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    Firm and Soft LGG - TCH

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    Camila Paulucci
    The document provides guidance for an activity to practice using tentative language structures when negotiating. It includes examples of tentative phrases to use in different situations. The goal is to speak more carefully during negotiations. Students practice tentative phrases in pairs and discuss when such language would typically be used. Cultural hints note that language styles vary between countries and tentative language is more common in some cultures like England compared to more direct styles in places like America.

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    Firm and Soft LGG - TCH

    Uploaded by

    Camila Paulucci
    41 views1 page
    The document provides guidance for an activity to practice using tentative language structures when negotiating. It includes examples of tentative phrases to use in different situations. The goal is to speak more carefully during negotiations. Students practice tentative phrases in pairs and discuss when such language would typically be used. Cultural hints note that language styles vary between countries and tentative language is more common in some cultures like England compared to more direct styles in places like America.

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    Firm and Soft Lgg_tch

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    Firm and Soft Lgg_tch

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    The document provides guidance for an activity to practice using tentative language structures when negotiating. It includes examples of tentative phrases to use in different situations. The goal is to speak more carefully during negotiations. Students practice tentative phrases in pairs and discuss when such language would typically be used. Cultural hints note that language styles vary between countries and tentative language is more common in some cultures like England compared to more direct styles in places like America.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    41 views1 page

    Firm and Soft LGG - TCH

    Uploaded by

    Camila Paulucci
    The document provides guidance for an activity to practice using tentative language structures when negotiating. It includes examples of tentative phrases to use in different situations. The goal is to speak more carefully during negotiations. Students practice tentative phrases in pairs and discuss when such language would typically be used. Cultural hints note that language styles vary between countries and tentative language is more common in some cultures like England compared to more direct styles in places like America.

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    © All Rights Reserved
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    of 1

    Business Builder

    9.4
    Tentative language
    Teacher Resource Series

    Teacher’s Notes

    AIM. 5 Refer to the instructions for section C. Divide the


    To practise a variety of tentative structures including class into pairs, start the activity and circulate.
    could/would, opening phrases, negative questions and When they have finished, ask the students to
    qualifiers in order to speak more carefully in a practise speaking the dialogue together.
    negotiation. POSSIBLE ANSWERS.
    TIME. 3 If we bought product X, what terms would you
    40–50 minutes give us?
    4 What did you have in mind/What were you
    PREPARATION. thinking of?
    Make one copy of the worksheet for each student in the 5 Could we have a little more credit?
    class. 6 That won’t be very easy. I’m afraid you’re over
    PROCEDURE. your limit.
    1 Write up on the board the heading Tentative 7 To be honest, we have a bit of a problem with
    language and elicit the meaning of ‘tentative’ our cash-flow at the moment.
    (careful, cautious, uncertain). Ask the students what 8 You can pay some of the money you owe us,
    words/techniques they know to make their language can’t you?
    more tentative and write up examples (e.g. Maybe, I 9 Yes, I think we could probably do that.
    think etc.). 10 In that case I think we’d be more flexible.
    2 Give out a copy of the worksheet to every student
    and ask them to look at section A. Refer to the 6 Ask the best pair/s to read their dialogues for the
    instructions. Say the first one or two pairs yourself class and write up selected phrases on the board.
    as a model, then ask individual students to try the 7 Refer to the instructions and questions for section D
    other pairs in open class (one student says both and develop a class discussion.
    sentences in the pair). Refer to the underlining task, POSSIBLE ANSWERS.
    divide the class into pairs, start the activity and First bullet point. Typical situations for tentative
    circulate. When they have finished, the pairs can language are:
    practise speaking the phrases again, helping each – if the people don’t know each other very well (and
    other to sound tentative. in general a visitor will use more tentative language
    3 Refer to the instructions for section B. Check the than a host)
    instructions carefully by referring to the examples – if someone is uncertain about a point
    that have been done. Divide the class into pairs, – in larger, more formal meetings
    start the activity and circulate. – at the beginning of the negotiation
    ANSWERS. – when it is a national characteristic of the speaker
    a 3,4,6 b 2,6 c 1,4,7 d 3,8 e5 f 6,8 (e.g. the Japanese and the English)
    g 2,5 h 1,7 Second bullet point. Students often say at first that
    tentative language is very ‘British English’. However if
    4 Refer to the bullet point question and ask for asked for equivalents of a–h (section B) in their own
    comments (there is too much tentative language language they usually find them, with the language
    here – it sounds like there is a big problem). used in the same situations.

    CULTURAL HINTS.
    Ä In America language is strong and direct.
    Confrontation is considered a good thing for progress.
    The English like a calm, reasonable discussion and use
    humour freely.
    Ä In Latin America and southern Europe expressive and
    emotive language is common. Grand outlines are
    talked about at length with the details left to the end.
    Ä In Japan, language is indirect and cooperative with
    many references of appreciation to the other person.
    Respect for the dignity of others is very important.

     Macmillan Publishers Ltd 2002 78 This page may be photocopied for use in class

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