TOPIC Day 6: Wrap it Up

OBJECTIVES:

SWBAT use appropriate pre closings in a conversation

SWBAT recognize when their speaking partner is attempting to end the
conversation
SWBAT apply channel closing signals that are realistic to casual
conversation

PREVIEW: [ 5 minutes ]

Teacher explains objectives

Teacher writes quote on the board: A conversation does not simply
end, but is brought to a close. Schegloff and Sacks (1973)
Have students turn to their partner and predict what this might mean.
Why use the word bring?
Elicit predictions.

INTRODUCTION: [ 10 minutes ]

Teacher shows two short videos made by the teacher and another
colleague (NES or NNES).
Teacher asks for observations about differences.
a. Which video seemed more natural? Why do you think that?
b. Video A: who was trying to end the conversation? How do you
know?
c. Video B: who was trying to end the conversation? How do you
know?
d. Any specific clues you noticed that indicated an end was
coming?

VIDEO #1
A:
Wow, I love that we have so much
in
common!
B:
Yeah, seriously! Its awesome.
A:
YeahWell, I need to head out Ive got
this big paper to write.
B:
Oh, no worries at all. I totally get
that.
A:
Yeah, but this was really fun. Ive
loved getting to know you a little more.
B:
Yeah, me too! Its crazy that it
took us so
long to meet up!
A:
Yeah, I know! But lets plan on
getting
coffee again once the
semester ends. Id
really like that.
B:
Cool, yeah me too. Good luck on
your paper!
A:
Thanks! See ya!

Summarize the
content
Justify the ending

Express pleasure

Plan for future

contact

Closing
VIDEO #2
A:
Whoa, you love rock climbing,
too? Thats so cool.
B:
Yeah, I used to go climbing
actually
every weekend when I was
in college.
There was a big group of
us that would go together.
A:
When did you first start getting
into it?
B:
Actually, I didnt start until college
my roommate was a climber and
invited me
out one time. I loved it
right away. The
challenge, the
openness of being in nature, lots of time
to think and reflect.
A:
Yeah. Well, I must go.
B:
Oh, okay
A:
Goodbye.

Wish each other

well

Abrupt ending

Confusion

Formal closing

PRESENTATION: [ 20 minutes ]

Teacher introduces structure for pre closings:

1. Summarize the content of the contact they have just had.
2. Justify ending their contact at this time.
3. Express pleasure about each other.
4. Indicate continuity in their relationship by planning, specifically or
vaguely, for future contact.
5. Wish each other well.
Teacher passes out script from the videos and the class works together
with the teacher to mark the structure/lack of structure.
Teacher provides instruction on the actual closing statement. We never
actually use the term goodbye in English. Acceptable alternatives:
a. Bye.
b. See you.
c. Take care.
d. Have a good night.
e. Great talking to you.
f. Later.
Teacher passes out handout for ways to end a conversation at a party
where there is no external reason for closing the conversation with one
person except for the assumption that at a party you mingle and talk
to many different people.

End a Conversation at a Party

Pre-Closing
(Wait for pause in conversation)
Hey, its been really cool talking to you.
another drink.

Closing
Im actually going to go grab

Ill let you know next time I go climbing.

WellI need to go say hello to
____ over there.
Great talking to you.
Well I know there are other people you
probably need to talk to, but it was great chatting.
Have a good night!

This all seems really complicated! Why do we do it?

e. Politeness!
f. Disengage from a conversation where two people were
invested in a way that does not make the relationship
vulnerable, leave the person hanging (explain this phrase)
g. People really like to feel control. You want to close a
conversation in a way that still allows the other to feel some
control.

PRACTICE: [ 25 minutes ]

While this structure makes a lot of sense, people dont always use it in
this order, and they dont even always use all of these things! Students
are put in small groups to analyze short segments of TV shows.
Group 1: Friends, Season 8, Episode 19
Group 2: Friends, Season 2, Episode 16
Group 3: Bones, Season 1, Episode 10
Group 4: Sex and the City TV series, Season 1, Episode 2
Group 5: NCIS, Season 3, Episode 4
Students watch the clip, mark the script for the different steps of pre
closing ands closings, and then add any missing steps they think would
add to the conversation.
Groups practice acting out the scripts.
Groups present their script to the class, explaining what they added
and why, and then performing the dialogue.

PRODUCTION: [ 25 minutes ]

Students arrange desks into groups of four that are facing each other.
The first two people in the group are given a slip of paper with a
context on it, i.e. a get-together with coworkers, a house-warming
party for a friend. They must have a conversation that includes all
aspects of a casual conversation. The third person is the time-keeper
and will watch the clock for 10 minutes. The fourth person is the

recorder and will take a video of the conversation (to catch the
nonverbal strategies learned). The time-keeper and the recorder will
also receive a checklist of functions learned that they will use as a
guide for listening.
Students will switch roles.

CONCLUSION: [ 5 minutes ]

Teacher explains homework: students will watch the video of their

conversation at home and write a reflection on what they noticed they
did well and would like to improve on.

I really like this lesson because it brings into the light how complicated
American politeness actually is and acknowledges that we have some tricky
cultural cues that need to be picked up on, too. The lesson includes
authentic dialogue as well as scripted, with examples made by the teacher
and examples from TV shows, building on student interests. The last activity
is meant to encourage self-assessment, as well as assessment given by the
teacher once all the aspects of a casual conversation have been combined.