Lesson
April 28, 2011
ENG 31106

Topic: Chapter 8: Spoken Discourse, How English Works: A Linguistic Introduction
Defining Discourse Analysis 252-253,
Discourse Markers: Signaling Discourse Organization and Authority 269-273.

Learning Outcomes:
1. Students will be able to understand the definition of
a. Discourse
b. Discourse Analysis
2. Students will be able to apply their knowledge of spoken discourse to analyzing samples of written and spoken language.
3. Students will be understand the definition of discourse markers and apply their knowledge to a dialogue.

Materials:
Power Point Presentation, Handout (Dialog)

Planning Tips:



-Greet the class
- Ask about their spring break (How was your spring break? Any interes-
ting news you want to share with us? Did somebody celebrate Easter?)
- Inform the class about the activities that we are going to do today.


-Start power point presentation
- Explain “Discourse” and “Discourse Analysis.”
- Talk about the example given in the power point presentation and ask for more examples.

- Tell students the distinction between written versus spoken discourse.
- Talk about the influences of spoken discourse and ask students for examples.

- Explain the characteristics of spoken discourse and nominalization.

- Students will work in pairs to do the assignment where they have to find the characteristics of spoken discourse in a paragraph. After 5 minutes pair work we will discuss the results in class.

- Explain to the class what are discourse markers and their function (signaling and authority) with examples.
- Talk about the different types of discourse markers.


- Students will work in pairs to analyze the dialog to find discourse markers and their function.
- Students will share their results in class.





- We will summarize what we have learned in class.