Business Builder
9.4
Tentative language
AIM.
To practise a variety of tentative structures including
could/would, opening phrases, negative questions and
qualifiers in order to speak more carefully in a
negotiation.
TIME.
40–50 minutes
PREPARATION.
Make one copy of the worksheet for each student in the
class.
PROCEDURE.
1 Write up on the board the heading Tentative
language and elicit the meaning of ‘tentative’
(careful, cautious, uncertain). Ask the students what
words/techniques they know to make their language
more tentative and write up examples (e.g. Maybe, I
think etc.).
2 Give out a copy of the worksheet to every student
and ask them to look at section A. Refer to the
instructions. Say the first one or two pairs yourself
as a model, then ask individual students to try the
other pairs in open class (one student says both
sentences in the pair). Refer to the underlining task,
divide the class into pairs, start the activity and
circulate. When they have finished, the pairs can
practise speaking the phrases again, helping each
other to sound tentative.
3 Refer to the instructions for section B. Check the
instructions carefully by referring to the examples
that have been done. Divide the class into pairs,
start the activity and circulate.
ANSWERS.
a 3,4,6 b 2,6 c 1,4,7 d 3,8 e5 f 6,8
g 2,5 h 1,7
4 Refer to the bullet point question and ask for
comments (there is too much tentative language
here – it sounds like there is a big problem).
 Macmillan Publishers Ltd 2002 78
Teacher Resource Series
Teacher’s Notes
5 Refer to the instructions for section C. Divide the
class into pairs, start the activity and circulate.
When they have finished, ask the students to
practise speaking the dialogue together.
POSSIBLE ANSWERS.
3 If we bought product X, what terms would you
give us?
4 What did you have in mind/What were you
thinking of?
5 Could we have a little more credit?
6 That won’t be very easy. I’m afraid you’re over
your limit.
7 To be honest, we have a bit of a problem with
our cash-flow at the moment.
8 You can pay some of the money you owe us,
can’t you?
9 Yes, I think we could probably do that.
10 In that case I think we’d be more flexible.
6 Ask the best pair/s to read their dialogues for the
class and write up selected phrases on the board.
7 Refer to the instructions and questions for section D
and develop a class discussion.
POSSIBLE ANSWERS.
First bullet point. Typical situations for tentative
language are:
– if the people don’t know each other very well (and
in general a visitor will use more tentative language
than a host)
– if someone is uncertain about a point
– in larger, more formal meetings
– at the beginning of the negotiation
– when it is a national characteristic of the speaker
(e.g. the Japanese and the English)
Second bullet point. Students often say at first that
tentative language is very ‘British English’. However if
asked for equivalents of a–h (section B) in their own
language they usually find them, with the language
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.
This page may be photocopied for use in class