Name of the Teacher Date Level of the class Length of lesson

Preann Govender 20/03/2023 Advanced 60 minutes

Lesson Type:
Skills Lesson- Speaking

Lesson Topic:
Negotiating Language

Lesson Aims: Lesson Outcomes:

By the end of the lesson, students will be better able By the end of the lesson, students will have…
to…

1. Establish and recognize longer phrases for 1. Practiced and learned phrases for agreeing,
agreeing, disagreeing, and bargaining disagreeing, as well as aggressive negotiating.
throughout negotiations. 2. Practice and observe both passive and aggressive
2. When negotiating, recognize when to utilize phrases when negotiating, while acquiring
the Target Language, as well as recognize the confidence to successfully use the Target Language.
meaning and pronunciation of the Target 3. New Target Language was acquired to aid in the
Language negotiation process.
3. During negotiations, utilize the Target 4. Acquired useful language skills that allowed
Language with more confidence. the students to change the tone of their
4. When confronted with a negotiation, utilize the negotiations. In addition, they can practice their
speaking skill as well as the appropriate tone to speaking skills by completing activities in the newly
get one ‘s point across. acquired target language.

1
Anticipated difficulties: Suggested solutions:

1. Students may be unmotivated since their 1. Interact with the students and make the lesson as
company/employer pays for the lesson and has engaging as you can. Relate the lessons to real-life
made attendance mandatory - the lessons are business situations such that they can use it in
not optional. They may feel compelled to attend their everyday lives rather than just for academic
the classes. purposes.
2. Given that all the students are Japanese, the 2. Before the class begins, we will establish a rule
that only English will be spoken in the classroom,
class is almost certainly monolingual, which
unless they request permission to use their L1.
means that all of them speak the same L1. This
Students will only be permitted to use their L1
may imply that students may converse in their three times during the lesson.
L1 instead of English in the classroom. 3. I'll ask the more experienced students to assist the
3. Given the various departments and, more than less experienced students who are struggling to
expected, structure tiers, some students might understand the target vocabulary. During class
be more confident and/or have a better activities, I will also use specific names to
understanding of the target vocabulary than encourage participation from those who are less
others. As a result, these students may lose experienced, and I will assign passive roles to
interest in the lesson and/or dominate the those who appear to be dominating. This will be
activities, making it difficult for the less possible since I'll closely monitor all student
experienced and confident student to participation throughout the lesson.
4. Encourage the students to visit the following page
contribute to the lesson and activities.
in order to work on their English pronunciation.
4. Many Japanese speakers struggle to pronounce
Students can record oneself there, in order to
the English consonants /l/, /r/, /f/, /v/, and 'th',
hear how they pronounce the words they are
as well as the vowels /o/, //, and /ae/. Since having difficulty pronouncing.

2
 there are only five vowel sounds in Japanese but The site is:
20 in English, long and double vowels in English https://www.speechactive.com/english-
are frequently difficult to pronounce. The word pronunciation-accent-reduction-japanese/
stress is frequently flatter and much more even • After class, the students can utilize the
compared to that of a English native speaker. above website to practice their English by
comparing their pronunciation against
that of English native speakers.
Furthermore, I will chorus as well as drill the
target language during the
pronunciation: presentation. In addition, I
will exaggerate my mouth movements and
request that the students to mimic me.

Target Language Analysis

Include an analysis of the target language you will present in order for your learners to complete the ‘real-life’
task you have chosen.
● Choose your set phrases (8-12 is appropriate)
● Analyse them in a paragraph or table
● Include meaning, function/use, features of pronunciation (speaking) or spelling and punctuation (writing),
plus anything else you think is interesting

3
Target Function Description/ Concept Checking Question Pronunciation
Language Meaning

The opening
To welcome Are you making a statement at the
I would like to statement at the
everyone at the beginning of the
welcome you beginning of the aɪ wʊd laɪk tuː ˈwɛlkəm juː tu
meeting/ meeting/negotiations?
to… meeting/
negotiations
negotiations

Is this a polite and an efficient way to

Before we begin, start the meeting/negotiations?
Setting the Agreeing on the
shall we have a bɪˈfɔː wiː bɪˈɡɪn, ʃæl wiː hæv
meeting/ agenda the
look at the main Will both parties understand the order ə lʊk æt ðə meɪn pɔɪnts ɒn ði
negotiation negotiations can
points on the in which the meeting will be əˈʤɛndə
agenda begin.
agenda? conducted in?

What do you Are you asking if the client likes

To ask what
think about our your offer?
your client
offer? (Our
thinks about To ask your client wɒt duː juː θɪŋk əˈbaʊt ˈaʊər ˈ
proposal? The Is the client asking you if you are
your offer their opinion ɒfə
plan I’ve happy with the offer?
(Proposals/
presented/ the
Suggestions)
schedule…) Are you asking them for their input?

