English

Grade 10 • Unit 1: Getting Information and Making Generalizations

LESSON 1.2
Using Discourse Markers
Table of Contents
Introduction 1

Objectives 2

DepEd Competency 2

Warm-Up 3

Learn about It 4
Discourse Markers 4

Key Points 8

Check Your Understanding 8

Let’s Step Up! 9

Photo Credits 10

Bibliography 10
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Grade 10 • Unit 1: Getting Information and Making Generalizations

Lesson 1.2
Using Discourse Markers

Fig. 1. Discourse

Introduction
When we communicate with other people, we use markers to emphasize our points. As we
talk, we monitor what we say to effectively deliver the message that we want to send to our
listeners. We tend to direct or redirect the flow of our conversation to organize our
thoughts. We are giving out “signposts” as we speak so our listeners will understand how to
connect one idea from another.

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Grade 10 • Unit 1: Getting Information and Making Generalizations

Objectives
In this lesson, you should be able to do the following:

● Determine the role of discourse markers in signaling the functions of

statements made.
● Use conjunctions, gambits, and adverbs as discourse markers in
conversation.

DepEd Competency
At the end of this lesson, you should be able to determine the roles of discourse
markers (e.g., conjunctions, gambits, adverbs) in signaling the functions of
statements made (EN10LC-If-14.2).

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Grade 10 • Unit 1: Getting Information and Making Generalizations

Warm-Up

Think-Pair-Share

Fig. 2. Communication

Procedure
1. With a partner, read the conversation below. Study the underlined words.

Cindy: Do you want to watch a movie?

Kristel: Absolutely! There is one that I actually want to watch.
Cindy: Well, that’s good to know. Let’s go!

2. After studying the conversation, answer the following questions:

a. What do the underlined words express?
b. Will the conversation still sound the same if we remove these words?

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Grade 10 • Unit 1: Getting Information and Making Generalizations

Learn about It

Vocabulary
discourse
a written or spoken communication
(noun)

statement
a clear expression of something in speech or writing
(noun)

marker
something that can be used to indicate a purpose
(noun)

gambit
a remark that aims to start or redirect a conversation
(noun)

affirmation
an emotional support or encouragement
(noun)

Essential Question
Why are discourse markers important in daily conversation?

Discourse Markers
Discourse markers are words used to connect, manage, and organize what we say or write.
Examples of these include to begin with, as I was saying, and anyway.

Discourse markers often come from various word classes, some of which are the following:
a. Conjunctions
The coordinating conjunctions for, and, nor, but, or, yet, and so are used to connect
ideas in sentences. The following are the examples of coordinating conjunctions:

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Grade 10 • Unit 1: Getting Information and Making Generalizations

for nor or

and but yet

The following are the uses of coordinating conjunctions:

● for is used for stating reasons;
● and is used for connecting ideas that are equal in emphasis;
● nor is used to negate the following clause or phrase;
● but and yet are used for connecting contradictory ideas;
● or is used for options or alternatives; and
● so is used to express an effect or result.

To remember coordinating conjunctions more easily, memorize the acronym

“FANBOYS” (for, and, nor, but, or, yet, so). See the following examples below:

We arrived late, so we waited in the hall.

I need to be able to finish this tonight, for the deadline for submission is
tomorrow.

In these given sentences, so and for are conjunctions. They are used as discourse
markers to bridge the two ideas.

b. Adverbs
The different types of adverbs may be used to signal the function of the statement
made. The following words are examples of adverbs:

firstly generally

secondly overall

then certainly

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Grade 10 • Unit 1: Getting Information and Making Generalizations

lastly exactly

totally sure

so

● Words such as firstly, secondly, then, and lastly express the order of ideas.
● Adverbs such as primarily or secondarily also express order or the importance
of ideas.
● Other adverbs such as totally, generally, or overall are used to sum up
information.
● The adverbs absolutely, certainly, exactly, and sure may be used as positive
responses.

See the following examples below:

Finally, we have agreed on a meaningful decision.

