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
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',
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
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 as well as the vowels /o/, //, and /ae/. Since
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.
hear how they pronounce the words they are
having difficulty pronouncing.
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) Are you asking them for their input?
schedule…)

Let me make Making sure you Clarifying details Are the asking the other party to lɛt miː meɪk ʃʊər aɪ ɡɒt jɔː pɔɪ
sure I got your understand what explain a point again? nt
point. the other party is
Are you clarifying detail that you are

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 not sure off?

Are you getting important

saying/ information to be used in a later
suggesting 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.

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

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 Are you meeting the other party
compromise.
halfway?

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.
I think we have Agreeing and To close your Is this used at the beginning or the end aɪ θɪŋk wiː hæv ə diːl
a deal. closing the deal negotiation. of the negotiation?
What else can you use at this stage of

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 the negotiation

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
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

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 from their L1 OCFB What is Negotiation: (Noun) mindset and getting them to
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
students. reached while avoiding argument discussed business negotiation using
To engage the and dispute. [nɪɡəʊʃɪˈeɪʃ(ə)n] previously learned knowledge and
student's vocabulary. I can then determine
interest in the Students then discuss different how much they already know about
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
the content of first lesson together, using this class
the class. discussion, students and the teacher
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
language to the function. CCQs.

When the students have completed The meaning of each phrase will
their work, the teacher will then start to become clearer and more
T-S understandable to the students.

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 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
Pronunciation students to by the teacher, with special
correctly OCFB attention paid to words that
pronounce all of students may have difficulty
the targeted pronouncing.
language/
phrases. Students will repeat the sentences
to the teacher.
The teacher will repeat the phrases
to the students several times,
emphasizing how the phrases are
pronounced and/or stressed. The
teacher will go back through the
sentence, chorusing individual
sounds rather than words, until the
entire phrase has been built up.
Techer will exaggerate mouth
movement to help those who are
struggling.
Students will develop the correct
sounds and shape of the mouth; thus,
students will be able to learn how to
pronounce the target
vocabulary/phrases.
Students will also learn the
pronunciation of the target
vocabulary/phrases by repeating it
back to the teacher.
Students will see how the teacher
pronounces the target
vocabulary/phrases and how each
vocabulary is stressed.
Students will start memorizing the
definition of each target
vocabulary/phrases and
understanding (if they haven’t
already) the target

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

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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
also provide feedback on the
effectiveness of their negotiating
techniques.

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Cooler / To receive 5 min The teacher will provide the class Inquiries from the class may be
Review 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
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

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 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 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

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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.

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.

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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/

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

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Fig 1.

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Fig 1.

Fig 2.

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 19
Fig 3.
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