Display photos of negotiations. Pose the question to students: When do you negotiate? Ask students when was the last time they negotiated something? Ask them if negotiations are always formal. Tell them today we will focus on informal negotiations.

GIST listening task: Tell students they will listen to an audio of two pairs of people having informal negotiations. Display three gist listening questions on Google slide. Tell them they need to listen for the main idea, to answer these questions with their partner. Play the audio. Then, place students in BORs to discuss answers in pairs. Move around BORS to listen to discussions. Regroup as a class. INTENSIVE listening task: Show the fill-in-the-blank activity on Google slide. Tell students they will listen to the audio again. Tell them they must listen for the specific word in these phrases to fill out. Share the Google slide link and play the audio. Quickly review answers as class by calling on each student per sentence.

MEANING: 1. Show activity on Google slide. Tell students they must drag each phrase to the appropriate category. 2. Regroup as class to go over answers. 3. Show second activity. Tell students to write "true" if the statements have the same meaning or "false" if they do not. 4. Go over answers as a class. On "false" answers, ask students what an alternative statement or question would be. ****CCQ: When someone asks “how does that sound?”, are they asking literally about how it sounds in the ear, or are they asking someone’s opinion? Answer: They are asking someone’s opinion. CCQ: What’s a less direct way to say “I’m not happy with that”? Answer: That won’t work for me/I don’t know about that CCQ: When I say “I could go along with that”, am I very enthusiastic and confident in accepting the offer, or am I saying that the offer is decent enough for me to accept. Answer: You are not enthusiastic about the offer, but you are willing to accept it. CCQ: If I say “If you could pay in cash, I will not charge you sales tax”, am I demanding something or am I making an offer/suggestion? Answer: You are making an offer. FORM: 1. Show the sentence writing activity on Google slide. Tell students they need to write down two offers using the conditional sentence structure of "If you ___, I will ___." 2. Ask students to read on sentence they wrote to the class. ****CCQ: If you ___, I will ____. Do I use present simple or future simple when I am saying what I will do in an offer? Answer: Use future simple. PRONUNCIATION: 1. Display the stressed words activity on Google slide. Tell students they will listen to an audio of someone saying each phrase. They must write down the words that are stressed in each phrase. Play the audio. 2. Review answers as a class. ****CCQ: Adverbs like "what" and "how" and pronouns like "that" are usually NOT stressed, but why are they stressed in these cases? Answer: In w/h questions, the what/how is stressed because it is vital to the question. "That" is stressed in these cases because it is the subject of the sentence. 3. Display the intonation activity on G-slide. Explain to students they will listen to the audio again but mark if each sentence has a rising tone or falling tone. Play audio. 4. Review answers as a class. ****CCQ: Do all questions have rising intonation? Which ones have rising and which ones have falling? Answer: No. y/n have rising and w/h have falling.

1. Show the activity on Google slide. Explain to students that they need to match the phrase they would use to the appropriate situation. 2. Go over answers as a class by calling on each student.

1. Show the informal negotiation prompts on Google slide. Explain to students that with a partner, they will roleplay a negotiation. They can choose between negotiation A or negotiation B. Explain each prompt. Remind them to use the phrases we have learned, especially the conditional. 2. Put students into pairs into BORs. Move around rooms to listen and take notes. 3. Regroup as a class and ask pairs what agreement they came to. 4. Provide DEC if time allows.