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SKILLS

(EFL 5.4.2): Identify and use appropriate register and style in diverse speaking contexts, such as formal and informal interviews, discussions, and presentations.
EFL 5.4.8): Produce well-structured, smoothly flowing, and cohesive utterances on a variety of topics, using a range of rhetorical devices to emphasize key points.
Cultural & Social Awareness (EFL 5.1.7): Interpret and demonstrate respect for different points of view by using language that is empathetic and professional, while expressing one’s own opinion clearly and politely (Hedging).

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REAL-LIFE APPLICATION

In professional and academic spheres, the ability to calibrate one’s language is a defining characteristic of high-level fluency. Mastering these tools allows students to navigate complex stakeholder management, where hedging serves as a vital diplomatic shield to address risks or deliver difficult news without compromising their professional credibility. Conversely, using boosting and fronting enables them to project an executive presence, commanding attention during high-stakes pitches or presentations with absolute conviction. Furthermore, the integration of ellipsis and substitution removes linguistic “clutter,” allowing for the rapid, efficient, and native-like communication required in fast-paced boardroom environments or international summits. Ultimately, this unit transforms English from a subject of study into a sophisticated tool for power and diplomacy, mirroring the real-world communication strategies used by global leaders and executives.

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LEARNING ACTIVITIES

SESSION 1 (80 min)

The Grand Negotiation: Mars Colony Edition”

Scenario: Two groups (The Scientific Council and The Corporate Investors) must negotiate the final terms for the first human colony on Mars. They have conflicting priorities (Environment vs. Profit).

Period 1: Strategy & Scripting (40 min)

Instruction: Divide the class into two teams: The Council (Scientific/Ethical focus) and The Board (Business/Financial focus).

• Step 1: The Brief (10 min): Give each team a “Goal Sheet.”
  • Council Goal: Ensure no harm to Mars’ environment; prioritize research over mining.
  • Board Goal: Ensure 20% return on investment; prioritize mining over research.
• Step 2: The Scripting (30 min): Teams must draft a 3-minute opening statement and a “Rebuttal Cheat Sheet.”
  • Requirement 1 (Hedging/Boosting): Use Hedging for risks (“One could argue that water supplies might be unstable”) and Boosting for their own strengths (“Our technology will undoubtedly ensure survival”).
  • Requirement 2 (Argumentation Vocab): Use at least 4 phrases (e.g., “take issue with,” “concede the point,” “substantiate”).
  • Requirement 3 (Ellipsis/Substitution): Use these to keep the dialogue snappy. (e.g., “We have the tech. Do you?” instead of “Do you have the tech?”).

Period 2: The Live Summit & Peer Assessment (40 min)

Instruction: Rearrange the desks into a “Boardroom” style facing each other.

• Step 1: The Opening Statements (10 min): Each side presents their case. One student from each side must “moderate,” using Fronting for emphasis (“At the heart of this discussion lies our survival…”).
• Step 2: The Cross-Examination (20 min): This is the live debate. Students must respond to each other.
  • Rule: To speak, you must first concede something to the opponent (Hedge) before refuting it (Boost).
• Step 3: The Verdict (10 min): A small panel of “Independent Judges” (or you, the teacher) decides who was more eloquent and articulate based on the grammar used.

RUBRIC: https://docs.google.com/document/d/1R_wJcARKrPW0MtymgqVrxxoGcKZa6TJjhObzVxI2lPc/edit?usp=sharing

NEE – Agregar el tipo de adaptaciones curriculares

Principio II: Pautas 6.1 – 6.3 – 6.4 
Principio III: Pautas 7.1 – 8.1 – 9.1
ALUMNO 1: Constante monitoreo. Dar tiempo adicional para el desarrollo de la actividad y se reduce el número de ejercicios o se modifican los ejercicios con un nivel de dificultad reducido, de acuerdo con sus necesidades académicas. 
ALUMNO 2: Constante monitoreo, Dar tiempo adicional para el desarrollo de la actividad y se reduce el número de ejercicios o se modifican los ejercicios con un nivel de dificultad reducido, de acuerdo con sus necesidades académicas.
ALUMNO 3: Constante monitoreo. Corroborar que el contenido entregado en clase haya sido comprendido por la estudiante mediante retroalimentación.