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Name of the Teacher Date Level of the class Length of lesson
Amy 1 / 02 /202 3 Advanced 60 mins
Lesson Type: Speaking
Lesson Topic: Negotiation Language: Longer Negotiating Phrases
Lesson Aims:
By the end of the lesson, students will be better able to…
1. Correctly use suitable and useful phrases for negotiation
with confidence
2. Form longer negotiating phrases
3. Use their interactive/social and negotiation skills
4. Engage in active listening
Lesson Outcomes:
By the end of the lesson, students will have…
1. Successfully learnt and compared possibilities for solving a
problem through negotiation
2. Practiced and produced negotiation skills and language
3. Successfully participated in a negotiation
4. Listened actively and shown understanding
Anticipated difficulties:
There may be some pupils might struggle to understand certain
words or concepts that are more complex
Pupils might not feel comfortable with one another because they
are all from different departments
Pupils might be demotivated due to the fact that they are not
actually there on their own terms or out of their own accordance.
On top of this, their boss is the one who is paying for the course, so
they might be less motivated to work hard or achieve in the course
than if they had paid for it and wanted it themselves
Suggested solutions:
Before starting the lesson, make an announcement that if there
are any words or concepts that a pupil struggles with, they should
please raise their hand so that the teacher can explain to the class
as a whole so as to avoid misunderstandings or delays in
completing activities
The activity that will be done in the warmer stage will be one that
allows the pupils to engage with each other and the teacher in a
way that will get the pupils more comfortable with each other
through light-hearted interaction and humour
Teacher can explain to the pupils the great value of the course for
their own development/benefit and do engaging activities to keep
pupils motivated and interested throughout the class
Analysis of the target language I will present my pupils in order for them to complete the ‘real-life’ task I have chosen.
unless rejection over? conjunction aɪ meɪ hæv tuː bæk aʊt ɪf ðɪs diːl ənˈlɛs I don’t think we I don’t would think we benefit Are you not benefiting at all? could enough Making a benefit + from that rejection adverb aɪ dəʊnt θɪŋk wiː wʊd ˈbɛnɪfɪt ɪˈnʌf frɒm ðæt I think I think that’s Has the that’s asking a bit Making an person asked asking + too much insistence to little? verb (^) aɪ θɪŋk ðæts ˈɑːskɪŋ ə bɪt tuː mʌʧ I think we've already been fairly flexible on this I think that’s asking + verb Can you Making an decide to be even more instistance flexible? (^) aɪ θɪŋk wiːv ɔːlˈrɛdi biːn ˈfeəli ˈflɛksəbl ɒn ðɪs I was hoping for Are you Making an in agreement or
something considerably better instance disagreement with a proposal? I was + verb (ing) aɪ wɒz ˈhəʊpɪŋ fɔː ˈsʌmθɪŋ ə bɪt ˈbɛtə That wasn’t quite what Are you happy That I was Making a with the wasn’t + hoping for rejection outcome? adverb ðæt wɒznt kwaɪt wɒt aɪ wɒz ˈhəʊpɪŋ fɔː That wouldn’t go down very well at head office Would head office agree or disgaree? Making a rejection That wouldn’t go down + verb ðæt ˈwʊdnt gəʊ daʊn ˈvɛri wɛl æt hɛd ˈɒfɪs Are you That’s a bit Making a rejecting or Pronoun + too high rejection approving? adverb ðæts ə bɪt tuː haɪ We would find this We would somewhat find this + difficult to Making a Have you adverb + agree to rejection disagreed yet? subject (^) wiː wʊd faɪnd ðɪs ˈsʌmwɒt ˈdɪfɪkəlt tuː əˈgriː tuː That That
progress here ending? determiner (^) aɪ dəʊnt θɪŋk wɪə ˈmeɪkɪŋ ˈɛni ˈprəʊgrəs hɪə Can I just go over what we've Are we reviewing Making a summary what has discussed been Can I + (^) kæn aɪ ʤʌst gəʊ ˈəʊvə wɒt wiːv dɪsˈkʌst again? discussed? adverb əˈgɛn? Hopefully our next Hopefully meeting Are you our next will be a bit ending the meeting more Making an negotiation or will be + (^) həʊpfʊli ˈaʊə nɛkst ˈmiːtɪŋ wɪl biː ə bɪt mɔː productive ending beginning it? noun prəˈdʌktɪv I think we’ve almost covered everything Are you starting to suggest ending the I think Making an negotiation or we’ve + ending beginning it? adverb aɪ θɪŋk wiːv ˈɔːlməʊst ˈkʌvəd ˈɛvrɪθɪŋ
Stage
Name
Stage Aim Time Interaction
Pattern
Teacher’s procedure Students will…
Example:
Warmer
Example:
To engage the
students in the
lesson, to activate
the pupil’s prior
knowledge of the
topic
Example:
minutes
Example:
T-S
S-S
Example:
Show pictures of 3 different sports –
football (team), tennis (one vs one),
marathon running (individual)
Ask students to discuss the advantages
and disadvantages of each type of sport
Example:
Students will identify the lesson topic
Students will use their previous
knowledge to make links to the topic
Warmer To engage the pupils
in the lesson, to
activate the pupil’s
prior knowledge of
the topic and get the
pupils more
comfortable with
each other using
humour and
discussion
10 mins T-S
S-S
Ask the class to raise their hands if they
feel that negotiation skills are
important in the workplace, and then
play a funny video about negotiation
on you tube
After the video, ask pupils to discuss
with the person next to them any funny
instances that have happened to them
or that could happen during a
negotiation
Pupils will identify the lesson topic
Pupils will use their previous
knowledge to make links to the topic
And will become more comfortable
with one another
Presentation To teach the target
language that the
students will need to
actively listen to in
order to be able to
form longer
negotiating phrases
and engage pupils in
the context in a way
10 mins T-S Present and explain the analysis of each
negotiating phrase in the table to the
class, telling them to listen
actively/carefully because otherwise
they will not understand how to use the
language in the upcoming activities.