Making sure you Are the asking the other party to

Let me make understand what explain a point again? lɛt miː meɪk ʃʊər aɪ ɡɒt jɔː pɔɪ
sure I got your the other party is Clarifying details
nt
point. saying/ Are you clarifying detail that you are
suggesting not sure off?

4
 Are you getting important
information to be used in a later
stage?

Are you understanding what they want

out of the negotiations?

Let the other party

know that your
I’m afraid we Will the other party be offended by
We are not in an viewpoint is not the this phrase? Are you happy with the aɪm əˈfreɪd wiː ˈkʊdnt əˈɡriː t
couldn’t agree to
agreement same. uː ðæt
that… proposal?
Refuse a proposal

You accept
some of the
point the other
Would you be wʊd juː biː ˈwɪlɪŋ tu
party is making Bargaining Are you trying to compromise?
willing to...?
so you can come
to some
agreement.

Will you get everything you want

When you are
You are willing from the negotiations?
unable get
If you were to accept some
everything from the
prepared to …, terms in Will you need to make ɪf juː wɜː prɪˈpeəd tuː …, wiː
other party.
we might be able exchange for compromises? maɪt biː ˈeɪbᵊl tu
to… others. (Offering Making a proposal/
a compromise) Are you meeting the other party
compromise. halfway?

5
 Are you asking the client to make
Both parties are sure all parties are on the same
I think we can
We are in an now in agreement/ page? aɪ θɪŋk wiː kæn bəʊθ əˈɡriː ð
both agree
agreement making sure that æt
that…
both parties agree. Are you making sure that everyone
understands?

Are you satisfied with negotiations

so far?
Making sure the
Asking if the Are you asking the client if there is
Would that other party agrees
other party something more you can do to close wʊd ðæt biː əkˈsɛptəbᵊl
be acceptable? with the
agrees. the deal?
proposal/solution.
Are your judgement correct on the
solution?
Are you making a suggestion so both
parties are happy?
I’d like to Making a
Making a proposal aɪd laɪk tuː səˈʤɛst
suggest… suggestion. Are you making an offer to the other
party?

Summarizing the
Concluding the
Have I left points that have Is the negotiation reaching an end
meeting/ hæv aɪ lɛft ˈɛnɪθɪŋ aʊt
anything out? been agreed or point?
negotiations.
disagreed on.
Is this used at the beginning or the end
I think we have a Agreeing and To close your of the negotiation?
aɪ θɪŋk wiː hæv ə diːl
deal. closing the deal negotiation. What else can you use at this stage of
the negotiation

6
Stage Name Stage Aim Time Interaction Teacher’s Procedure Students will...
Pattern

Example: Example: Example: Example: Example: Example:

Warmer To engage the 10 mins T-S Show pictures of 3 different sports – Students will identify the lesson topic
learners in the football (team), tennis (one vs one), Learners will use their previous
lesson, to marathon running (individual) knowledge to make links to the topic
activate the S-S Ask students to discuss the
learner’s prior advantages and disadvantages of
knowledge of the each type of sport
topic

7
Warmer To allow 5 minutes T-S Show students some flashcards To pique the class's interest in the
students to (Fig. 1). Students must guess what topic being covered in the lesson. As
transition back the lesson is about. well as getting them in the learning
into English
mindset and getting them to
from their L1 OCFB What is Negotiation: (Noun)
lesson, and to Negotiation is a method by understand what the lesson is about.
introduce the which people settle differences.
topic of the It is a process by which Students will have recognized and
lesson to the compromise, or agreement is discussed business negotiation using
students. reached while avoiding argument previously learned knowledge and
To engage the and dispute. [nɪɡəʊʃɪˈeɪʃ(ə)n] vocabulary. I can then determine
student's
how much they already know about
interest in the Students then discuss different
lesson and to types of negotiations and why the subject.
activate and test different parties engage in them.
their prior Despite the fact that this isn't their
knowledge of first lesson together, using this class
the content of discussion, students and the teacher
the class. will observe how everyone interacts
with one another.

Presentation: To allow 8 minutes T-S The teacher will divide the class Determine which target language
Meaning students to form into four even groups, ensuring corresponds to which function.
associations an even distribution of students
between the from various departments. Students will use their previous
target language knowledge and vocabulary in order
and the meaning Each team will be provided with to finish the task successfully.
Ss-Ss its own worksheet (fig. 2). The
teacher will then instruct the Students will be able to assess their
students to match the target understanding by answering the
CCQs.

8
 language to the function.
The meaning of each phrase will
When the students have completed start to become clearer and more
T-S
their work, the teacher will then understandable to the students.
administer CCQs to assess their
understanding thus far.

