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

Preann Govender 15/03/2023 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
agreeing, disagreeing, and bargaining
throughout negotiations.
2. When negotiating, recognize when to utilize
the Target Language, as well as recognize the
meaning and pronunciation of the Target
Language
3. During negotiations, utilize the Target
Language with more confidence.
4. When confronted with a negotiation, utilize the
speaking skill as well as the appropriate tone to
get one ‘s point across.
1. Practiced and learned phrases for agreeing,
disagreeing, as well as aggressive negotiating.
2. Practice and observe both passive and aggressive
phrases when negotiating, while acquiring
confidence to successfully use the Target Language.
3. New Target Language was acquired to aid in the
negotiation process.
4. Acquired useful language skills that allowed
the students to change the tone of their
negotiations. In addition, they can practice their
speaking skills by completing activities in the newly
acquired target language.

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

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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?

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 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?

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 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

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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.

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 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 the 10 min T-S -The class will be divided into Students will gain a deeper
Controlled various phrases pairs by the teacher. understanding of the negotiation
Practice that could be S-S phrases, as well as when and how to
used in The teacher will give each pair
a worksheet (fig. 4) with the employ them.
negotiation.
same negotiation scenario and
set of negotiation phrases (one Students will be required to utilize
for every student). whatever they have learned thus far
The student will bargain for a to complete the exercise.
raise and decide whether they

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 will be the manager or the Students will be exposed to a real-
employee during the life negotiation scenario.
negotiating process.
The phrases provided to
learners are to be utilized but
they are welcome to add
additional ones.

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

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

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

I opted to create my lesson plan utilizing the PPP method seeing as it's a systematic approach to learning new material. It is a straightforward and
logical method of organizing lessons. The PPP approach is very flexible, allowing the teacher to use a variety of different activities to fulfill the
needs of the students and include various activities in lesson plans. It allows the teacher to interact with the students as well as the students to
interact with one another. It allows students to grasp the meaning of the lesson and motivates them to learn the target vocabulary. It allows
students to freely practice the target vocabulary being taught in the lesson and allows them to know what stage they have reached in each lesson.
The constant exposure to the target vocabulary assists in cementing the target vocabulary in the student's long-term memory while also allowing
the students to gain confidence in identifying the target language. This structure enables students to feel prepared for the more difficult
production stage. Students gain confidence as the class progresses and feel that they are being taught in an exciting and safe setting. As the lesson
progresses, this method allows students more freedom.

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Structure:
The Warmer will get the students interested, focused, and ready to participate as well as mentally preparing them to hear
and speak English. It also allows students to return to English from their first language. The warmer activity I've chosen is
enjoyable, simple, and engaging. The students will be shown some flashcards and must guess what the lesson is about; this
will allow them to interact with other students while also giving them an idea of what the lesson's topic will be. This stage
also allows students to apply any prior knowledge they have about negotiation. The warmer I have chosen allows students
to have a visual image of the target vocabulary and allows the students to transition from their L1s back into English without
demanding too much mental activity. It provides the students the opportunity to get introduced to the lesson without being
overwhelmed. This will provide the foundations on top of which the lesson shall be built to achieve the aim. This warmer
will involve all the students and the students will be able to get to engage with each other and will become comfortable
with engaging with one another. The warmer will motivate the students for the lesson.

Due to the advanced level of the students, I have decided against presenting the meaning in the conventional way, in which
the teacher stands front and center in the class and simply informs the class what each word means. For the 'Presentation:
Meaning' stage, students will be divided into groups and given a worksheet (fig. 2) in which they must match the
negotiation phrase to its function. This is a little more difficult and will require students to use prior knowledge to arrive at
educated assumptions. Once the students' answers are complete, I will check them and ask CCQs to ensure that they have
truly understood the meaning of the phrases. This stage contributes to the goal of comprehending negotiation phrases. I've
selected larger groups of individuals from various departments to encourage open discussion and enable students to grow
more acquainted with individuals from other departments.

