International Negotiations

 

10 

Trainees work alone to transform the two sentences. When you check with the class, elicit 

which version sounds better: the tentative one or the more direct version.

 

11 

Discuss this question with the class.

 

1 

12 

Distribute the feedback forms (see page 111 and 

www.cambridge.org/elt/

internationalnegotiations

) and go through them with the class so that everyone knows what 

to focus on. Trainees then read the information on page 94. While they are reading, write the 

letters H, I and T on the board. Then elicit from the class what the letters refer to.

Write the following abbreviations on the board: FOB, CFR, CIF. Elicit what they mean and 

which is better for the buyer and which for the seller (see Background notes below).

Divide the class into pairs and allocate roles. Allow plenty of time (at least five minutes) for 

trainees to familiarise themselves with the information about their roles. Monitor carefully to 

make sure everyone understands all the information. Make sure everyone knows how many 

coaches this deal involves (ten).

Allow at least twenty minutes for the negotiations. Monitor carefully for language and 

techniques. Afterwards, trainees give each other feedback using the forms. They should also 

go through the questions on page 107 to see how well they did. Then open up the discussion 

to give your own feedback and to discuss the various deals that were reached.

If you have an odd number of trainees, you will need to have one group of three. In this 

case, the third trainee is an observer. The observer reads both sets of information and then 

monitors carefully to identify what the negotiators do well and what opportunities they miss. 

Afterwards, the monitor gives detailed feedback to the negotiators.