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1. The Pragmatics Action Maze

   In: Teaching Pragmatics Format(s): Text, Video, Website

   This lesson aims helps students navigate requests by identifying pragmatically appropriate language.

2. Using the Telephone to Teach Pragmatics

   In: Teaching Pragmatics Format(s): Text, Video, Website

   This lesson in Teaching Pragmatics aims to help students learn to make requests, extend invitations, and offer congratulations (or other speech acts) and to learn how to open and close telephone conversations when leaving a message.

3. Giving and Responding to Compliments

   In: Teaching Pragmatics Format(s): Text, Video, Website

   This lesson in Teaching Pragmatics aims to raise learners' awareness of pragmatic rules and to increase input to learners and opportunities to observe native English speakers' pragmatic behavior.

4. Bringing One Language to Another: Multilingualism as a Resource in the Language Classroom

   In: English Teaching Forum 2011, Volume 49, Number 1 Format(s): Text

   Many EFL students are already multilingual, but they may not realize the strengths they bring to language learning. This article calls on instructors to help students develop language awareness and guide them to find ways to apply what they know about language. The author shows how this process occurred in a sociolinguistics course and includes sample lessons for all ages and a variety of levels of proficiency. Lessons incorporate the students’ language knowledge in such skill areas as grammar and vocabulary.

5. Towards Better Group Work: Seeing the Difference between Cooperation and Collaboration

   In: English Teaching Forum 2010, Volume 48, Number 2 Format(s): Text

   The author explains the difference between cooperation and collaboration in the classroom. Cooperation is students working together (each with individual tasks) for an end product, while collaboration is students interacting to create knowledge. The author discusses the strengths of collaboration and the teacher’s role. Also provided are guidelines for successful collaboration, sample activities, and frequently asked questions, such as what to do when students have emotional reactions to the group work.

6. Introduction to Teaching Pragmatics (Reprinted from the online book Teaching Pragmatics, published by the Office of English Language Programs)

   In: English Teaching Forum 2003, Volume 41, Number 3 Format(s): Text

   Second and foreign language learners use English differently than native speakers do, especially in regard to greetings, closings, and managing conversations. Pragmatics does not receive the attention it should even though mistakes can be interpreted on a social and personal level. This article introduces a rationale for teaching pragmatics and discusses the goals. Teaching materials should include authentic language, and input should precede interpretation or production. Instructors may decide to use the L1 for raising awareness since these types of lessons are useful even for beginners.

7. The Intercultural Approach to EFL Teaching and Learning

   In: English Teaching Forum 2008, Volume 46, Number 4 Format(s): Text

   This article discusses the teaching of intercultural awareness together with language in foreign contexts. Following a brief discussion of what culture means, the author presents a three-stage intercultural approach for teaching EFL students. For each stage, the author explains the goals and provides five activities as examples. As a follow-up, the author shares challenges for this approach and possible solutions.

8. Why and How to Teach Collocations

   In: English Teaching Forum 2004, Volume 42, Issue 2 Format(s): Text

   One of the key developments in vocabulary teaching stems from Michael Lewis’s Lexical Approach, which considers language as chunks of words combined for meaning. These frequently occurring word combinations are called collocations. This article points out a number of problems that result from learning words in isolation. Work with meaningful phrases can help improve students’ comprehension and comprehensibility. The article includes reading and listening activities to raise awareness of collocations as well as writing and speaking activities.

9. Module 2: Building Language Awareness

   In: Shaping the Way We Teach English: Successful Practices Around the World Format(s): Text, Video

   This Module of the Shaping the Way we Teach English Series contains a lesson plan and accompanying video that is focused on the details of the language within the context of language input.

10. The Rules of the Queue

    In: Teaching Pragmatics Format(s): Text, Video, Website

    This lesson in Teaching Pragmatics aims to help students learn to make requests, extend invitations, and offer congratulations (or other speech acts) and to learn how to open and close telephone conversations when leaving a message.

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