i to i TEFL Business English assignment - passed - 2024, Assignments of Business English

Download i to i TEFL Business English assignment - passed - 2024 and more Assignments Business English in PDF only on Docsity! Name of the Teacher Date Level of the class Length of lesson Amy 1/02/2023 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. 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 doesn’t doesn’t sound like Making a Could the sound like a very good softer deal be made + verb + deal position better? subject ðæt dʌznt saʊnd laɪk ə ˈvɛri gʊd diːl There is just one Making a compromise minor Are you thing that I compromising There is have a or softing just one + problem your adjective + ðeər ɪz ʤʌst wʌn ˈmaɪnə θɪŋ ðæt aɪ hæv ə with position? subject ˈprɒbləm wɪð We seem to have come to some kind of a stalemate Are you or the other person winning the negotiation? We seem to have Making a softer position come to + determiner wiː siːm tuː hæv kʌm tuː sʌm kaɪnd ɒv ə + subject ˈsteɪlˈmeɪt I don’t think we're making any I don’t think we're making + Is this a discussion or an Making a discussion 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 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. Bibliography (if needed): Anon. 2019. Teaching English. [Online] Available at: www.teachingenglish.org.uk [Accessed 29/10/2021]. How to negotiate in English. 2019. [Film] United states of America: Oxford Online English. Luc Spelt. 2014. Negotiation Skills. Available at: https://www.youtube.com/watch?v=q- 0wJGZ_J3I. [Accessed 29/10/2021] Sacco, M.T. Writing Rationales for Using Young Adult Literature in the Classroom, unpublished manuscript. Materials (include all the materials you plan to use in your lesson, referenced): Worksheet Part 1 The phrases below can all be changed to be both stronger and softer in a similar way. Try to do both. 1 l understand your position. 2 [eel like we're making progress. 3. mhappy with that 4 That sounds reasonable 5 That would be helpful 6 You've made my day! 7 You've been generous on... Nevertheless, 8 That's out of the question. 9° Icanttagree to. 10. I can’t compromise on this point.  i Z 38 5 i g58 o & Q 5 a (it | (completety/ more or less) understand your position. | feel like we're making (some/ quite a lot off a lot of) progress. Fam (lay really que’ very really) happy with Wat You've (feally/ pretty much) made my day! You've been (very/ quite) generous on... Nevertheless, .. Thats (not totaly” totaly completely) out ofthe question. z : & 3 rE i | (simply/ probably) can’t agree to. 10 I can't compromise (at all/ much) on this point.  ☺ If you found this assignment helpful, which I truly hope you did, please leave a 5-star review on my profile, as this helps me to help others with their courses and my reputation greatly affects my sales. Thank you so much! ☺ If you think that there is anything that could be improved, instead of leaving a review, please rather message me personally so that I can consider your suggestions and give you any additional information that I can, as this will be better for both of us.