opinion essay upper intermediate

WRITING AN OPINION ESSAY – TIPS, STRUCTURE, EXAMPLES, EXERCISES

• Explanation
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Writing an opinion essay – Tips, structure, examples, exercises

Check the ‘explanation’ tab above before doing these exercises. choose the correct option to complete each gap..

• b. Although
• b. Because of
• b. because of
• b. in order to

Check the ‘Explanation’ tab above before doing these exercises. Complete each gap with one word from the box below.

Writing an opinion essay

Plan your ideas.

• Fact 1: their careers usually end in their 30’s.
• Fact 2: sometimes, they are even shorter because of injuries.
• Fact 1: Constantly followed by journalists and fans.
• Fact 2: Now, everyone uses their phones to take photos and publish them.

Organise your text

• Introduction
• Arguments or reasons that support your view.

Introduction. Paragraph 1

Arguments. paragraph 2, adding more points or ideas.

• In addition, …

Giving your opinion

• In my opinion, …
• In my view, …
• I think/feel that …
• I (truly) believe that …
• I am convinced that …
• I agree that …
• I disagree with/about …

Introducing examples

• For example, …
• For instance, …

Expressing contrast, purpose and reason

• Contrast: although, however, despite, etc.
• Purpose: to, in order to, so that, etc.
• Reason: because (of), since, due to, etc.

Introducing your conclusion

• In conclusion, …
• To sum up, …

Related Tests

A for and against essay – a balanced essay

Opinion essay – agree or disagree with a statement

Search form

A for and against essay about the internet.

Look at the essay and do the exercises to improve your writing skills.

Instructions

Do the preparation exercise first. Then read the text and do the other exercises.

Preparation

Check your writing: grouping - ideas

Check your writing: gap fill - useful phrases, worksheets and downloads.

What's your opinion? Do you think the internet is bad for young people?

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20 English Essay Topics/Questions | B2 First (FCE)

The language of an English essay should be formal . Also, make sure that you justify all your ideas and that you use appropriate connectors to link your sentences and paragraphs .

How to write B2 First (FCE) essay?

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B2 First (FCE) Essay: Example Topics / Questions

Below is a sample list of academic essay writing topics/tasks for B2-level (intermediate) students. You can use them to practice writing English essays or to prepare for the Cambridge B2 First (FCE) exam

B2 - Essay Topic / Question 1 | First (FCE)

You have watched a documentary about young children in poor areas who leave school to work. Your English teacher has asked you to write an essay.

Write an essay using all the notes and give reasons for your point of view.

Teenagers are dropping out of school to find a job. How can we help them to continue their education?

Write about:

• family problems
• financial difficulties
• …………… (your own idea)

B2 - Essay Topic / Question 2 | First (FCE)

In your social studies course, you have watched a documentary on the potential effects of too much pollution on the air quality of city centres. Your professor has assigned you an essay to write.

Keeping the air quality in city centres at healthy levels for their residents is a concern for many places. How can we solve the problem of pollution in city centres?

• automobiles
• ………………  (your own idea)

B2 - Essay Topic / Question 3 | First (FCE)

In your education class, you have listened to a lecture on the importance of teaching foreign languages in school. Your teacher has asked you to write an essay.

Learning a foreign language helps students develop a set of important skills. Why should foreign languages be taught in schools?

• new cultures
•  employment
• …………. (your own idea)

B2 - Essay Topic / Question 4 | First (FCE)

You have listened to a radio programme about the problem of widespread starvation in many parts of Africa. Your English teacher has asked you to write an essay.

In many parts of Africa, people are dying of starvation and lack of freshwater. Can these problems be solved?

• lack of organised farming
• …….. …….. (your own idea)

B2 - Essay Topic / Question 5 | First (FCE)

You have watched a video on a non-profit organisation working to stop the use of animals for testing medicines used by human beings. Now, your professor has asked you to write an essay.

Testing on animals is a standard in scientific research. What is the best way to deal with this problem?

• animals suffer
• outdated form of research
• …… ……..  (your own idea)

Get Your (FCE) Essay Checked!

B2 - essay topic / question 6 | first (fce).

You have listened to a radio programme about deforestation, the cutting down of trees in many wild areas around the world. Now, your English teacher has asked you to write an essay.

Many forests around the world are being destroyed for agricultural, commercial, or housing use without allowing time for the forests to regenerate themselves. What can be done to improve the situation?

• what contributes to the greenhouse effect
• ………. (your own idea)

B2 - Essay Topic / Question 7 | First (FCE)

In your English class, you have been talking about endangered species, animals or plants that will likely become extinct. Your English teacher has asked you to write an essay.

Around the world, many wildlife species are in danger of extinction. How can we protect endangered animals?

• hunting wild animals
• ………..  (your own idea)

B2 - Essay Topic / Question 8 | First (FCE)

You have watched a Youtube video about the problem of computer game addiction in children. Your English teacher has asked you to write an essay.

More and more young people spend most of their time playing computer games. How can we help children to overcome this addiction?

• bad grades at school
• no social life
• ………… (your own idea)

B2 - Essay Topic / Question 9 | First (FCE)

You have listened to a radio programme about the impact of smoking on people’s health. Now, your English teacher has asked you to write an essay.

Smoking is responsible for many health problems throughout the world. Do you think it should be made illegal?

• lung cancer
•  passive smoking
• ……………… (your own idea)

FCE, CAE, CPE

More than practice tests, b2 - essay topic / question 10 | first (fce).

In your English class, you have been talking about the problem of obesity in young people. Now your English teacher has asked you to write an essay.

In Europe and the USA a lot of young people have an obesity problem. What can be done to solve this problem?

• (your own idea)

B2 - Essay Topic / Question 11 | First (FCE)

Has technology made a positive contribution to sport today?

• The use of technology to improve performance
• The use of technology in refereeing decisions

B2 - Essay Topic / Question 12 | First (FCE)

It is better to work at home than in an office. Do you agree?

• Contact with people
• Working hours

B2 - Essay Topic / Question 13 | First (FCE)

Life is harder for young people now than in the past. Do you agree?

B2 - Essay Topic / Question 14 | First (FCE)

Is it better to go shopping in small local businesses or large out-of-town shopping centres?

• Where things are cheaper
• Where service is better

B2 - Essay Topic / Question 15 | First (FCE)

Is it better to spend a summer holiday in the countryside or on the coast?

• Leisure options

B2 - Essay Topic / Question 16 | First (FCE)

Your teacher has asked you to write your response to the following statement taken from a recent newspaper article:

Do you agree that community service works better than fines?

• effort and time
• lesson learned
• ………………(your own idea)

B2 - Essay Topic / Question 17 | First (FCE)

Is it true that we help the environment when we plant a tree?

• clear the air
•  ………….( your own idea)

B2 - Essay Topic / Question 18 | First (FCE)

Nowadays children are suffering from obesity, that was once considered to be meant for adults only. What are its causes and what solutions can be offered?

• busy lifestyle

B2 - Essay Topic / Question 19 | First (FCE)

Is it better to be the oldest or the youngest in a family?

• role of older sibling

B2 - Essay Topic / Question 20 | First (FCE)

Modern lifestyles can seriously endanger our health.

Do you agree?

• physical activity
• …….. (your own choice)

B2 First (FCE) Essay: Download (PDF)

Download B2 First (FCE) Essay: Topics (PDF)

Practice Tests Online

B2 first (fce) essay: assessement criteria.

Your essay will be assessed according to these four criteria:

What is your level of English?

▶️ Common English Idioms - Download NOW!

Giving Opinions

This is just my opinion, but...

This page lists useful expressions for the language function of giving opinions .

