International Negotiations

Extension activity

For each of the 20 expressions from the diagram, elicit from the class onto the board 

the two most important words from each expression. For example, for the first two 

expressions, you could write basically/proposing and keen/partner. Trainees then close 

their books. They work in pairs or groups of three to test each other by reading one of the 

two-word summaries to elicit the whole expression from their partners.

7 

Distribute copies of the feedback form (see page 110 and 

www.cambridge.org/elt/

internationalnegotiations

) and go through the forms with the class to make sure everyone 

knows what to focus on during the role play. Then divide the class into groups of four, and 

divide each group into two teams. Trainees then read the background information for the 

two negotiations. Note that if you decide to run the two negotiations in sequence (i.e. all 

of negotiation 1 followed by all of negotiation 2), you will need to make sure you have a 

separate task (e.g. revision exercises) for one team to do while the other team is planning 

their counter-proposal.

Alternatively, you could run the two negotiations in parallel, as in the table below. If 

necessary, the counter-proposals could take place in a later lesson, in which case, it might be 

better to have larger groups (e.g. teams of three) in case not all the trainees come to the next 

lesson. Monitor carefully during the negotiations, both for language and for the effectiveness 

of the proposals, checking and counter-proposals. At the end, give and elicit feedback.