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language contexts, were then introduced in which classroom-based assess-
ment was integrated into the instruction. Teacher readers were invited to
take a critical look at these examples of instruction and to consider whether
they would wish to adapt such materials for use in their own instructional
contexts, and if so, how. In conclusion to this chapter, the following activ-
ity directs readers to online resources for teaching and researching pragmat-
ics and provides a hands-on opportunity to explore some of them according
to their interests and needs.
Activity 7.1 Exploring instructional resources for
pragmatics
Objectives
1
You will become familiar with the scope of research-informed online instructional
resources for pragmatics.
2
You will be able to locate particular pieces of pedagogical information for teaching
pragmatics according to your needs.
Suggested time:
30 minutes.

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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
Materials:
■
computers with an internet connection;
■
Appendix A, “Electronic resources for teaching pragmatics,” found on p. 355–6 of
the book.
Directions
1
Briefly familiarize yourself with the various resources listed under “Electronic
resources for teaching pragmatics.”
2
Access resources of interest to you in Section 2, “Lesson plans and pragmatics
curriculum for learners.” Learn about the aspects of pragmatics that are being
focused on and the way that they are taught. Ideally, you have already determined
the feature(s) of pragmatics to teach for a particular audience by this time and can
focus your research according to your needs.
3
Take notes or store information in your personal file that you wish to come back
to later.
4
Share your findings and evaluation of the lesson plans you have read with the rest
of the class.
Discussion/wrap-up
If you have identified a lesson plan dealing with a topic relevant to your target for
instruction in pragmatics, or an instructional approach you wish to use in your lesson
plan, critically examine it and assess how applicable it is for your context. Consider what is
likely to work in your own classroom and what aspects need adapting or supplementing.
If you are designing instruction without adapting others’ lesson plans, start thinking of
a set of awareness-raising tasks that would work in your classroom setting. You may
wish to refer back to the earlier section of this chapter for examples.

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