the right arrow key. They idea is that you gradually phase out having the exponents on the board in the hope that they continue to use them from memory.
Students could write an FCE/CAE style report on one of the events they have organised. It could either be a report after the fact stating the strengths and weaknesses of the event or a proposal for a future event putting forward different ideas and making recommendations.