Show photos and ask Ss guess what's happening or what the people are talking about. Then introduce "negotiation" as focus of the lesson. Explain definition and ask Ss: 1) What are some situations where people need to negotiate? 2) What negotiations have you participated in recently?

Explain that we're going to start with a listening task. Tell Ss they're going to listen to a negotiation—they'll listen the first time for the main idea in order to answer: Who are the participants? What does each participant want? Play audio, then ask one student who the participants are, then ask another student (or two different students if #s allow) what each participant wants. Show answer slide. Explain that they will listen again in order to fill in the blanks on the audio script provided. Have Ss work individually to fill in blanks while listening second time, then work for 2 minutes with a partner in BORs to compare answers. After pairwork, meet as class and show answers slide with highlighted target language.

Meaning: Lead with guided discovery using fill-in table (see TLAS). Have Ss work on their own to fill out table provided in Google Slides, putting TL in correct column to identify meaning. Review answers in OCFB. Review meaning of TL with Ss by asking CCQs: I'm not really happy with that. – expressing dissatisfaction or disagreement with the offer CCQ: Is the customer sad? Is the customer angry? (No, just dissatisfied) Maybe we could ... What if we were to bring it down at bit? – making suggestion to adjust the offer CCQ: Is the mechanic willing to change his offer? (Yes) Well, it depends what you mean when you say 'bring it down a bit.’ What did you have in mind? – clarifying suggested change to offer CCQ: Is the customer willing to consider another offer by the mechanic? (Yes) CCQ: Does the customer know what the new offer is yet? (No) How about 400? – making suggestion, making another offer CCQ: Is this different from the first offer made by the mechanic? (Yes) How do you feel about that? – checking interest in offer OK, that sounds reasonable…I could go along with that. expressing agreement with the offer CCQ: Is the customer satisfied? (Yes) CCQ: Is the customer excited or enthusiastic? (No, just satisfied or accepting of terms) Form: Explain: Using hedges (e.g., maybe, really), modals (could), hypothetical structures (what if we were to…), evaluative verbs (sounds), and invitation structures (How about…?) helps soften meaning and increase politeness. Ask Ss which is more polite: A) I'm not really happy with that. X B) I don’t like that. A) Maybe we could ... What if we were to bring it down at bit? X B) I can accept less. A) I’ll take 400. B) How about 400? X A) OK, that sounds reasonable. X B) OK, fine. A) OK, fine. B) I could go along with that. X Then clarify that we use infinitive without “to” for base verb with "Maybe we could" and infinitive with “to” for base verb with "What if we were." Pronunciation: Show marker sentences with questions to illustrate word stress in sentences and intonation differences in types of questions asked. 1. Explain Content words are stressed (nouns, main verbs, adjectives, adverbs that carry meaning) and Function words are unstressed or weak forms (auxiliaries, prepositions, conjunctions) as noted by upper case usage in sentences shown. 2. Explain difference using rising and falling intonation in offering questions vs clarifying questions. 3. Also explain/demo linkage of "what if we" and "how about." Have Ss listen to me saying sentence, then repeat on their own using correct word stress and intonation for each sentence.

Have Ss work with partners in BORs to complete 2 conversations with Target Language from the box in Google doc (4 minutes). Return for OCFB to review answers, allowing Ss to practice speaking/reading sentences aloud.

Have Ss work with a partner in BORs in negotiation role play situations provided in Google slides. Ss will read their role description, take a minute to think about their negotiation strategy, then start their negotiating with their partner. Explain that the goal is to use the TL to make and offer, suggest adjusting terms of the offer, and checking interest or clarifying intent, in effort to come to an agreement. Depending on time, Ss can do one or both negotiation role plays provided. (5-6 minutes) Observe BORs and take notes on Ss' correct and incorrect usage of TL. Have Ss report on outcome of negotiations during OCFB. Ask which negotiation was easier or more successful.

Note 1-2 correct and incorrect usages of TL overheard during role play free practice on Google slide.