Speaking:
Debate with Discourse Markers
Grouping:
Time:
Pairs → Small groups
15 minutes
Aim
Students will use discourse markers to structure their arguments and responses in a debate.
Materials
• A set of debate topics (e.g., “Social media does more harm than good”).
• A list of discourse markers categorized by function (e.g., on the other hand, for instance, in conclusion).
Preparation
• Prepare debate topics and discourse marker handouts.
• Write sentence frames for additional support.
Activity Breakdown
1. Students are given a debate topic and a list of discourse markers.
2. They prepare their arguments using the discourse markers.
3. In pairs, they debate their points.
4. In small groups, they refine and improve their responses.
Instructions
1. Read the debate topic.
2. Choose three key points to argue.
3. Use at least three discourse markers to connect your ideas.
4. Take turns debating with your partner.
5. Discuss in small groups how discourse markers improved cohesion.
Concept Checking Questions
• “Why do we use discourse markers?” (To make our speech more organized and clear)
• “Can we use ‘however’ and ‘on the other hand’ together?” (No, they serve the same function)
Examples
• “I see your point; however, studies show that social media can harm mental health.”
• “For instance, a study by Harvard found a link between excessive social media use and anxiety.”
Extensions/Varations
• Harder: Students cannot repeat the same discourse marker more than twice.
• Easier: Provide sentence frames with gaps for discourse markers.
Error Correction
• The teacher notes errors in marker usage and offers alternative phrasing.
Writing:
Improving Essay Cohesion
Grouping:
Time:
Individuals
20 minutes
Aim
Students will rewrite a poorly structured essay using discourse markers for better cohesion.
Materials
• A short essay with poor cohesion.
• A worksheet listing different discourse marker functions.
Preparation
• Write a sample essay that lacks discourse markers.
• Provide a list of useful discourse markers for students to use.
Activity Breakdown
1. Students read the poorly structured essay.
2. They identify places where discourse markers are needed.
3. They rewrite the essay using appropriate markers.
4. They compare their version with a partner.
Instructions
1. Read the essay carefully.
2. Find places where discourse markers are missing.
3. Rewrite the essay, adding discourse markers.
4. Compare with a partner and discuss improvements.
5. Share key changes with the class.
Concept Checking Questions
• “What happens if an essay lacks discourse markers?” (It becomes hard to follow)
• “Can I use ‘however’ and ‘nevertheless’ in the same sentence?” (No, they serve the same purpose)
Examples
• “The research is promising. However, more studies are needed.”
• “In conclusion, discourse markers improve cohesion in writing.”
Extensions/Varations
• Harder: Students write their own essays without discourse markers, then add them later.
• Easier: Provide a word bank of suggested discourse markers.
Error Correction
• The teacher provides detailed feedback on coherence and discourse marker usage.
Listening:
Listening for Discourse Markers
Grouping:
Time:
Individuals → Pairs
15 minutes
Aim
Students will identify and categorize discourse markers in a recorded speech or lecture.
Materials
• A recording of a speech containing various discourse markers.
• A worksheet with gaps where discourse markers are missing.
Preparation
• Choose a recording with clear discourse marker use.
• Prepare a worksheet with missing markers for students to complete.
Activity Breakdown
1. Students listen to the recording once without the transcript.
2. They listen again and fill in missing discourse markers.
3. They categorize discourse markers by function (e.g., contrast, addition, conclusion).
4. They compare answers with a partner and discuss.
Instructions
1. Listen to the recording carefully.
2. Fill in the missing discourse markers.
3. Categorize the markers (contrast, cause/effect, etc.).
4. Compare answers with a partner.
5. Discuss how these markers improve cohesion.
Concept Checking Questions
• “Do discourse markers always come at the beginning of a sentence?” (No, they can be in the middle)
• “Why do we use ‘as a result’?” (To show cause and effect)
Examples
• “She had no experience; nevertheless, she got the job.”
• “He studied for months. As a result, he passed the exam.”
Extensions/Varations
• Harder: Students listen without a transcript and take notes.
• Easier: Provide a list of possible discourse markers to choose from.
Error Correction
• The teacher highlights misuse of discourse markers and suggests improvements.
Reading:
Cohesion in Articles
Grouping:
Time:
Individuals → Pairs
15 minutes
Aim
Students will analyze discourse markers in a news article and rewrite sections for better cohesion.
Materials
• A news article with discourse markers highlighted.
• A worksheet with sentences lacking cohesion.
Preparation
• Select an article with strong use of discourse markers.
• Prepare sentences with poor cohesion for students to improve.
Activity Breakdown
1. Students read the article and underline discourse markers.
2. They categorize the markers by function.
3. They rewrite given sentences to improve cohesion.
4. They compare their sentences with a partner.
Instructions
1. Read the article carefully.
2. Underline all discourse markers.
3. Sort them into categories (contrast, result, addition).
4. Rewrite given sentences to improve cohesion.
5. Compare answers with a partner.
Concept Checking Questions
• “How do discourse markers improve writing?” (They make ideas flow better)
• “Is ‘thus’ the same as ‘for example’?” (No, ‘thus’ shows cause and effect, not examples)
Examples
• “She didn’t prepare for the test. Therefore, she failed.”
• “Many people prefer working remotely. For instance, software developers can work from home.”
Extensions/Varations
• Harder: Remove all discourse markers and have students insert their own.
• Easier: Provide a word bank of discourse markers.
Error Correction
• The teacher suggests alternative discourse markers and explains their nuances.