Quick Guide
- Keywords: Speaking fluency, structured speaking, three-step format, EFL learners
- Learner English level: Intermediate and above
- Learner maturity: University (1st- and 2nd-year students)
- Preparation time: 20 minutes
- Activity time: 10-12 minutes per lesson (four sessions + one interview test)
- Materials: Slides or whiteboard, list of discussion questions (Appendix A)
Expressing opinions with clear support can be challenging for many EFL learners. Providing a simple structure helps build confidence and fluency. This speaking activity introduces a simple, three-step format: state an opinion, give a reason, and add details or examples. Students practice this method over four lessons, followed by a short, one-on-one interview-style test in the fifth session.
Preparation
Step 1: Generate discussion questions based on class topics for four upcoming classes. For example, for the topic Happiness, the question “Some people say it is important to learn how to be happy. What do you think?” should invite some different opinions. Prepare four questions on the class theme each session, for a total of 16, to match the learners’ levels and contexts (see Appendix A for more examples).
Step 2: Prepare a slide or write the following three-step format on the board.
Please state your opinion clearly.
Provide one or two reasons for your opinion.
Add specific details or personal experiences as examples.
Procedure
Step 1: Explain that, over the next four classes, students will practice a structured speaking format to build fluency and that in the fifth session they will use this format to take an individual interview test, answering two previously-practiced questions and one new question on a familiar class topic.
Step 2: Show students the three-step format and explain the three key things to remember when expressing an opinion.
Step 3: Show one discussion question on the board.
Step 4: Model a full sample response to the question. For example, for the question, “Some people say money is the key to happiness. What do you think?”, you could answer, “I don’t think money is the key to happiness. It’s important for living, but it doesn’t always make people happy. For example, even rich people can feel lonely, while others feel happy just spending time with family.”
Step 5: Elicit some useful language for expressing opinions (e.g., “In my opinion…,” “I think that …”) (see Appendix B for examples).
Step 6: Use a new question to elicit opinions from the class, highlighting key opinion expressions and the three-step format.
Step 7: Show all four questions of the day on the board.
Step 8: Have students work in pairs or mingle, asking and answering the four questions. Encourage them to respond in full sentences and elaborate on their ideas.
Step 9: Circulate around the room to provide support.
Step 10: Ask the whole class one of the questions, invite volunteers to respond, and give feedback.
Step 11: Repeat this cycle for four class sessions, using a different set of four questions each time.
Step 12: In the fifth session, conduct a one-on-one interview test following the three-step format practiced in class. Ask each student two practiced questions and one new question on a familiar topic. Keep the exchange one-way: ask the question, listen to the full response, and respond only with brief back-channeling (e.g., “I see,” “Uh-huh”). During interviews, have the rest of the students do self-study or online work.
Conclusion
This structured activity helps foster logical expression, reduces anxiety, and encourages active participation. The interview test at the end reinforces commitment and gives students a sense of achievement.
Appendices
The appendices are available below:
