A01 cohe4573 01 se fm. Qxd

partial closing, or no closing?
Shut-
down
Pre-
closing
Terminal
exchange
Complete
closing
Partial
closing
No
closing
E.g., Sample 3 in 
the Information
1
3
2
✓
E.g., Sample 4 in 
the Information
1
st
dialogue
2
nd
dialogue
3
rd
dialogue
4
th
dialogue
5
th
dialogue
Discussion questions
1
What is your overall evaluation of this portion of the textbook in terms of
conversational closing?
2
How would you adapt or supplement this material?
Task sheet: textbook analysis on closing conversations
The textbook selected for analysis: ________________________________________
Is there a chapter or section that explicitly teaches how target language speakers close
conversation? If so, go to the chapter/section and examine the dialogues to answer the
following questions. If not, go to any of the chapters and examine the dialogues there
to answer the two questions in the table.

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32
Bardovi-Harlig et al. (1991: 6–8, 10–13); Griswold (2003).
Activity 8.2 Adapting textbooks for the teaching of
greetings
Objectives
1
You will be able to identify elements in research-based information that are
relevant and useful in teaching your students.
2
You will be able to adapt or supplement a textbook for pragmatics instruction.
Suggested time:
40 minutes.
Materials:
Information, “Greetings in English”.
32
Directions
1
Work individually or in a small group. Identify the targeted learner audience and
determine their age, level of proficiency, and other relevant characteristics.
2
Study the information, “Greetings in English.” The first section provides a dialogue
commonly found in EFL textbooks. The second section gives research-based
information that can be helpful in adapting the material, with a view to
highlighting pragmatics in the EFL instruction.
3
Consider how you would adapt or supplement the material. Design necessary
materials and instructional procedures that are appropriate for your students in
terms of the age and proficiency in particular.
4
Share your ideas with the whole group.
Discussion/wrap-up
In wrapping up this activity, consider what activities or instruction can precede or follow
the material you have just designed if you wish to further the pragmatics-focused
instruction. Alternatively, think of how you might formally or informally assess your 
students’ understanding or production of the features of pragmatics being taught in
your materials. Note that pragmatics could be incorporated to varying degrees. While
the addition of a new curriculum could take up a large portion of your class time, brief
pragmatic awareness-raising activities on a much smaller scale may also be effective if
implemented on a regular basis (see the possible adaptations for instruction provided as
an example).