A good mastery of a range of formulaic sequences appears to be an important component of successful language learning (Wood, 2015; Wray, 2002). Certain formulaic sequences, known as pragmatic formulas, play a vital role in developing second language pragmatic competence, as they are crucial for successful speech act realization (Bardovi-Harlig, 2012). However, this category of formulaic language has been rather neglected in ESL pedagogy. To date, approaches to teaching formulaic language and pragmatics mainly use awareness-raising techniques; this approach, however, lacks potential for retention of formulaic sequences in learners' long-term memory (Boers & Lindstromberg, 2009). This article reports on a 6-hour course that was taught to 4 intermediate ESL students enrolled in one of the Language Instruction for Newcomers to Canada (LINC) programs in Ontario. The course followed a refined approach to teaching pragmatic formulas that went beyond awareness-raising and consisted of three teaching phases: awareness-raising, deep cognitive engagement, and practice. Results of the final assessment showed that 2 participants expanded their repertoires of both refusal and thanking pragmatic formulas, while the other 2 participants improved their performance in the thanking speech acts.