Module 5 · Lesson 8
Task 7: expressing and supporting an opinion
State a position, build distinct support, and handle a reasonable counterpoint.
Direct answer
An opinion response needs a clear position and developed reasons. Use claim–reason–example–impact, then acknowledge a counterpoint briefly and explain why your position remains stronger in the stated context.
This lesson includes the explanation, method, worked example, mistakes, mastery activities, and an internal practice handoff you need for this skill.
Why this skill matters
An opinion task requires a judgment, not merely awareness of both sides. Distinct reasons, examples, and impacts show why the position works in the stated context. A short counterpoint demonstrates balance only when the response explains why the original position remains stronger.
What you will be able to do
- State a direct position
- Develop distinct reasons
- Use examples
- Answer a counterpoint
Use this repeatable method
- 1Answer the question directly.
- 2Choose two distinct reasons.
- 3Develop each with example and impact.
- 4Acknowledge one counterpoint and return to the position.
Avoid empty balance
Discussing both sides without deciding can leave the communicative task incomplete.
Use signposts naturally
My main reason, for example, that said, and overall clarify structure when they reflect real idea movement.
Rehearse the official task clock
Prep time: 30 seconds. Speaking time: 90 seconds. Choose a position and two genuinely different reasons during preparation. The longer speaking window supports developed examples and a brief counterpoint, not extra repetition of the same claim.
Build the skill deliberately
Begin without answer choices or a model response. Answer the question directly. Choose two distinct reasons. Develop each with example and impact. Acknowledge one counterpoint and return to the position. Then apply the same sequence to a fresh item or prompt: Speak for 75 seconds using position → reason/example → reason/example → counterpoint → conclusion. Record what you did, where the process became uncertain, and the single decision you will repeat or change next time. This final note turns the activity into evidence for your next study session.
Opinion chain
Weaker approach
There are advantages and disadvantages, so it depends.
Stronger approach
Cities should keep some downtown streets car-free on weekends. The strongest reason is access: families can use public space without crossing heavy traffic. For example, temporary street markets often create room for local vendors and safe play areas. Although drivers may need alternate routes, scheduled closures let them plan ahead.
Why it works: It states a position, develops a reason, and handles a counterpoint.
Common mistakes to avoid
- Discussing advantages and disadvantages without choosing a position.
- Repeating the same reason with different vocabulary.
- Introducing a counterpoint and forgetting to answer it.
End-of-lesson activities
Apply what you learned
Complete a fill-in-the-blank, a true-or-false decision, and a multiple-choice scenario. You will see an explanation for every answer.
Course glossary · 15 essential terms
Open this whenever a lesson uses an unfamiliar study or language term. Definitions are written for this course.
- Baseline
- A controlled first attempt used to identify current patterns, not to predict a guaranteed official result.
- CLB-oriented
- Preparation discussed in relation to Canadian Language Benchmarks without claiming that an unofficial activity issues a CLB or CELPIP result.
- Cohesion
- The clear flow between sentences and paragraphs created by logical order, reference, repetition, and appropriate connectors.
- Collocation
- Words that commonly occur together, such as meet a deadline, raise a concern, or reach an agreement.
- Concession
- A point from another side that a speaker or writer acknowledges before qualifying it or returning to the main position.
- Constraint
- A condition that limits a possible answer, such as time, cost, eligibility, location, or availability.
- Distractor
- An incorrect answer designed to appear plausible, often by repeating words while changing the underlying meaning.
- Evidence
- The exact word, sentence, audio cue, visual detail, or task requirement that supports a decision.
- Inference
- A conclusion strongly supported by available clues even when it is not stated in exactly the same words.
- LRWS
- Listening, Reading, Writing, and Speaking—the four skills assessed in CELPIP-General.
- Paraphrase
- The same meaning expressed accurately with different vocabulary or sentence structure.
- Register
- The level and style of language chosen for a relationship and purpose, such as friendly, neutral, firm, or professional.
- Stance
- A person's position or judgment on an issue, including the degree of support, opposition, or uncertainty.
- Task family
- A recurring question or response type that requires a specific decision process, such as Reading for Viewpoints or Giving Advice.
- Transfer
- Applying a strategy or correction successfully to fresh material rather than only recognizing it in a familiar example.
Practice action
Speak for 75 seconds using position → reason/example → reason/example → counterpoint → conclusion.
Open Speaking practice