At basic and intermediate level, students express opinions with simple phrases: 'I think', 'I believe', 'I do not agree'. These work in everyday speech and writing. But academic essays, formal discussions, and serious writing need more variety. Where a casual writer would use 'I think', a formal writer might use 'in my view', 'from my perspective', or 'it seems to me'. Where a strong opinion calls for 'I really think', formal writing uses 'I would argue that' or 'it is my firm belief that'. These fixed expressions show that the speaker has thought carefully about their opinion and is presenting it in a considered way. Students who use only 'I think' for every opinion sound informal — even when their content is sophisticated. Moving to a wider range of opinion expressions is one of the clearest signs of advanced English. This lesson uses simple language to teach the most useful opinion expressions at B2 level.
Before you start — think honestly about your own teaching and experience.
Look at the examples. Answer each question before reading the explanation — this is how your students will learn too.
VERY CASUAL: I reckon homework is too much for kids these days.
CASUAL: I think children have too much homework today.
NEUTRAL: In my view, children have too much homework today.
FORMAL: From my perspective, the amount of homework given to children today is excessive.
VERY FORMAL: I would argue that the current homework load placed on children is excessive and counterproductive.
The opinion is the same in all five. What changes? When would each be used?
All five sentences express the same opinion — that children have too much homework. But the words used signal very different levels of formality. 'I reckon' is very informal — it would sound out of place in any formal context. 'I think' is the everyday neutral choice — it works in casual speech and informal writing. 'In my view' is slightly more formal — useful for semi-formal writing and considered speech. 'From my perspective' is more formal still — common in academic writing and professional settings. 'I would argue that' is the most formal of the five — typical of essays, debates, and serious discussions. Each fits a different context. Students who use 'I think' in a formal essay sound informal; students who use 'I would argue that' in a casual chat sound stiff. Matching the expression to the context is the key skill.
Mild personal opinion (less certain):
It seems to me that...
I tend to think...
My impression is that...
Standard opinion (clear position):
In my view...
From my perspective...
I believe that...
In my opinion...
Strong opinion (firm position):
I would argue that...
It is my firm belief that...
I strongly believe that...
Without question...
Very personal stance (defensive or boundary-marking):
As far as I am concerned...
For my part...
It is my view that...
Why do students need so many different opinion phrases?
Each kind of opinion phrase fits a different situation. Mild phrases (it seems to me, I tend to think) are useful when the speaker is not fully sure or wants to invite disagreement. Standard phrases (in my view, from my perspective) work for clear positions in normal academic and professional contexts. Strong phrases (I would argue that, it is my firm belief) signal that the speaker has thought carefully and is committed to the view. Personal stance phrases (as far as I am concerned, for my part) often signal that this is the speaker's own position, which others may not share. Students who use only 'I think' for everything miss these subtle differences. The teaching point: each phrase is a tool for a specific situation. Once students master 8 to 10 of these phrases, they can match the expression to the strength of opinion and the level of formality needed.
In my view, the policy is correct. ✓
In my views, the policy is correct. ✗ (must be 'view' singular)
From my perspective, the change is positive. ✓
From my perspectives, the change is positive. ✗ (must be 'perspective' singular)
As far as I am concerned, the matter is closed. ✓
As far as I concerned, the matter is closed. ✗ (must include 'am')
As far as I am concerning, the matter is closed. ✗ (must be 'concerned')
It seems to me that... ✓
It seems for me that... ✗ (must be 'to me')
It seem to me that... ✗ (must be 'seems' with subject 'it')
Why are these expressions so fixed? What does this mean for teaching?
Opinion expressions are fixed phrases that have settled over time into specific forms. Changing a single word — even by mistake — produces wrong English. 'In my view' is correct; 'in my views' is wrong. 'As far as I am concerned' has all five words in a fixed order with 'am' essential. Students cannot work out the right form from rules — they must learn each expression as a fixed chunk. This is similar to idioms (lesson 35) — the words are not free to be changed. The teaching focus should be on accurate memorisation of the most useful 8 to 10 phrases, with attention to the exact wording. Drilling the full phrase 'as far as I am concerned' as one unit, repeatedly, fixes it correctly. Once students have a few of these phrases under control, they can use them naturally in writing and formal speech.
