compiled by Enda Hidayat
Lesson Plan
Topic :
Negotiations
Skill : Reading
Level : Intermediate
(B2)
Goal/Objective :
- To introduce and discuss some techniques and strategies for the bargaining stage of a negotiation;
- To analyse and practise if-sentences (conditionals) in the context of bargaining;
Introduction :
For
many people, negotiating is all about bargaining, the give-and-take between two
sides. This workshop focuses on some strategies for successful bargaining,
especially with a view to building long-term business relationships. Effective
bargaining involves trading concessions – giving one thing in exchange for
another. Inevitably, this involves a lot of if-sentences (conditionals), but this
workshop goes beyond the traditional classification of “first and second
conditionals”, and explores the effectiveness and dangers of using a range of
conditional structures in a negotiation.
Materials : Sentence (Conditional)
Method : Role Play
Put the two teams together to role-play the
negotiation. Encourage them to use the sentences they prepared in exercise 7,
but remind them that they also need to be flexible, and to adapt their
suggestions based on the way the negotiation is going. Remind them that both
sides are keen to reach an agreement and to build a good long-term relationship
based on trust and respect. Allow plenty of time for the role-play (e.g. at
least fifteen minutes). Monitor carefully in order to give feedback at the
endon the effectiveness of their bargaining techniques.
Activist :
1. Lead-in: Discussion
Students
work in small groups to discuss the seven questions. After a few minutes, open
up the discussion to include the whole class. Suggested answers: See exercise
2.
2. Reading: The Bargaining Stage
Students
read the text to see what is says about the seven questions from exercise 1,
and to find out what the diagram shows. They discuss their answers in pairs and
feed back to the class. When you check the answers, discuss any vocabulary
problems, e.g. exaggerated, a counterpart, a hint. You could also discuss the
diagram with the class (e.g. how useful and practical is it to think in terms
of lines of preference, rather than individual variables) and the mini-dialogue
(e.g. Do you think B could seriously claim that he/she made no commitment
here?).
Media :
Text or Handout
Resources : Articles from Internet / E-book
Material made by Teacher
No comments:
Post a Comment