Lesson 3.

Title Beaver Lovers

Level Level 3: Lifestyle

Lesson Lesson 7
Summary

Teacher’s Guide
Objectives Speaking/Listening:
1. Giving Opinions
2. Expressing Agreement and Disagreement

Culture:
Speaking in Pictures

Target Vocabulary Opinion

opinion, give an opinion, express an opinion, share an opinion, ask for an
opinion, think, thought, share thoughts, view, a point of view
definitely, exactly, indeed, precisely, completely, honest

Feeling towards Music

+ beautiful, catchy, melodic, spiritual, relaxing, inspirational, motivational,
encouraging
- awful, boring, noisy, soulless, discouraging
Target Phrases
Giving Opinions

Expressing weak opinion Expressing strong opinion

1. I feel that … 1. For me, …
2. I think that… 2. In my view, ...
3. I don’t think that… 3. From my point of view, …
4. I guess/imagine … 4. In my opinion/My opinion is …
5. It seems to me that … 5. To be honest/In my honest opinion, …
6. It would seem to me that … 6. I’m sure that …
7. I could be wrong, but … 7. I’m pretty sure that …
8. I’m no expert (on this), but … 8. I’m positive that …
9. Correct me if I’m wrong, but … 9. I believe that …
10. It seems clear to me that …
11. As far as I'm concerned, …
12. Frankly, …

Expressing Agreement
● Absolutely!
● Definitely!
● Exactly!
● Me too!

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 ● That’s right
● I see exactly what you mean!
● You're making a good point.
● I’m of the same opinion.
● I couldn’t agree more!
● I totally agree!
● Yes, I agree!

Expressing Disagreement
● I’m afraid that I can’t agree with you.
● I’m sorry, but I disagree with you.
● I’m of the different opinion.
● I’m not sure about that.
● I can’t agree with this.
● I don’t think so.
Expressing Partial Agreement
● I agree up to a point, but ...
● I see your point, but ...
● That’s partly true, but ...
● I'm not quite sure about that.
● I agree with you in principle, but

Required Materials
1. InterActBook
2. Music Track – WARM-UP (All My Loving) & TRY 1 (Home) & APPLY1 (Red)
3. Lyrics for every student (Home) – TRY 1
4. Question Stripes – APPLY 2

Time Class 1 Material

Warm-Up 15 INTRODUCE TODAY’S LEARNING OBJECTIVES “All My
min Loving”
1. Tell students that today’s activities will help them not Track
only boost their listening skill but also practice giving
opinions.
2. Hand them a sheet of paper.
3. Play the audio clip of the track “All My Loving by The
Beatles”, and let them listen to the song twice.
4. While they are listening to the track, let them write some
words that they catch down on the sheet of paper
5. Ask them :
● Do you like the song? How do you feel after
listening to it?
● In your opinion, how does the singer feel?
● From your point of view, what are the lyrics all
about?

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 6. Explain to them that opinion is neither right nor wrong.
So, feel free to express your opinion.

Learn 1 40 Giving Opinions InterActBook

min
● Let students share any words that come into their
mind when talking about “opinion”.
● Ask them
✓ When do we give opinions?
✓ Why do giving opinions important?

Opinions are the mark of human thoughts, feelings, and beliefs

about someone or something. Ideally, opinions are formed by
each individual as the product of their own thought, with
influence coming from experience and interaction with others.
It’s not necessarily based on fact or knowledge. So there’s
nothing right or wrong!

Especially, in a workplace, voicing opinions in a professional

manner can encourage the profile of an employee, increase
respect, and improve the performance of a company. Leaders
who are open to all opinions have employees who are more
engaged and productive.

So, how can we give opinions?

1. Teach students how to give weak and strong opinions in

InterActBook.

2. Next, follow the easy steps of how to voice your opinion,

including
2.1 Giving an opinion
2.2 Giving a reason
Transition when providing reasons: first, to begin with,
because, the reason is, more importantly, lastly.
2.3 Giving an example
Transition when providing examples: for instance, such as,
like, for example, in fact.

3 Let them practice giving opinions step-by-step from the

questions, as follows
✓ From your opinion, who do you think is the

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 best singer in the world today?
✓ Is music from the past better than music today?

4 Afterward, let them give opinion through songs that are

related to the message in the lyrics. Learning through
songs is an easy way to make students feel free that his or
her opinion is acceptable and not been judged by others.

● Listen to the track “All My Loving” by “The Beatles”

● Ask students the following questions to share what
they think.

Example
1. Do you like the song?
Yes, I do, it’s so romantic.
Frankly, it’s kind of boring.

2. For you, what do you think about the song?

For me, I love this song because I’m a big fan of the oldies
like The La’s, The Beach Boy, and definitely The Beatles.
It seems like the melody is too old. I’m for hip-hop.
3. Can you guess what the lyrics are all about?
I think it’s all about a long-distance relationship. And
distance doesn’t matter to them.
I don’t think it’s all about a long-distance relationship. I
guess that he enjoys his daydream about his girl.

