Play Builder's accident 20 years ago and ask the learners to listen for the words the interviewer uses to prompt or direct the talking. Discuss the words learners have heard and extend the discussion to include other ways in which speakers help listeners to keep track of what they’re saying.Ĥ. Tell the learners to listen again and try to identify other ways in which the tutor keeps the explanation on track. Examples include the greeting, If I could have, But remember, You all got that? Okay, So, Sure. Play Tutor instructs group through once, then ask learners if they noticed words that kept the talk going. They are the words that indicate a turn starting or ending, a question, a new piece of information and many other parts of a spoken text.Ģ. Explain the purpose of the activity to the learners, defining discourse markers as the words that act as signposts and keep us on track when we’re listening or speaking. Learners will consider the ways in which they can use discourse markers as they listen, speak and engage in conversations.Īudio resources The guided teaching and learning sequenceġ.Learners will identify discourse markers in a recorded text and discuss their effects.These signposts help the listener to follow a talk or conversation they help the speaker to manage the conversation.We use certain words and phrases as signposts when we talk.The activity allows learners to listen for discourse markers in a recorded text, then consider when and how they use these markers themselves. In this activity, learners explore the words used to indicate different parts of a spoken text. Using signpost words (discourse markers) (PDF, 24 KB)
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