CEP Lesson Plan Template

Teacher/s: Deepika Vasudevan and Shuqi (Gemini) Wang

Level: UI3 Date/Time: Apr. 13 Mon. 9-11am

Goal: use negotiation expressions to negotiate a purchase with a roommate

Objectives (SWBAT):
Students Will Be Able To…
1. identify negotiation expressions and tell the difference
2. use negotiation language in the context of deciding between two products

Theme: Negotiation

Aim/Skill/Microskill Activity/Procedure/Stage Interaction Time

Review or Preview (if Linking & Transitioning to rest of (for example:

applicable) lesson: SS-T)

Activity 1: 1.1 Pre-Stage: 40

Listening Warm-up question: What is T-S
“negotiation”?

I’m sure you all have experienced

negotiation. Can you think of one?
For example, when I was at undergrad,
I lived in a dorm with 5 girls. I have
sleeping problems, like I cannot fall
asleep when the light is on, but they
tended to study overnight, which really
gave me a hard time.

Transition to #2: Let’s take a Share your experience with your

closer look of the partner. I’ll give you 5 minutes.
expressions in this
conversation/negotiation. Students discuss. S-S

1.2. During Stage:

We are going to listen to an audio S-Ss
about negotiation. Before that, let’s
look at some words and expressions
first.
discuss with your partner and see if
there is any problem.

Is that clear?
 Ok let’s listen to it. Try to figure out
what is the exact thing they are talking
about.
CCQ: What information are we
looking for? (call one student)

1.3 Post-Stage: S-S

OK, so finally do they reach an
agreement? No, right. Let’s try to
imagine what solution they finally
worked out? Discuss with your
partners.

Work in pairs. Change groups*

Tangible Outcome & T. feedback/peer

feedback:

2.1 Pre-Stage: 40
Activity 2: Since we have had some ideas about S-S
Language Focus this conversation. Any questions
before we go on?
Ok we will listen once again, this time
try to fill in blanks of exercise 3. Now
Transition to take 30s to take a look at the sentences.
#3:___________________ Ok are you ready? Good. Let’s go.
Check the answers with your partner.
Check answers in the whole class. Ask
the first student to nominate who’s
next.

2.2. During Stage: SS

I have these sentences here on this
strips, and on the table I have put 4
cards. They indicate the purpose of
these sentences. I will give each group
a sentence or two, and you need to put
it in the right position.
For example, this card is “be direct”.
Which sentences on the book means to
be direct?
Now are we clear? xx where should
you put your sentences?
2.3 Post-Stage: S-S
Any questions before we move on?
Ok, now let’s try to use this
expressions. We’ll do a bargain.
Remember last class we talked about a
phrase “the hardest bargain?”
xx can you explain to us?

First, everyone please choose an item

you have now to sell, and think about
some features of your item so you can
introduce them later. It’s not real just
for you to negotiate. 1 min.

Example:
CCQ: what are the two things you need
to do?

Decided? Great. I’ll give you a sticker

and please write down a price you
want to sell and stick it to your item.
Done? ok guess what will we do next.
Right, so who wants to be the seller?
Stand here please.
I’ll give you 3 minutes for A to sell his
or her item to B. And B, what are you
going to do? Right, ask for lower price.
During this process, what kind of
language you’ll use? (point the
screen)Cool.
Raise your hands if you finished.
Now, 1 min to prepare.
Which group made the deal? Why/
Why not?

2nd round: Now, side A please stand

here. B I want you to group with
someone you haven’t talked to before.
Now, B will try to sell this to A. This
time, try to remember what kind of
expressions you or your partner used.
How much time do you have? Right,
still 3 minutes.
Ask what phrases they used.
T monitoring while note students’
errors.
 Tangible Outcome & T. feedback/peer
feedback:
T give corrective feedback when
necessary.

Activity 3: 3.1 Pre-Stage:

Pronunciation focus: 40
Speaking Think back to the situation you were T-Ss
just in (bargaining for a product). Did
you use any of these expressions in ex.
Transition to #4 or Wrap- 6a? <Ss answer> If you didn’t use
up:___________________ them, can you think of sentences you
could have used them in, in your
situation? For example: <show
sentence on the screen> Please take a
minute to talk to your partner to come
up with a sentence for each of these
expressions. Can they be any sentence
unrelated to your particular situation?
<NO>

Next, before you can share it with

class, think of where the stress would
go for each of these. Let’s do this one
together <points to screen> where is
the stress in this expression?

Ss do the rest of the sentences and

share with class.

Feedback with reminder of stress

timing. If time permits, practice with
online metronome.

3.2. During Stage: S-S

Ss pairs (A and B) pretend to be
roommates. They get a brochure for
one brand home equipment/furniture
each, and they read it and try to
negotiate with their roommate to
decide on one of the brands.

For example, Natsuko would you like

to try it with me? Imagine I want a
metal bookshelf with 4 shelves and you
 want a wooden bookshelf with 8. Let’s
try to negotiate with each other.

3.3 Post-Stage:
Ss present their decision and explain SS
what expressions they used and why it
was convincing.

Tangible Outcome & T. feedback/peer

feedback:
T shares corrective feedback as
necessary.

Activity 4: 4.1 Pre-Stage:

Transition to Wrap-Up: 4.2. During Stage:

___________________
4.3 Post-Stage:

Tangible Outcome & T. feedback/peer

feedback:

Wrap-up Lesson Evaluation Procedures:

ext ticket

Materials:
Presentation, ads/brochures
Sentence strips and cards
Sticky notes

Anticipated Problems & Suggested Solutions:

Contingency Plans (what you will do if you finish early, etc.):

Students can share their negotiation role-plays in front of the class

Post-Lesson Reflections: