A01 cohe4573 01 se fm. Qxd

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T H E N U T S A N D B O L T S O F P R A G M A T I C S I N S T R U C T I O N
interpretation, culture, and learners’ subjectivity. We strongly recommend
that you refer to pragmatics-focused resources such as that offered in
Chapter 4 in planning your lesson, or that you collect data yourself or with
your students.
What are some components of a lesson plan? The following points
require your close attention as you make various instructional decisions in
planning a lesson.
■
the choice of a pragmatics feature/features to teach (e.g., a speech act, 
a discourse marker, implicature, or a discourse structure);
■
the overall goal for the lesson (e.g., enhancement of a particular
receptive or productive pragmatics skill, or both);
■
description of learners and instructional context, such as:
■
learners’ L1(s) and L2(s);
■
learners’ age/grade level;
■
learners’ general level of proficiency;
■
learners’ educational background;
■
pros and cons of the learning contexts (e.g., second or foreign
language);
■
skill focus;
■
integration into the general curriculum;
■
potential coordination with learners’ other courses;
■
content objectives for the teaching of pragmatics;
■
specific language features (pragmalinguistics) (e.g., communicative
functions, grammatical structures, and vocabulary/expressions);
■
the cultural aspects of pragmatics being addressed (sociopragmatics);
■
estimated time frame;
■
materials needed (including technology);
■
sequence of tasks (e.g., preview, activity/follow-up activities, closing);
■
procedures for each task;
■
assessment (e.g., more formal tests or more informal performance tasks
involving rubrics or checklists
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) (see Chapters 14 and 15 for more details
on these examples); and
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Assessment of learners’ pragmatic ability can be through traditional tests (which are
often quantified measures for summative assessment) or through performance tasks
(often used for formative assessment, involving real-world tasks). The performance
tasks are often evaluated with the use of a rubric (indicating the extent to which
learners accomplished certain criteria) or a checklist (showing whether or not learners
addressed such criteria, Tedick 2002).

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L E S S O N P L A N N I N G A N D T E A C H E R - L E D R E F L E C T I O N
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Criteria for self-evaluation
Self-evaluation
The plan provides a specific feature of pragmatics to 
be taught.
Excellent
Good
Needs more work
Learner characteristics match the choice of the feature 
of pragmatics to be taught and the overall goal of the
lesson.
Excellent
Good
Needs more work
The content objectives for pragmatics are realistic 
and appropriate for the students’ age, educational
backgrounds, and needs.
Excellent
Good
Needs more work
The language objectives are meaningful and 
appropriate in the context of the lesson.
Excellent
Good
Needs more work
The cultural awareness objectives are meaningful and
match the overall content objectives for pragmatics.
Excellent
Good
Needs more work
The time frame and choice of materials are appropriate 
for the lesson objectives and the target audience.
Excellent
Good
Needs more work
The lesson procedures follow a logical and realistic
progression.
Excellent
Good
Needs more work
The pragmatics material is largely research-based and 
the language samples are authentic.
Excellent
Good
Needs more work
■
student materials (e.g., graphic organizers, student worksheets, visual
support, and assessment instruments).
If you are doing this project as part of the requirement for a course in teacher
preparation or professional development, be sure to cite in your paper the
consulted references and resources. In such a context, teacher participants
would most likely find it beneficial to give a presentation of each lesson
plan. The course papers could be shared among the participants, especially
through the use of instructional technology (e.g., online instructional dis-
cussion tools, see Chapter 13).
Rubric for self-assessing the pragmatics lesson plan
In designing your lesson plan or after completing it, the following rubric
can be used to assess your lesson plan.
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For a course project, this self-assessment rubric can be adapted to double as the
instructor’s evaluative criteria, with an added column further right for instructor
assessment.

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