Presentation: To establish the 5 min S-S The teacher will assign a word Students will individually answer
Form correct spelling search worksheet exercise (fig. 3) the word search worksheet exercise
of some of the to the students, where the words in where there are phrases with the
words in the bold letters will be word to search
word to search in bold letters.
phrases for in the puzzle. This will be done
on an individual basis. Students will learn the spelling of
the target vocabulary.

Presentation: To enable all 5 min T-S All of the sentences are chorused Students will develop the correct
Pronunciation students to by the teacher, with special sounds and shape of the mouth; thus,
correctly OCFB attention paid to words that students will be able to learn how to
pronounce all of students may have difficulty pronounce the target
the targeted pronouncing.
language/ vocabulary/phrases.
phrases. Students will repeat the sentences
Students will also learn the
to the teacher.
pronunciation of the target
The teacher will repeat the phrases vocabulary/phrases by repeating it
to the students several times, back to the teacher.
emphasizing how the phrases are
pronounced and/or stressed. The Students will see how the teacher
teacher will go back through the pronounces the target
sentence, chorusing individual vocabulary/phrases and how each
sounds rather than words, until the vocabulary is stressed.
entire phrase has been built up. Students will start memorizing the

9
 Techer will exaggerate mouth definition of each target
movement to help those who are vocabulary/phrases and
struggling. understanding (if they haven’t
already) the target
The entire phrase will be chorused vocabulary/phrases, and students
again by the teacher. The teacher will begin to feel confident in using
may utilize the board with the them in real-life conversations.
phrases on it to highlight the
phrases as the teacher is saying it.
• Would that
be acceptable?
• Acceptable
• Be acceptable.
• Would that
be acceptable?

The teacher will circulate the

classroom, listening for students
who are struggling and then
directly assisting them.

Practice: To recognize 10 min S-S Students will be assigned a Students will gain a deeper
Controlled and use the task to complete in order to understanding of the negotiation
Practice various phrases assess their understanding thus phrases.
that could be far.
used in
negotiation. The task will be to unscramble Students will be required to utilize
sentences on a worksheet (fig. whatever they have learned thus far
4) containing phrases that to complete the exercise.
students have learned thus far.
T-S
At the end of the tasks, the

10
 teacher will provide the The teacher will provide feedback to
students with feedback. the students and give the opportunity
to fix any errors.

Practice: Freer To practice 20 min T-S Split the students into new pairs Students will be able to freely use
Practice (Role speaking and S-S for a negotiation role play. their newly acquired target
Play) using the target vocabulary/phrases and existing
vocabulary/ Students must act out a scene in vocabulary to role play various
phrases correctl which they are negotiating a deal
y in a negotiation scenarios.
with an actual client/customer
negotiation /supplier. Students will be able to demonstrate
scenario. their knowledge of the target
To develop a The teacher should encourage vocabulary/phrases in a comfortable
negotiation students to use the vocabulary and albeit less contained environment.
scenario in phrases they learned in class. In a real-life situation, role play a
which they can scenario among a supplier and a
practice the customer using vocabulary/phrases
The teacher should point out that
targeted learned in the lesson.
both parties are eager to reach an
vocabulary/phra
agreement, and if one cannot be
ses while also
reached, they must explain why.
using the
English they
already know. If there is time, both pairs will be
given the opportunity to play both
the customer and the supplier.

The teacher should carefully

monitor the role play and assist
students who are having
difficulties, as well as track the
efficacy of their negotiation skills
and techniques. The teacher will

11
 also provide feedback on the
effectiveness of their negotiating
techniques.

Cooler / Review To receive 5 min The teacher will provide the class Inquiries from the class may be
feedback on the OCFB made, and the teacher will respond
T-S with feedback.
lesson work. with feedback.

To review and The teacher will congratulate the Students will review their mistakes
solidify the students on their hard work. and solidify their understanding.
lessons' work, as
well as to finish Students will talk about how they
The teacher will inquire with the will use their newly acquired
the lesson on a students if there's anything they do vocabulary/phrases in their daily
good note. not comprehend and are interested lives.
in going over.

Divide the class into four-person

groups to discuss what went
right/awry in any recent
negotiations and how they might
utilize the phrases they've acquired
during class to their benefit and in
their daily lives.

Provide the students the URL for

the website
https://tophonetics.com/, which
will assist the students with the

12
 phonetics of the phrases. This may
be utilized at any moment to assist
the students in pronouncing
English words correctly.
Additionally, students can record
their own pronunciations of words
and phrases to playback alongside
the pronunciation on the website.
This will assist them in
overcoming any roadblocks they
may encounter when using tricky
to pronounce words.

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

The PPP method is a systematic approach to learning new material. It is flexible and allows the teacher to use a variety of activities to fulfill the
needs of the students and include various activities in lesson plans. It allows students to grasp the meaning of the lesson and motivates them to
learn the target vocabulary. The constant exposure to the target vocabulary assists in cementing the target vocabulary in the student's long-term
memory while also allowing them to gain confidence in identifying the target language. This structure enables students to feel prepared for the
more difficult production stage and gain confidence as the class progresses.