| Expression | Strength | Register | Example |
|---|---|---|---|
| I think | Standard | Casual to neutral | I think the new policy will work well. |
| I believe | Standard, slightly stronger | Neutral | I believe that education is the most important investment. |
| In my view | Standard | Semi-formal | In my view, the school should hire more teachers. |
| In my opinion | Standard | Semi-formal | In my opinion, this is the best solution. |
| From my perspective | Considered | Formal, often academic | From my perspective, the data does not support the conclusion. |
| It seems to me | Mild, careful | Neutral to formal | It seems to me that we need more information before deciding. |
| As far as I am concerned | Personal stance | Neutral to formal | As far as I am concerned, the meeting was a success. |
| I would argue that | Strong, considered | Formal, academic | I would argue that early intervention is essential. |
| It is my belief that | Strong, formal | Formal | It is my belief that the policy will improve outcomes. |
| I tend to think | Mild, careful | Semi-formal | I tend to think that the situation is improving. |
| For my part | Personal stance | Formal | For my part, I am happy with the decision. |
NOTE 1 — Match expression to context: Each opinion expression fits a specific level of formality. 'I think' for casual speech and informal writing. 'In my view' for semi-formal contexts. 'From my perspective' for formal writing. 'I would argue that' for academic essays. Using a formal expression in casual conversation sounds stiff; using a casual one in a formal essay sounds inappropriate.
NOTE 2 — Strength of opinion matters: Some expressions signal a mild or careful opinion (it seems to me, I tend to think). Others signal a strong or firm position (I would argue that, it is my firm belief). Match the expression to how strongly you actually feel — mild expressions for tentative views, strong expressions for committed ones.
NOTE 3 — These are fixed phrases: Most opinion expressions cannot be changed. 'In my view' (singular) — not 'in my views'. 'As far as I am concerned' — all five words in fixed order. 'It seems to me that' — fixed pattern with 'to me'. Students must learn the exact wording. Changing a single word produces wrong English.
NOTE 4 — Avoid stacking opinion markers: Some students use multiple opinion markers in one sentence — 'I personally think in my view that the policy might possibly be wrong.' This sounds confused and over-cautious. One opinion marker per sentence is enough. Choose the most appropriate one and let it do its work.
NOTE 5 — When NOT to use opinion markers: For things that are facts or that you can easily prove, opinion markers are not needed. 'I think the Earth orbits the Sun' is wrong — this is a fact, not an opinion. Save opinion markers for actual opinions where reasonable people might disagree. Mixing facts with opinion language signals confusion.
Opinion expressions are essential for advanced writing and formal speech. Students who use only 'I think' for every opinion sound less educated than students who can vary their language. The challenge is that these expressions are fixed phrases — students cannot create them on the fly from grammar rules. They must be memorised as chunks. The teaching focus at this level should be on the most useful 8 to 10 expressions, with explicit attention to context (casual / semi-formal / formal) and strength (mild / standard / strong). Once mastered, these expressions take students' writing to a noticeably higher level. Pairs well with the hedging-language lesson (#25) and the discourse markers lesson (#30) — together these three give students the full set of tools for academic writing.
Take a paragraph from a student essay where they have used 'I think' three or four times. With the class, replace each one with a different opinion expression that fits the context. Discuss why each replacement works. The exercise teaches students that variety in opinion expressions is not just decoration — it shows careful thinking and matches the writing to the situation.
Choose the best opinion expression for each context. Think about the level of formality and the strength of opinion.
Each sentence has a problem with an opinion expression — wrong wording, wrong context, or wrong combination. Suggest a better version and explain.
Use this sequence directly in class — guided discovery, no textbook needed. Tap each step to mark it done.
STEP 1 — One opinion, many ways to say it (5 min): Write a single opinion on the board. Then show five ways to express it from very casual to very formal: 'I reckon', 'I think', 'In my view', 'From my perspective', 'I would argue that'. Discuss when each would be used. Establish that English has a range of opinion expressions for different contexts.
STEP 2 — Match expression to formality (8 min): Introduce the main expressions grouped by formality. CASUAL: I reckon, I think. NEUTRAL: I believe, in my opinion. FORMAL: in my view, from my perspective, it seems to me. ACADEMIC: I would argue that, it is my belief that. Drill each group with examples.
STEP 3 — Strength of opinion (7 min): Show how some expressions signal mild views (it seems to me, I tend to think) and others signal strong views (I would argue that, it is my firm belief). Match expressions to the strength they signal. Drill examples of each level.
STEP 4 — Fixed wording (8 min): Spend focused time on the exact wording of the most useful phrases. 'In my view' (not views). 'As far as I am concerned' (with 'am'). 'It seems to me' (with 'to'). 'From my perspective' (singular). Drill each phrase as a chunk until students can produce them accurately. Errors in the wording are very common.
STEP 5 — Improve the essay (7 min): Give students a paragraph that uses 'I think' four or five times. They rewrite it using a variety of opinion expressions appropriate to the formality of the context. Discuss in pairs — which expressions worked best? Did any sound stiff or out of place?
Use directly in class — copy, adapt, or read aloud. No printing needed.
For each strategy, choose the option that best describes where you are now.
Your feedback helps other teachers and helps us improve TeachAnyClass.