Absolutely, the product is guaranteed to be top of the line.

In the given sentences, finally and absolutely are examples of adverbs used as
discourse markers. Finally is an adverb of time used to signal a reaction or response
toward another speaker. On the other hand, absolutely is an adverb of affirmation
used to signal another speaker’s reaction.

c. Gambits
The following are the remarks that aim to start or redirect a conversation:
● Phrases such as What I mean is... or In other words... signal that a previously
made statement is going to be said in another way.
● Saying You know... or You see... indicates that the speaker thinks what he or
she is about to say is information that is shared by the listener.

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Grade 10 • Unit 1: Getting Information and Making Generalizations

● Gambits may also be used to express emotion. The interjection Oh really!

expresses surprise while the remark That’s terrible expresses sympathy.
● Words such as perhaps, presumably, or probably make a speaker’s statement
less direct, while the word anyway may be used to change the topic or manage
the flow of the conversation.

See the following conversation below:

Jenny: There’s a new restaurant opening at the Downtown Mall. I

heard it serves authentic Greek cuisine.

Kyla: That’s interesting.

Jenny: We should probably try it sometime.

Kyla: Sure! I’d like that. Anyway, do you think we should invite
Tim along?

In the given conversation, That’s interesting is used as a positive response to Jenny’s

statement. Jenny used the word probably to be less direct and not sound forceful,
while Kyla used anyway to steer their conversation toward a new but related topic.

Let’s Check In
Use the following discourse markers in sentences:
1. actually
2. certainly
3. so
4. primarily
5. You see

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Grade 10 • Unit 1: Getting Information and Making Generalizations

Key Points

● Discourse markers are words used to connect, manage, and organize what we say
or write.
● The following are samples of discourse markers: conjunctions, adverbs, and
gambits.

Check Your Understanding

Encircle the discourse marker in each sentence.

1. Arranged marriages are unusual in the West. On the other hand, in the Middle
East, they are common.
2. The LRT was late. In spite of this, I managed to arrive on time.
3. The prices here are so expensive. Mind you, the food was just fine.
4. Broadly speaking, nurses are overworked and underpaid.
5. I don’t believe in ghosts. At least, I haven’t seen one.

Write a sentence for each of the following discourse markers:

1. for
2. then
3. You know
4. totally
5. so

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Grade 10 • Unit 1: Getting Information and Making Generalizations

With a partner, follow the instructions below.

1. Choose a partner.
2. Take turns in telling a story about your favorite childhood adventure.
3. As you listen to your partner, write down the discourse markers he/she used in
sharing the experience.
4. Make a list of all the discourse markers. Identify its type and purpose.
5. You may use the table below as a guide.

Discourse Marker Sentence Purpose

Let’s Step Up!

Imagine that your favorite band or singer is going to hold a concert soon at a place
near your home. Think about how you and a friend would talk about the upcoming
event. Write down the conversation on a paper and highlight the discourse markers
you used.

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Grade 10 • Unit 1: Getting Information and Making Generalizations

Photo Credits

Fig. 1. Discourse by Hasa is licensed under CC BY-SA 4.0 via Difference Between.

Fig. 2. Communication by Gaetano DiNardi is licensed under CC BY-SA 4.0 via Nextiva Blog.

Bibliography

De Leon-Ladera, Helen Ponce, Magelende Magallona-Flores, Edna Montano-Dela Cruz. New

Horizons in Learning English. Manila: Rex Book Store, Inc.

Dunn, Daniel M., and Lisa J. Goodnight. 2003. Communication: Embracing Difference. Boston:
Allyn & Bacon.

Hybels, Saundra, and Richard Weaver II. 2011. Communicating Effectively. 10th ed. New York:
McGraw-Hill

McPherson, Fiona. 2012. Effective Note-Taking. 2nd ed. Wellington, NZ: Wayz Press.

Wang, Haiping. 2017. Testing Listening Comprehension through Listening-to-summarize Cloze

Tasks. Shanghai, China: Springer.

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