Of the republic of uzbekistan tashkent state pedagogical university named after nizami

Chapter III. Implementing the usage of agreement and disagreement through innovative activities in the English classroom
3.1. Types of innovative activities on expressing agreement and disagreement in English
Although most school students have no trouble saying “I agree” and “I disagree”, they frequently have difficulties in perception regular phrases like “You took the phrases proper out of my mouth” and “I can’t disagree with that” and in the usage of language that expresses specific tiers of contract and disagreement. This chapter explains some stimulating strategies of providing and practicing phrases for expressing agreement and disagreement.
QUICK ANSWERS
It is used to determine the way in which they tend to express their agreement and disagreement with verbal or non-verbal expressions. In this activity, the teacher reads different arguments to the students in the group. Students are quick to respond to arguments either verbally or non-verbally

Characters in films should only be played by actors of the same nationality or race.	Educational books should be sold to students at a lower price	Adverts for fast food and sweets shouldn’t be shown to children.
Politicians who cheat on their partners should be removed from power.	Any animal that attacks a person should be put down.	Children under the age of three should be banned from long flights
Endangered animals should be protected from poachers by armed guards.	Everyone should be made to do exercise for half an hour before work or school.	Supermarkets should be encouraged to donate food they don’t sell to charity.
Exams should be abolished for students under the age of 18.	Manufacturers should be forced to label their products with the salaries of their workers.	Gambling should be restricted to small sums of money.

Scaffolding discussions for quiet students
This activity is used to help quiet students express their opinions more non-verbally expressing agreement and disagreement. All students in the class participate in this activity and give their own opinion on the given arguments. This activity includes two sets of worksheets for Intermediate and Upper-intermediate classes. 12 arguments of different contents are given on the worksheets. Students will have to express their opinions on the given arguments. If they agree with the given opinion, they mark “A”, if they do not agree, they put the letter “D”.



Agree/Disagree Line
Aim of this activity
-To trigger to start off the seminar
- To require each student to come up with own answer
- To encourages students to think about why they came up with their answer
- To help students to become comfortable to share ideas as a group
- To show the difference between opinion and argument
This activity is carried out with the help of specially prepared visual aids and stickers. The teacher writes an argument and draws an arrow pointing in both directions below it. Agreement is written on one side of the arrow, and disagreement is written on the other side. Pupils will have to explain their opinion by sticking the sticker given to them on that side. As described in the 3^rd picture
(3)
Fire
In this agreeing and disagreeing speaking activity, students discuss which items to save in a house fire. In pairs, students imagine that they share a house which contains all the items on the worksheet. Their house is on fire, and they have a few minutes to save as many possessions as possible. In pairs, students then give their opinions and reach an agreement on which ten items to choose and in which order to rescue them using the language on the worksheet. Students are also encouraged to justify their opinions and give reasons. When everyone has finished, pairs read out their results and the class discusses the findings.
React
Here is a fun agreeing and disagreeing activity to help students practice language for expressing agreement, disagreement and surprise. Students pretend that an opinion on a card is their own. Students then find a partner and tell them their opinion. Their partner reacts with an expression of agreement, disagreement or surprise from the board and asks a follow-up question to keep the conversation going. Afterwards, students swap roles. When they have finished, students exchange cards and find a new partner. The process is then repeated. After ten minutes, students turn over their opinion card and write an opinion of their own on the blank side of the card. The activity is then repeated with students using their own opinions.
Strong and weak agreement and disagreement matching
This activity works for students' to improve their knowledge in expressing agreement and disagreement. In this exercise, the teacher presents a table of phrases and a worksheet for expressing different types of agreement and disagreement. They are looking at the table matching the phrases according to their strengths level .