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 for
them to gain confidence in their speaking ability. Since they aren't commonly used in their L1, the students might struggle
with pronouncing the consonants /l/, /r/, /f/, /v/, and 'th', as well as the vowels /o/, //, and /ae/. I'll be paying close attention
to these vowels and consonants as they show up in the target language and have students imitate my dramatic mouth
movements. I'll 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 chorus the phrase for the second time, they should noticeably improve.

14
When students use the phrases correctly and confidently, they will sound more fluent.

During the ‘Practice: Controlled Practice’ phase, students complete a worksheet (fig. 4) in which they must decide
whether to act as the manager or bargain for a higher wage. The student will choose whether to be the manager or the
employee during the negotiation process. The phrases given to the students are to be utilized and they may add their own
from the target language.

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 new groups and tasked with acting out a negotiation role play in a more natural
manner, as it pertains to real life situations they may encounter. They must act as though they are actually negotiating a
deal with a client, customer, or supplier. In order to participate fully in the role play, students will be instructed to use the
vocabulary from the lesson. I'll remind the students that while both parties are eager to reach an understanding, they are
required to provide an explanation if one cannot be reached. If time allows, it would be desirable if both students could
play the roles of customer and supplier.
In order to complete this task, the students will need to generate a significant amount of dialogue, which will allow them
to hone their speaking abilities. Due to the advanced level and age of the students, I do not anticipate any problems with
them coming up with a negotiation scenario; however, if any students require assistance, I will walk around and observe
their negotiations. As they work in groups, they will have more chances to hone their communication skills. Through this
activity, students will learn why using the right words in business communications is crucial since poor grammar and word
choice can impede effective business communication. During this stage, the students' negotiation skills and techniques will
be assessed for effectiveness, and I will assist any students who are having difficulty. The students will acquire some key
phrases to help them during critical points in negotiations. It is critical that they learn what to say and when to say it. The
teacher who will provide only limited assistance.

The ‘Cooler’ stage provides the students with the opportunity to get valuable criticism and praise for the work they have
done. During this phase, students are also given the opportunity to interact with their peers and have discussions about what
went well or poorly in previous negotiations and how the negotiation terms they have learned will benefit them going
forward. Additionally, in order to assist them with pronouncing words that they might encounter in daily life, I will also
provide them with a link where they can record themselves.

15
Potential issues
From a cultural perspective, there might be some issues with class integration, what might be considered polite or unpolite in
business, and some students might find it challenging to relax with a classmate who is in a superior division than themselves.
In addition, some weaker pupils might struggle and then become frustrated if they fail to correctly complete the worksheet. In
this case, I will elicit the responses from the students rather than giving them the solution up front to point them in the right
direction.
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
More authentic content in the activities and lesson plan is something I would have liked to see. I considered showing the
students two videos of successful and unsuccessful negotiations and asking them to analyze the videos in groups to identify
their main flaws and highlights. This would have been a wonderful task for them to complete in order to gain experience
with actual negotiations and improve their speaking abilities. 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 alternatively assign the
students to view the videos as homework.

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

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

17
Fig 1.

18
Fig 1.

19
Fig 2. 20
 21
Fig 3.
 ASKING FOR A PAY RAISE
Choose your roles:
• The Workers, John
• The Manager, Sam

John has been a senior sales consultant at the communications firm for 5 years without a salary negotiation or
salary increase. Customers adore John because he excels at his job and his colleagues hold him in a high regard.
John is also the first to show up at work and the last to leave work. Despite his excellent performance, he is still
paid less than his peers.
John has investigated the matter and discovered that other businesses pay nearly twice as much as he does for
the exact same role and experience. John is scheduled for an interview with another firm; however, he appears to
enjoy working for his current employer. He has also scheduled an appointment with his manager Sam to negotiate
a pay raise.
John must negotiate with his manager, Sam, over the terms of the employment contract in terms of gaining a
salary increase.
Phrases that can be utilized:
1. What do you think about the offer?
2. I’m afraid I couldn’t agree to that…
3. Would you be willing to...?
4. If you were prepared to …, I might be able to…
5. Would that be acceptable?

Fig 4.

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