• I (really) think that …
• I believe (that) …
• I’m sure that …
• In my opinion / My opinion is …

Pre-intermediate

• I agree with …
• I feel that …
• I guess/imagine …
• I have no doubt that / I’m certain that …
• I strongly believe that …
• I’ve never really thought about this before, but …
• My personal opinion is that / Personally, my opinion is that …
• To be honest / In my honest opinion, …

Intermediate

• As far as I know, …
• I agree with the opinion of …
• I could be wrong, but …
• I’d definitely say that …
• I’d guess/imagine that …
• I’d say that …
• I’m absolutely certain that …
• I’m fairly confident that …
• I’m no expert (on this), but …
• I’m positive that …
• I’m pretty sure that …
• It seems to me that …
• It’s a complicated/difficult issue, but …
• My (point of) view (on this) is …
• Obviously, …
• Some people may disagree with me, but …
• This is just my opinion, but …
• Without a doubt, …
• You probably won’t agree, but …

Upper-intermediate

• After much thought, …
• After weighing up both sides of the argument, …
• Although I can see both points of view / Although I can understand the opposite point of view, …
• As I see it, ...
• Correct me if I’m wrong, but …
• For me/ From my point of view, …
• I am not very familiar with this topic, but …
• I do believe/ feel/think …
• I have come to the conclusion that …
• I might change my mind later, but …
• I reckon/suppose …
• I tend to think that …
• I’m not sure I’m the right person to ask, but / I have very limited experience of this, but …
• I’m pretty confident that …
• I’ve always thought that …
• If you ask me, …
• I'm (absolutely) convinced that …
• In my humble opinion / IMHO, …
• It could be said that …
• It seems clear to me that …
• It would seem to me that …
• My initial reaction is …
• Not everyone will/would agree with me, but …
• Personally speaking / Speaking for myself, …
• The way I see it (is) …
• To be (perfectly) frank, …
• To the best of my knowledge, …
• What I think is …
• You could say …
• After giving this matter some (serious) thought, …
• As far as I'm concerned, …
• As the old saying goes, …
• Having given this question due consideration, …
• I am of the opinion that …
• I can’t help thinking that …
• I know this is a minority view, but / I’m in the minority in thinking that …
• I tend towards the opinion that …
• I think it’s fair/reasonable to say …
• I’ll tell you what I think, …
• I’m entirely/quite convinced that …
• I’ve come the conclusion that …
• If I must come up with an opinion / If you (really) want my opinion, …
• In my limited experience, …
• It could/might well be that …
• Know what I think? …
• My opinion was best expressed by … when s/he said/wrote …
• My view/position on this (issue) (is clear and) is that …
• Off the top of my head, …
• Quite frankly, …
• There is a part of me that says …
• This may well be controversial, but …
• To my mind / To my way of thinking, ...
• To summarise my (rather complex) views on the matter, …
• What I always say is …
• With some reservations, …
• Without a shred/shadow of doubt, …
• You’d have to be crazy not to agree that / Any idiot can see that …

Are you a learner at B2 English level (upper intermediate) ? This section offers reading practice to help you understand texts with a wide vocabulary where you may need to consider the writer's opinion. Texts include articles, reports, messages, short stories and reviews.

Each lesson has a preparation task, a reading text and two tasks to check your understanding and to practise a variety of reading skills. Make a start today.

Choose a reading lesson

A Plastic Ocean: a film review

Read a review of the film 'A Plastic Ocean' to practise and improve your reading skills.

• Read more about A Plastic Ocean: a film review
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A short story extract

Read a section from a short story to practise and improve your reading skills.

• Read more about A short story extract

An email from a friend

Read an email from a friend you haven't heard from for a long time to practise and improve your reading skills.

• Read more about An email from a friend

Read a scientific article about asteroids to practise and improve your reading skills.

• Read more about Asteroids

Cultural expectations and leadership

Read an article about the different cultural expectations of a leader to practise and improve your reading skills.

• Read more about Cultural expectations and leadership

Instant messages

Read a conversation by instant messages to practise and improve your reading skills.

• Read more about Instant messages

Millennials in the workplace

Read a report on millennials in the workplace to practise and improve your reading skills.

