Speaking:
Debate Challenge
Grouping:
Time:
Small groups
30 minutes
Aim
Students will engage in a debate using advanced discourse markers to strengthen their arguments.
Materials
• Debate topic prompts
• A list of discourse markers categorized by function (e.g., introducing arguments, conceding, refuting, concluding)
Preparation
• Prepare 3–5 debate topics suitable for persuasive argumentation.
• Create a discourse marker reference sheet.
Activity Breakdown
1. Students are divided into small groups and given a debate topic.
2. Each team must prepare arguments using discourse markers for persuasion.
3. Teams debate, ensuring they incorporate advanced discourse markers.
4. The class votes on which team presented the strongest argument.
Instructions
1. Read your debate topic.
2. Prepare three strong arguments and counterarguments.
3. Use discourse markers to structure your points.
4. Debate against the opposing team.
5. Listen and vote on the most persuasive argument.
Concept Checking Questions
• What is the function of ‘granted’ in an argument? (It concedes a point before countering it)
• Why do we use discourse markers in debates? (To guide the listener and make arguments clearer)
Examples
• Granted, the cost of renewable energy is high, but in the long run, it is more economical.
• That said, increasing taxes may not be the best approach to economic stability.
Extensions/Varations
• Harder: Students must debate without looking at the discourse marker list.
• Easier: Provide sentence frames with missing discourse markers.
Error Correction
• The teacher provides feedback on clarity and appropriate use of discourse markers.
Writing:
Write to Persuade
Grouping:
Time:
Individuals
30 minutes
Aim
Students will write a persuasive letter using discourse markers.
Materials
• A sample persuasive letter
• A writing prompt requiring argumentation
Preparation
• Write a sample letter with strong discourse markers.
• Prepare a writing prompt (e.g., Write a letter to a politician arguing for/against a policy).
Activity Breakdown
1. Students analyze a sample persuasive letter.
2. They brainstorm arguments for their own letter.
3. They write a persuasive letter using at least 5 discourse markers.
4. They exchange letters for peer review.
Instructions
1. Read the sample persuasive letter.
2. Plan your arguments using discourse markers.
3. Write your letter following a logical structure.
4. Exchange with a partner for feedback.
5. Edit your letter based on feedback.
Concept Checking Questions
• Why do we use discourse markers in persuasive writing? (To organize ideas and influence the reader)
• Which discourse marker introduces a counterargument? (That said, granted)
Examples
• Admittedly, this policy has challenges. Nonetheless, it is necessary.
• All things considered, investing in education benefits society.
Extensions/Varations
• Harder: Students write a persuasive essay instead of a letter.
• Easier: Provide a list of sentence starters.
Error Correction
• The teacher checks clarity, coherence, and appropriate use of discourse markers.
Listening:
Structured Discussion
Grouping:
Time:
Pairs
25 minutes
Aim
Students will listen to and analyze persuasive speech, identifying discourse markers.
Materials
• A short recorded persuasive speech
• A worksheet with a gap-fill exercise for discourse markers
Preparation
• Choose a short persuasive speech (e.g., TED Talk excerpt, debate clip).
• Prepare a transcript with discourse markers removed.
Activity Breakdown
1. Students listen to a persuasive speech.
2. They complete the gap-fill by predicting the discourse markers.
3. They compare their answers with a partner.
4. They discuss how the discourse markers strengthened the argument.
Instructions
1. Listen to the speech carefully.
2. Fill in the missing discourse markers.
3. Compare with your partner.
4. Discuss why those markers were used.
5. Share your thoughts with the class.
Concept Checking Questions
• What does ‘nonetheless’ signal in a sentence? (A contrast)
• How does ‘admittedly’ affect the tone of an argument? (It concedes a point but prepares for a counterpoint)
Examples
• Admittedly, there are risks involved; however, the benefits outweigh them.
• In contrast, developing countries face different economic challenges.
Extensions/Varations
• Harder: Students write their own persuasive speech using the discourse markers.
• Easier: Provide a word bank for the gap-fill exercise.
Error Correction
• The teacher reviews correct placement and function of discourse markers.
Reading:
Persuasive Paragraphs
Grouping:
Time:
Pairs
25 minutes
Aim
Students will analyze the role of discourse markers in persuasive writing.
Materials
• A persuasive paragraph with discourse markers
• A version with discourse markers removed
Preparation
• Prepare two versions of a persuasive paragraph—one with discourse markers and one without.
• Create comprehension questions about cohesion and argument structure.
Activity Breakdown
1. Students read both versions of the paragraph.
2. They compare and discuss the differences.
3. They answer comprehension questions about cohesion.
4. They rewrite a paragraph, inserting appropriate discourse markers.
Instructions
1. Read both versions of the paragraph.
2. Highlight differences in structure and clarity.
3. Discuss how discourse markers improve cohesion.
4. Answer the comprehension questions.
5. Rewrite a paragraph using discourse markers.
Concept Checking Questions
• Why do discourse markers improve writing? (They guide the reader and create flow)
• What’s the difference between ‘therefore’ and ‘in contrast’? (One shows cause/effect; the other shows contrast)
Examples
• The policy has flaws. That said, it addresses key issues effectively.
• Many argue for stricter regulations. Conversely, others believe in personal freedom.
Extensions/Varations
• Harder: Students analyze an opinion article for discourse markers.
• Easier: Provide a word bank for inserting discourse markers.
Error Correction
• The teacher checks for logical flow and coherence.