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1. In the Mood: Introducing Pragmatic Awareness at Low Levels

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

   This lesson in Teaching Pragmatics focuses on raising pragmatic awareness in students using the concept of "mood."

2. Teacher Resources

   In: English Teaching Forum 2004, Volume 42, Issue 1 Format(s): Text

   In this special section of Forum, four commercial publications are presented. Topics include techniques to help middle school students with reading, student involvement and choice; an introduction to the concept of genre (of interest to ESL teachers, writing teachers, etc., including genre-based assessment and the importance of audience in writing); the use of literature circles with elementary learners to foster discussion and love of literature; and a book of EFL methodology.

3. Promoting Solidarity in Short Interactions

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

   This lesson in Teaching Pragmatics aims to raise awareness of and give practice in using strategies of relexicalisation for descriptive accounts and for promoting solidarity in short interactions. A sub-goal is to provide students with interesting and natural vehicles for vocabulary development, recycling and revision.

4. Polite Ways of Correcting or Contradicting our Conversation's Partner's Assumptions

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

   This lesson aims to raise learners' pragmatic awareness towards an important conversational function and to help them to be aware of the negative impression brought about by the non-use of actually (or other softeners of contradiction or correction) and for students to learn to produce corrections or contradictions prefaced by actually.

5. Are You Listening? (Backchannel Behaviors)

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

   This lesson aims to promote awareness of short responses during conversations such as uh-huh and yeah known as backchannel behaviors; to increase awareness of cultural differences in backchannel behaviors; to allow students to practice behaviors that indicate active listening.

6. Teaching Refusals in an EFL Setting

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

   The goals of this lesson in Teaching Pragmatics are: raising awareness that misunderstandings can be caused by differences in performing speech acts between Japanese and Americans; making learners aware of what they know already and encouraging them to use their universal or transferable L1 pragmatic knowledge in L2 contexts; teaching the appropriate linguistic forms that are likely to be encountered in performing speech acts.

7. The Children's Response: TPR and Beyond

   In: English Teaching Forum 2005, Volume 43, Number 1 Format(s): Text

   This article describes a technique called The Children’s Response, which can be used to teach young EFL learners. The technique is based on Total Physical Response (TPR), which actively involves children from kindergarten to beyond third grade. The article offers three lessons that provide practice with the form and function of the present and past tense as well as prepositions and imperative commands.

8. Save the Lofty Trees

   In: English Teaching Forum 2005, Volume 43, Number 1 Format(s): Text

   This is a script for a play called “Save the Lofty Trees,” intended for students use in ESL classrooms and is intended for young learners. This play gives students a chance to take part in group work by acting out the various scenes of the script. This will provide students with opportunities to use their skills and build fluency.

9. A Plan for Using - "Save the Lofty Trees" by Leslie Mills

   In: English Teaching Forum 2005, Volume 43, Number 1 Format(s): Text

   The author describes how to use the play “Save the Lofty Trees” in a classroom. The plan offers six activities that will promote student interaction, involving guided imagination, brainstorming, group-work, creative movement, and an interactive read through. This lesson plan is intended for young learners and addresses all learning styles.

10. Classroom Techniques: - What a Feeling!

    In: English Teaching Forum 2005, Volume 43, Number 3 Format(s): Text

    This article argues for the use of collaborative writing through poems in the ESL classroom. This activity gives students the motivation to express their creativity while improving teamwork skills that are important outside of the classroom. The author describes how collaborative poetry is introduced and carried out, gives examples of student poems, and suggests how the activity can be used with other genres as well.

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