Julia Julia

Functional language for formal negotiations
Upper intermediate level

Description

In this lesson, students learn and practice functional language for undertaking formal negotiations. The lesson will start with a short-lead in activity in which students discuss a picture of people negotiating and presenting in a business setting. This will be followed by exposure to the target language through listening tasks (gist listening, followed by a gap-fill exercise in which students have to listen for specific expressions). The target functional language will then be analysed through categorisation and guided discovery tasks, and drilling on pronunciation. A multiple choice gap-fill exercise will provide controlled accuracy practice of the functional language, then fluency practice will be provided through a task in which students undertake negotiations around the Tren Maya project in Mexico. Finally, feedback will be given on Ss' use of the functional language at the end of the lesson.

Materials

Abc Zoom

Main Aims

  • To provide clarification and practice of functional language for undertaking formal negotiations.

Subsidiary Aims

  • To provide practice in listening and responding in a discussion.
  • To provide practice in listening for gist and specific information.

Procedure

Warmer/Lead-in (3-4 minutes) • To set lesson context and engage students

Instructions: Look at this picture. In breakout rooms, discuss where you think they are (what context they are in), and what you think they are doing/talking about. Teacher shows Ss a picture of people negotiating and presenting in a formal context and shares link to the picture in the chat box, then allocates Ss to BORs to discuss for 2 minutes. Teacher brings Ss back to the main room and elicits ideas.

Exposure (7-8 minutes) • To provide context for the target language through a listening text featuring negotiations at work

Gist task instructions: I'm going to play two audio tracks. Listen and think about the relationship between the speakers and what the negotiation is about. Teacher plays the audio then elicits answers from Ss (3 minutes). Intensive task instructions: Listen again. This time, listen for the missing expressions, and choose the correct answer to fill in the gap. Teacher shows Ss a Google Form with gap-fill exercise and goes through the questions with Ss. Teacher shares link in chatbox, asks ICQs, then plays the audio again. Teacher elicits answers from Ss (4 minutes).

Clarification (11-12 minutes) • To clarify the meaning, form and pronunciation of the target language

Meaning. Teacher shows Ss a Google Slide with the TL arranged in columns. Teacher asks students to work in groups to decide the meaning of the expressions in each column and allocate the correct heading. Teacher demonstrates the task, asks ICQs, shares the link in the chat box, then allocates Ss to BORs for 3 minutes. T brings Ss back to the main room and conducts OCFB, eliciting further understanding of meaning through CCQs. (6 minutes in total) Form: Teacher shows Ss a series of slides with the TL and elicits form through FCQs (4 minutes). Appropriacy will also be covered at this point. Pronunciation: Teacher shows a slide with the TL and elicits stress and intonation from Ss, then conducts drilling. (2 minutes)

Controlled Practice (7-8 minutes) • To concept check and prepare students for more meaningful practice

Teacher shows Ss a Google Form with gap-fill exercise and shares the link in the chat box. Students work on the questions themselves for 3 minutes, then the teacher allocates them to breakout rooms to discuss their answers (3 minutes). Teacher brings Ss back to the main room and conducts OCFB ( 2 minutes)

Free Practice (7-8 minutes) • To provide students with fluency practice of the target language

Instructions: Are you familiar with the Tren Maya project? What are some of the reasons for and against it? (T elicits and writes on Google Slide) We are going to practice negotiating in groups, using the language we've learned. Some of you will be negotiating for the Tren Maya project to go ahead as planned, and others of you will be negotiating for changes to be made to reduce some of its negative impacts. Teacher assigns roles to students and shares the link to the slide with reasons for and against the Tren Maya project. Teacher allocates students to breakout rooms and monitors discussions.

Delayed Error Correction (4-5 minutes) • To enable students to understand and correct mistakes

Teacher writes down examples of language overheard during breakout rooms. Teacher commends good language use, elicits reformulations, and elicits corrections from Ss for any mistakes.

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