9.

Business Builder Teacher Resource Series

Computers
WORKSHEETS 9.8 AND 9.9. Note the following points for supplier/customer negotiating role-plays: s Students should have a chance to play both supplier and customer on different occasions. s Remember the option of using the same role-play a second time with changed roles and/or partners. s Same-role preparation needs to be done out of earshot of the other side. The negotiations themselves also work much better if each pair is in a different room. If this is not possible, create a separate space for each pair by arranging the chairs so that they are facing the corners of the room.
s

Teachers Notes Consider a range of feedback methods: closed pairs + teacher (normal: you make language notes for a feedback slot) open pair + class (one pair performs for the class; others watch then comment on language and performance) closed pairs + observers (groups of three: one student sits a little distance away and is an invisible observer) If you are working one-to-one, you will have to play one of the roles yourself. Be simple and straightforward, and model lots of target language. Get business ideas from previous students. If you are stuck, ask your student what he/she would do/say in your situation.

AIM. To practise a customer/supplier negotiation based on typical issues such as quantity, price, transport costs, exclusivity and terms of payment. TIME. 5060 minutes PREPARATION. Make one copy of the worksheet for each student in the class. PROCEDURE. 1 Write up on the board New model of computer: the AT400. Elicit and write up some of the features of this exciting new model. Tell the students that they are going to practise a negotiation between customer and supplier for the purchase of a large quantity of these computers. 2 Elicit and write up some of the issues that may be discussed during the negotiation (see worksheet main headings). Elicit the different stages of the negotiation, particularly reminding students to begin with relationship building and discussing general objectives before moving on to the detailed bargaining itself. 3 Remind students of any particular language areas from worksheets 9.2 to 9.6 that you want them to focus on.

4 Divide the class into pairs and appoint Customers and Suppliers. Give out the correct half of the worksheet to each student. Group together pairs of students with the same role and ask them to prepare ideas together. Allow at least 15 minutes for this. Circulate, help with vocabulary, and prompt them to discuss: history of their company and experience in the market their ideal outcome, realistic outcome and bottom line for each issue 5 Regroup into the A/B pairs who will do the activity. The supplier is the host and stands by the door, inside the room, waiting for their visitor. The customer has just arrived from the airport and will start the activity outside the classroom. They knock on the door in turn. Start the activity, circulate and make a note of good/bad language use. 6 Hold a short feedback slot. 7 (Now, or in the next-class) The As and Bs change roles and repeat the activity. Hold another short feedback slot.

Macmillan Publishers Ltd 2002

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