Discourse Markers in Spoken English
Lesson Overview
Lesson Title: Girls' Education 2/3 - Discourse Markers
Learner Level: B2 (CERF); 4-5 (WIDA); Intermediate-Adv. (ACTFL)
Context: High School ESL Students
The directions and details for this lesson are included below and organized into tabs for each activity. The entire unit plan with appendices is also available in a Google Doc to the left. Enjoy!
In this lesson and the next students will work in groups, learn a little more about girls' education in a country of their choosing, and they'll brainstorm possible solutions to the roadblocks girls face.
This final project - to be presented by students in lesson 3 of the unit - is a video presentation made with Adobe Spark. On the left is a sample video using Adobe Spark. This video is also linked in the Google Doc Lesson 2 Plan, and should be played as a model for students when the project is introduced in this lesson.
Students' videos should last 2+ minutes, include a brief introduction to the country they chose and why girls' education is relevant there. Their projects will focus on solutions to the problem. Each student will have to speak, write, and collaborate to help make their video.
Learning Objectives
Students will be able to (SWBAT):
1. Demonstrate their understanding of discourse markers and their uses by identifying and classifying them
2. Explain why discourse markers (DMs) are useful, especially in persuasive speech
3. Alter or vary their spoken English by including expressions (or "chunks") to state their opinions
4. Practice persuading an audience of their opinion or belief
5. Collaboratively develop a theme and a vision for their final project
Introduction to Discourse Markers
Steps & Teacher Directions:
Start the class by telling students they’ll learn about DMs and how to use them in oral communication. Also, today they’ll get into groups which they have for lesson 3 as well. Today they’ll begin working on a “final project” for the Girls’ Education unit and they select their topic for that project as a group. 5 minutes
First, show the YouTube video (under "Materials") about DMs – it gives a few examples of DM types and shows how they help connect speech and make the language flow better. 5 minutes
Next, present the “Cohesive Devices” poster (under "Materials") to students. Suggestions: I would introduce them as DMs and not use the term “Cohesive Devices”. 5 minutes
Afterwards, have students work together in pairs (with the person nearest them or a friend) and ask them to define in their own words what DMs are (based on the video and instructor presentation). 5 minutes
Listening for DMs in a Podcast
Steps & Teacher Directions:
Now, students will have a chance to identify the language feature of DMs in authentic speech. Instruct the class to listen closely during the podcast and to write down any word or phrase they hear that’s on the DM poster (have this displayed in the classroom as they listen) or any other connecting word that they think is a DM.
Play 5 minutes of the podcast linked under "Materials" (and here) for the whole class. 5 minutes
After 5 minutes, pause the podcast. Play more of it if students are not able to write down many DMs (maybe another 5 minutes). Afterwards, do a TPS activity. Have students share with a person near them what DMs they wrote down, how they’d classify them, and why they think the speaker used them. 5 minutes
Then, ask the pairs to share what they discussed. 5 minutes
Also, the podcast that students heard a bit of is an interview with a female social worker from India – students will be exposed to an accent other than the English of the teacher and will also learn more about the topic of Girls’ Ed in India, specifically)
Practicing Persuasive Speech
Steps & Teacher Directions:
As a class, come up with a few DMs or expressions that help the flow of speech when we are trying to persuade our listeners. To start, you may want to sample a short persuasive speech for them on something light-hearted (like a speech about why I think people should eat ice cream daily). In that short sample of persuasive speech, be sure to include some expressions like “I believe/think/feel,” “it’s important that,” “In my opinion,” “personally,” “we/you should,” “It’s good for…” and some expressions to highlight like “in particular,” “Especially,” “most of all” which they already were introduced to from the poster.
Then, ask students to contribute any other expressions they might use when trying to convince someone of something. 7-10 minutes
Finally, pair students up into groups of two, distribute prompts (linked under "Materials") and have them practice giving persuasive “speeches” to each other in which they’re trying to convince the other of whatever idea is on their prompt.
Have them practice each prompt they receive and have the listener write down the DMs they hear as the speaker is trying to persuade. Walk around the room to assess their usage of DMs / persuasion. 10 minutes
Introduction to the Unit Project!
Steps & Teacher Directions:
Introduce the unit project to the class (and possible provide them with a handout of the instructions. Play the sample Adobe Spark video that explains the issue of Girls’ Education in India and offers suggestions for problem solving. This is exactly what the students will create and present by the end of lesson 3, but they’ll select a country other than India to focus on. 5 minutes
Answer any preliminary questions about the unit project. Up to 5 minutes
Group Work Time
Steps & Teacher Directions:
Now the students will get a chance to work together in a group that they’ll remain working with in lesson 3 as well (allow students to pick groups or create them, depending on age and class). In this group, they’ll:
First, skim this article by the ONE Campaign: https://www.one.org/us/blog/girls-education-toughest/
As a group, decide to focus and further investigate one country that the article mentions (there are 10 options – each group should pick a different country if possible)
Start a google doc for their group where they’ll start collecting information and taking notes on what they learn about the country they’ve chosen
Research a few reasons why girls’ education is an issue in that country
Brainstorm what can be done to help provide girls in that county with opportunities for education (these may not necessarily be country-specific).
Start their Adobe Spark video and add some photos, statistics, and information about their country of choice and girls’ education
15-20 minutes
The groups will have time to work on and finalize their Adobe Spark videos in Lesson 3.
Conclusion: Exit Ticket
Steps & Teacher Directions:
Have each group close out their brainstorming / teamwork time and save the documents they had open.
Pass out the Exit Ticket (under "Materials") to each student; have them fill it out before leaving class
5 minutes