Structure:
The Warmer will get students interested, focused, and ready to participate as well as mentally preparing them to hear and
speak English. It is enjoyable, simple, and engaging. The students will be shown flashcards and must guess what the lesson
is about. This stage also allows students to apply any prior knowledge they have about negotiation and transition from their
L1s back into English without too much mental activity. The warmer will involve all the students and the students will be
able to engage with each other and become comfortable with engaging with one another. It will motivate the students for

13
the lesson.

For the 'Presentation: Meaning' stage, students will be divided into groups and given a worksheet to match a negotiation
phrase to its function. This stage is more difficult and requires students to use prior knowledge to arrive at educated
assumptions. Additionally, larger groups of individuals from various departments will be selected to encourage open
discussion and enable students to grow more acquainted with individuals from other departments. Finally, CCQs will be
asked to ensure that students have truly understood the meaning of the phrases.

I'll provide each pupil with a word search puzzle worksheet (fig. 3) to accomplish individually for the 'Presentation: Form'
stage. This exercise was chosen because it is an enjoyable method for determining the spelling of the words. To be able to
discover the words in the word search, students must know their exact spelling. This will assist the students in recalling the
spelling of the words as well as learning useful words for business negotiations.

Now we'll proceed to the ‘Presentation: Pronunciation’ stage. This stage will assist students in correctly pronouncing the
target language. I will chorus the target vocabulary/phrases with the class in addition to individual students in order to gain
confidence in their speaking ability. I will focus on the consonants /l/, /r/, /f/, /v/, and 'th', as well as the vowels /o/, //, and
/ae/. I will repeat the phrase while focusing on the sounds rather than the words until I've constructed the entire phrase, at
which point I'll say it all at once. When students use the phrases correctly and confidently, they will sound more fluent.

During the ‘Practice: Controlled Practice’ phase, students are likely to improve their understanding of the target
vocabulary as well as their capacity to recognize it in real-world contexts. This worksheet allows students to put what they
have just learned in the lesson to the test. The worksheet also allow students to recognize and memorize the phrases.

Students successfully complete the lesson's learning objectives during the ‘Production: Freer Practice’ stage by
comprehending the material, employing negotiation terms, and using speaking skills to advance their positions during a
negotiation.
Students will be divided into groups and tasked with acting out a negotiation role play in a more natural manner. They must
act as though they are actually negotiating a deal with a client, customer, or supplier, and use the vocabulary from the
lesson. If time allows, both students can play the roles of customer and supplier. The students will need to generate a
significant amount of dialogue and hone their speaking abilities. During this stage, their negotiation skills and techniques
will be assessed for effectiveness, and they will acquire key phrases to help them during critical points in negotiations. The
teacher will provide only limited assistance.

14
 The ‘Cooler’ stage provides the students with the opportunity to get valuable criticism and praise for the work they have
done. Students are given the opportunity to interact with peers and discuss previous negotiations. Additionally, they are
provided with a link to record themselves pronouncing words they encounter in daily life.

Potential issues
From a cultural perspective, may be issues with class integration, what is considered polite or unpolite in business, and some
students finding it difficult to relax with a classmate who is in a superior division.
Additionally, weaker pupils may struggle and become frustrated if they fail to correctly complete the worksheet. To address
these issues, the speaker will elicit the responses from the students rather than giving them the solution up front.
Due to their boss paying for the class, pupils might not have enthusiasm since they do not have an inherent motivation to
learn English. In order to combat this, I'll be very energized in the classroom and keep stressing to the students how important
the lessons are for both work and life.
When required to role-play a negotiation during the freer practice stage, students may struggle. They may become anxious if
they are given the freedom to do and say whatever they want without much guidance or guidance from a worksheet or the
teacher. To avoid or resolve this issue, I will write a few common terms on the board that may be employed during varying
phases of a negotiation.

Other Considerations
I would have liked to see more authentic content in the activities and lesson plan. I considered showing students two videos of
successful and unsuccessful negotiations and asking them to analyze them in groups. The PPP method is a good method, but
it leaves little room for unstructured open discussions. The discussion will take place during the next lesson, and I will assign
the students to view the videos as homework.

Bibliography (if needed):

https://www.dreamstime.com/stock-photo-businessmen-meeting-image15887510
https://worksheets.theteacherscorner.net/make-your-own/word-search/
https://tophonetics.com/

15
Materials (include all physical copies of the materials you plan to use in your lesson, referenced):
• White board
• White board markers

16
Fig 1.

17
Fig 1.

18
Fig 2. 19
 20
Fig 3.
Fig 4.

21
22