• Read more about Millennials in the workplace

Star Wars and the hero myth

Read about how the film Star Wars follows a pattern found in myths to practise and improve your reading skills.

• Read more about Star Wars and the hero myth

The Buy Nothing movement

Read about the Buy Nothing movement and answer the questions to practise and improve your reading skills.

• Read more about The Buy Nothing movement

The sharing economy

Read about the sharing economy to practise and improve your reading skills.

• Read more about The sharing economy

Why bridges collapse

Read a civil engineering article about why bridges fall to practise and improve your reading skills.

• Read more about Why bridges collapse

Work–life balance

Read what four people have to say about their working hours to practise and improve your reading skills.

• Read more about Work–life balance

Learn to read English with confidence

Our online English classes feature lots of useful learning materials and activities to help you develop your reading skills with confidence in a safe and inclusive learning environment.

Practise reading with your classmates in live group classes, get reading support from a personal tutor in one-to-one lessons or practise reading by yourself at your own speed with a self-study course.

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Classroom Q&A

With larry ferlazzo.

In this EdWeek blog, an experiment in knowledge-gathering, Ferlazzo will address readers’ questions on classroom management, ELL instruction, lesson planning, and other issues facing teachers. Send your questions to [email protected]. Read more from this blog.

How to Use AI Tools to Support English-Language Learners

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I have shared many columns about how teachers might want to consider—and how they might not want to consider—using artificial intelligence in the classroom.

You can see many of those previous posts here . You can also see many more ed.-related resources here , including two animated videos about AI in education that Katie Hull and I did with Education Week.

Today’s post focuses on using artificial intelligence with English-language learners (as did a previous one ).

Few teachers have had more experience applying AI tools with ELLs than Svetlana Kandybovich, and she agreed to contribute to today’s post. Svetlana includes links to free AI tools she has created for teachers to use with students.

Opportunity or Remix?

Svetlana Kandybovich is a teacher, teacher trainer, and materials writer with more than 20 years of international ELT (English-Language Teaching ) experience. She shares her insights on teaching, learning, and professional development with fellow educators and teacher trainers through her blog, ELTcation .

Do GenAI-powered tools offer new opportunities for language teaching and learning, or are they simply old school concepts remixed with AI technology?

The ease of creating GenAI-powered tools has led to an “AI rush” among edupreneurs, offering various tools promising to revolutionize language learning by making it more engaging, personalized, adaptive, and inclusive. However, as with any other new or emerging technology, without proper integration into our practices to ensure it truly adds value to learning, this potentially powerful technology might just end up being wasted.

What Makes GenAI Effective?

A tool is effective when it adds value to learning. Following the SAMR approach , the impact of a new tool is higher when it transforms learning by redesigning or redefining the pedagogy and introduces new possibilities that were previously unimaginable. Put simply, a tool is most valuable when it is indispensable and helps teachers create a better learning environment than any other methods or tools available.

When used effectively, every tool has the potential to improve learning and learning outcomes, but it’s the teacher’s consistent and principled approach that truly makes it work.

Image by Svetlana Kandybovich

Key Elements

When it comes to effectively using and integrating GenAI, three things are key: the teacher’s expertise, understanding GenAI, and being creative. They are all tied to how GenAI works, which can be likened to a game of chance. While we can manage the input, no one has complete control over what comes out of GenAI (and likewise, nobody has fully understood its capabilities yet). This highlights the importance of teachers being experts in their field .

To achieve quality results, teachers should have a clear idea of their desired output and the ability to evaluate, iterate, and fine-tune it further. Teachers’ AI literacy is essential for addressing the limitations and risks associated with GenAI, while creativity is needed to push boundaries, explore new activities and tasks, and unlock the technology’s potential to make learning even better.

GenAI Use Cases

We can discern quite distinct ways in which language teachers use GenAI by studying their experiences shared in blog posts, social media groups, forums, and during webinars and conferences.