Try 1 30 What's Your Opinion?

min This effective activity helps students express their opinion “Home” Track
about anything more conversationally.
1. Let the students listen to the track “Home by Michael Lyrics– Home
(Handout)
Bublé”.
2. Hand them the lyrics. And let them listen to the track for InterActBook
the second time.
3. Facilitate them to give an opinion by discussing the song
with each other, using the questions in InterActBook.

Culture 5 min Speaking in Picture

Have you ever listened to the song whose lyrics are hard to InterActBook
understand? Plenty of words and phrases in many lyrics aren’t
with their basic meaning but with a more imaginative meaning.
It’s called a figurative language.

To make things clearer, figurative language is whenever you

describe something by comparing it with something else, which
describe things in order to create interesting images in people’s

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 mind.

Example
Busy as a bee.
She is the apple of my eye.
The young athlete looked as strong as an ox.

Apply 1 30 Behind the Lyrics “Red” Track

min This activity helps students understand the hidden message
found in the lyrics. At the same time, they can also practice giving InterActBook
an opinion about the song.

● Let the students listen to the track “Red by Taylor Swift”.

The lyrics are in their InterActBook.
● Give an example of figurative language found in the lyrics.

Example
“Loving him is like driving a new Maserati down a dead-end
street, faster than the wind, passionate as sin, ending so
suddenly.”

● Facilitate them to give an opinion by discussing the song

with each other:

1. What are your thoughts on the song?

2. How many colors are mentioned in the lyrics?
3. What do you think each of them represents?
4. Personally, do you agree or disagree with that? Why?
5. Apart from the colors, in the lyrics, which words or
phrases are also considered as figurative language?

Learn 2 30 Expressing Agreement and Disagreement InterActBook

min
In daily conversation, people often exchange their opinions
about something such as meeting in your office or even the family
discussion. Since people are different, it means that they possibly
have the same thought or belief, and, the different ones.

During any discussion activities, here are some helpful

expressions for expressing agreement, disagreement or partial
Agreement.

● Let students discuss the following questions that enable

them to share their opinions, as well as, encourage them
to express their agreement and disagreement, as follow
✓ What are your thoughts on Thai music
nowadays?
✓ Do you agree or disagree with your friends?

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 ● Once finished, take the students through the way of
expressing agreement, disagreement and partial
agreement, as below

Expressing Agreement
● Absolutely!
● Definitely!
● Exactly!
● Me too!
● That’s right
● I see exactly what you mean!
● You're making a good point.
● I’m of the same opinion.
● I couldn’t agree more!
● I totally agree!
● Yes, I agree!

Expressing Disagreement
● I’m afraid that I can’t agree with you.
● I’m sorry, but I disagree with you.
● I’m of the different opinion.
● I’m not sure about that.
● I can’t agree with this.
● I don’t think so.

Expressing Partial Agreement

● I agree up to a point, but ...
● I see your point, but ...
● That’s partly true, but ...
● I'm not quite sure about that.
● I agree with you in principle, but

Now, read the situation together and try using different

expressions that can replace the phrases underlined.

Situation 1

A: Hey! Have you heard the news of Justeen Beaver’s

marriage?
B: Are you kidding? Who’s his bride?
A: Hilda Badwind. For me, they’re the perfect match.
(Expressing Opinion)
C: I believe that they are the right match! Justeen Beaver
has just posted on his Instagram that his wife is
awesome. I couldn’t agree more (Expressing Agreement).
B: I don’t think so (Expressing Disagreement). They aren’t
made for each other. I’m for Zelena Gomad.
A: I agree up to a point (Expressing Partial Agreement), but

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 it was merely their teenage love. And it ended.

Try 2 45 Agree or Disagree! InterActBook

min This useful activity encourages students to express their
agreement, disagreement or partial agreement about the
opinions given.
1. Use InterActBook during this activity.
2. Divide the students into two groups. One who agrees,
and
another who doesn’t.
3. Start this activity by reading each opinion aloud.
4. Let one of the students in each group arguing strongly for
and one arguing against.
5. Encourage them to give reasons and examples to support
their opinion.
6. Make them aware that each opinion is neither right nor
wrong because that’s all about sharing thoughts. Opinion
is just one's viewpoint. It says what he/she expects or
understands.

Apply 2 45 Share Your Thought! Question

min This useful activity encourages students to give their opinions Stripes
more spontaneously about the topics given, as well as, to express
their agreement, disagreement or partial agreement.
1. Let the students sit in the circle.
2. Pick up one of the question strips face down on the table,
and then read it aloud.
3. Choose one of the students by random to give his or her
opinion about it.
4. Once finished, let the first student ask another student
whether he or she agrees, partly agrees or disagree with
it.
5. Afterward, let the second student choose another student
and do as the first student did.
6. Continue the activity until everyone has a chance to share
their thoughts.
7. Continue this activity until the last strip is chosen.

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