Give each pupil Part 1 of the
negotiating phrases worksheet as a
guide, and then tell them a few made
up scenarios of negotiations (eg: you
Pupils will listen actively in order to
be able to identify the
target phrases and use them within
the correct negotiation
stage/category while also
pronouncing the target phrases
correctly
While the pupils are practicing their
role plays in their pairs the teacher
walks around and checks that everyone
is participating and using the phrases
correctly and in the right context
Guidance and corrections are given only
when and where necessary during the
practice and performance of their role
plays
Cooler To relax and end the
lesson on a good
note while also
reviewing what has
been learnt in a calm
way
5 mins S Ask pupils to write a short summary on
what they found most interesting and
beneficial in the lesson
Allows the pupils to reflect on what
they have learnt in a relaxing way and
recognise the benefit it will have on
their future
Lesson Rationale (700-1000 words):
You should cover: why you have structured the lesson in the way that you have, what each activity will contribute towards the learning aims and how this
will be achieved, other activities that you considered including and why you chose not to use them, what you would do if any of your activities didn’t work in
the way you have planned
I used the PPP structure for this lesson because in order for pupils to learn how to take part in effective negotiation in a business context they need to:
analyse the correct meaning and effect of a lot of language, get a lot of controlled practice of this language, and then take part in a more realistic and
intensive practice of negotiating in a business meeting to give them a chance to use all that language in a more real life context.
The ‘warmer’ stage is to warm the pupils up at the beginning of the lesson. This stage should not be long and should be simple in order to engage the pupils
with the topic of the lesson in a fun way. That’s why I gave only 10 minutes to this stage and did not include any hard work or tasks. I focused on getting
interest in the topic of the lesson through activating prior knowledge about the topic in a humorous way and in a way that pupils can interact with each
other on a more casual basis. The video is based on a funny and well-known movie which will motivate pupils because they might be demotivated due to
reasons mentioned in the anticipated difficulties section above. Going around the class and listening/engaging with their conversations briefly will also give
me an opportunity to assess what each pupil understands in order to adjust my lesson plan right from the start according to pupil’s levels. It will also allow
the lesson to reach the aim of becoming more comfortable with eachother.
The ‘presentation’ stage involves introducing the negotiation language to the pupils through presenting it. To get pupils to understand the phrases’ meanings,
forms and context, and to pronounce them correctly, I plan to present and explain all the phrases to the class and give them a worksheet and also
demonstrate correct pronunciation and ask CCQs.
During the ‘practice’ stage pupils should use the language in a more controlled way. I will make sure of this by giving them a practice worksheet and then I
will then give correct feedback. This means pupils can practice the phrases in a controlled manner and learn through feedback and corrections.
The ‘production’ stage involves using language in a more open and natural way as this is what is important in real life contexts. Pupils will be allowed to use
what they have learnt and practised in a less controlled way at this point of my lesson. I ask the class to do a role-play of being in a business meeting and to
use the learnt negotiation phrases as if they were in a real life negotiation.
The ‘cooler’ stage allows pupils to ‘cool off’ before ending the lesson. This stage should be short and simple and fun or simple so that pupils can relax.
Therefore, the pupils can have a relaxing reflection about what they learnt today and how it might help them in the future in a more calm and casual way by
themselves.
The above activities ensure that pupils have mastered the basic phrases to then enable them to build on these basic negotiation phrases according to the
specific context and intention.
I considered getting the pupils to do a game activity where I would get the pupils to work in groups taking turns to ask eachother questions and trying to get
the exact answers in the worksheet 2 material section provided. Every time the pupil got the exact phrase that another group member was referring to by
asking them questions about it for clues they would get a point. It can be done in order, giving pupils language feedback on the activity after it has finished,
e.g. corrections of pronunciation, brainstorming of functional language they could have used. I did not use this activity because the activity is more vocabulary
based and not truly suited to teaching pupils about the skill of negotiation. It also requires a lot of time and might only work well with a group of pupils who
are comfortable with each other.
If the lesson was not going the way I planned, I would simplify the lesson. First, I would do a quick hands up assessment by asking concept checking
questions which will help me understand if pupils are not understanding something. If one of my activities didn’t go the way I planned it due to pupils
not working well together I would try switching the pupils up until I get commitment from them and match stronger students with weaker ones if 2
people were making no progress. If pupils are still unmotivated or not understanding, I will then play a YouTube video of the target negotiation
phrases and also request pupils to do a homework activity that must be submitted to me in the next lesson to make sure they have understood what
has been taught in the lesson.
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