The largest group by far involves replicating and automating existing practices. Many examples of this can be found, ranging from direct use of large language models (LLMs) or single solutions and apps like ChatGPT , Copilot , or Gemini , to various platforms built on top of LLMs designed for educators of various subjects, such as MagicSchool or RockettAI , and for language teachers in particular, such as Twee or LingoTeach . These platforms enable teachers to create a wide range of worksheets, develop lesson plans, write texts on any topic and for any proficiency level, and design various types of exercises . They leverage the capabilities of LLMs, particularly their superfast text generation. The idea is to save time, but speed isn’t everything.

Sometimes, just like with any other third-party tool, your pedagogical approach may differ from that of platform developers. Therefore, what these platforms churn out might not fit your needs perfectly. Without the right customization options, they might only provide a quick solution that doesn’t truly benefit your learners, leaving you needing to invest more time to fix things up.

Text modification and the creation of multimodal resources are two of the areas where GenAI can provide invaluable support for language teachers. For instance, with tools like Elevenlabs for generating synthetic voices, and a range of image-, animation-, and video-generation tools such as Dalle-3 , Adobe Express , D-ID or ArtFlow , we can create diverse multimodal materials and activities. Achieving this without such technology would be extremely challenging, if not impossible.

The impact level increases when tools are customized to meet specific needs and provide teachers with customization functionality, allowing them to incorporate their unique contexts and experiences. For instance, I have developed two tools to aid language teachers in brainstorming and designing personalized activities for their learners.

The Five-Minute Activity Generator helps language teachers come up with quick activities for the classroom, while the Role-Play Generator is crafted to generate role-play scenarios and role-play cards tailored to learners’ needs and learning objectives. Both tools tap into the content-generation powers of LLMs and are great for sparking ideas. But what really makes the magic happen is when teachers put their own twist on things, adding their personal touch and context details.

One novel use case involves the creation of AI-powered chatbots using various GenAI tools to simulate real-life interactions and offer new learning experiences. These chatbots can be designed as both stand-alone activities and as part of specific lessons. You can assign a particular persona to a chatbot, whether it’s an imaginary character or a famous person, and it will act accordingly. For example, in the Tumbleweed Invasion lesson , learners engage in dialogue with Alex the chatbot to uncover the story’s details as narrated by Alex.

I have created and tested several chatbots to support my learners, each with different objectives that define their behavior and language. For instance, I’ve developed ThinkChat Buddy to assist my intermediate and upper-intermediate learners in practicing conversation skills across various scenarios. Essentially, it acts as a conversation scaffold, guiding learners through dialogues by thinking out loud, explaining why it responds as it does, clarifying expectations, and providing gentle and encouraging feedback. This chatbot is not a replacement for classroom conversation practice; it’s a supportive tool that extends learners’ practice, preparing them for real-life conversations.

Two important elements of using chatbots effectively in language learning are their design and monitoring. To prevent chatbots from becoming just one-time engagement tools, it’s essential to align their behavior, language, and instructions with learners’ specific needs, proficiency levels, and learning objectives . From my observations, even proficient learners often struggle with unfocused chatbot interactions, when they are simply instructed to “go and chat,” resulting in minimal learning value. Additionally, circling back to the issue of control over GenAI output and its associated risks, it’s essential for teachers to closely monitor learner-chatbot interactions and quickly adjust chatbot tasks and behaviors as needed.

As GenAI continues to advance, we will discover even more new ways it can enhance and transform language learning. Yet, its effectiveness truly depends on the skill level of the teachers, their understanding of AI, and their ability to think creatively.

Consider contributing a question to be answered in a future post. You can send one to me at [email protected] . When you send it in, let me know if I can use your real name if it’s selected or if you’d prefer remaining anonymous and have a pseudonym in mind.

You can also contact me on Twitter at @Larryferlazzo .

Just a reminder; you can subscribe and receive updates from this blog via email . And if you missed any of the highlights from the first 12 years of this blog, you can see a categorized list here .

The opinions expressed in Classroom Q&A With Larry Ferlazzo are strictly those of the author(s) and do not reflect the opinions or endorsement of Editorial Projects in Education, or any of its publications.

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