Identify and use expressions for asking for opinions in both formal and informal contexts (e.g., classroom debates, everyday conversations).

Correctly select phrases such as "What do you think about…?" (informal) or "What is your view on…?" (formal) depending on the situation.

Give personal opinions clearly and coherently using a range of appropriate expressions.

Produce well-formed opinion statements using phrases like "In my opinion…", "I believe that…", "From my point of view…" with clarity and confidence.

Distinguish between strong and tentative opinions and use the appropriate expressions for each level of certainty.

Use strong opinion markers (e.g., "I strongly believe…") versus tentative markers (e.g., "I tend to think…", "It seems to me that…") correctly and purposefully.

Agree and disagree politely using softening strategies and respectful language.

Express agreement (e.g., "I completely agree with you because…") and polite disagreement (e.g., "I see your point, but…", "I'm afraid I disagree…") without being rude or abrupt.

Construct well-supported opinions using the structured three-part model.

Build a complete opinion statement following the Opinion → Reason → Example structure to make arguments convincing and organized.

Adapt language register (formal or informal) to match the communicative situation.

Recognize when a formal register is needed (e.g., academic writing, formal discussion) versus an informal one (e.g., talking with friends), and switch between them appropriately.

Recognize and correct common grammatical errors in opinion expressions.

Identify and fix frequent mistakes such as ❌ "I am agree" → ✅ "I agree", and ❌ "According to me" → ✅ "In my opinion" / "As far as I am concerned".

Being able to express and exchange opinions is one of the most frequently used communicative functions in everyday English — in discussions, debates, essays, and interviews.

Opinion expressions appear directly in the oral interaction and written production sections of the Moroccan Baccalaureate English exam. Mastering this function directly improves your score.

Many students at this level produce grammatically incorrect opinion phrases. Achieving these objectives means eliminating those errors and using English with greater precision and confidence.

Every English sentence must have a subject and a verb that match in number. Example: She thinks (not She think); They believe (not They believes).

A simple sentence expresses one complete idea: 'Technology helps students learn.' A compound sentence joins two ideas with a coordinating conjunction (and, but, so, or): 'Technology is useful, but it can be distracting.'

• Present Simple: used to state general opinions and facts — 'I think education is important.'
• Past Simple: used to refer to past experiences that support an opinion — 'I visited a recycling centre and it changed my view on the environment.'

Opinion language is always linked to a topic. Being familiar with key vocabulary from common themes allows students to express ideas clearly and confidently.

• Education: school, exam, teacher, learning, curriculum, grade
• Environment: pollution, recycling, climate, nature, energy, waste
• Technology: internet, device, social media, innovation, screen, digital
• Culture: tradition, identity, heritage, art, music, language
• Family: relationship, values, generation, responsibility, upbringing

Expressing likes and dislikes is the simplest form of personal opinion. Students already know these patterns and can use them as a bridge to more sophisticated opinion language.

• 'I like reading because it improves my vocabulary.'
• 'I enjoy spending time outdoors.'
• 'I don't like wasting time on social media.'
• 'I hate it when people are impolite.'

'I like X because Y' directly prepares students for 'I think X is important because Y' — the structure is the same; only the register and verb change.

Students are already familiar with the most direct responses in a conversation:

• Agreement: 'I agree.', 'Yes, I do.', 'That's right.', 'Exactly!'
• Disagreement: 'I disagree.', 'No, I don't.', 'I don't think so.'

These simple responses are the building blocks of the more nuanced agreement and disagreement strategies that will be studied in this unit (polite disagreement, partial agreement, hedging).

Students should already understand that the way we speak changes depending on the situation. Talking to a friend is different from speaking to a teacher or writing an essay.

• Informal (friend): 'I totally hate exams!'
• Formal (classroom/essay): 'I believe that examinations place excessive pressure on students.'

This awareness of register is essential before learning the formal and informal opinion expressions introduced in this unit. Choosing the wrong register can sound rude or inappropriate.

Used to give a reason that directly explains or causes the opinion: 'I think technology is helpful because it saves time.'

Used to introduce a result or consequence: 'Technology saves time, so students can focus on other things.'

These two connectors are the foundation for justifying opinions. In this unit, students will expand this skill with additional discourse markers (therefore, however, although, moreover) to build fully supported opinions.