market_leader_3e_-_intermediate_-_teachers_book (852197), страница 28
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...slowdowndeficit�1"1'1U)Listening: Training for negotiatingDiscuss the question with the whole class. Youcould get students to vote with a show of hands asto who thinks the deficit will go on increasing andhow many think that the trend will be reversed. (Youcould quote the economist Herbert Stein, who said;'If something can't go on forever, it will stop.' Theproblem is knowing when it will stop.)fi:] Text bank {pages 146-148)0An expert, Andy Simmons, gives advice on successfulnegotiating.�>» (02.18eeoLanguage review: ConditionsThe first and second conditionals are compared andcontrasted. Students then listen to a negotiation whereconditionals are used.oTalk students through the commentary and examplesin the panel. Write some of the examples on the boardto explain key tenses.
Point out that will never occurs inthe same part of the sentence as would.o:······· · · · · · · · ····················································· · · ·· · ······· · ········· ····································· ····· ···················:! Create an environment where people can do; keep the !learning fresh; look at the feedback from negotiations j'�>» ( 0 2 . 1 9Get students to look at the text. Play the recordingonce or twice and get students to fill in the gaps.oo(l)123Get students to work on the exercise in pairs.
Goround the room and help where necessary.Bring the class to order and elicit answers fromindividual students. Explain any remaining difficulties.give us; 'II placeWill you deliver; paylower; 'II buyWould; sentdon't improve; 'II have6 joined; would get45With the whole class, ask students if any of themhave experience of negotiating. (This will apply moreto in-work students that pre-work ones.) Get them totalk about their experiences.Get students to look at the questions.Play the recording once or twice. Explain anydifficulties without giving away the answers.Elicit the answers.appropriateness5 co-operativedifferent6 win-wincompetitive7 wrongconflict8 circumstancesWork on the meaning and pronunciation of difficultwords, e.g.
apPROpriateness.123481UNIT 9 ... ... INTERNATIONAL MARKETS11 �>» co2.2oGo back to the students who talked about theirnegotiating experiences in Exercise A and ask themto give advice on these two points before you playthe recording.Play the recording once or twice and elicit the answers.GorIT1Be versatile, be adaptable, be able to changebehaviour according to circumstances, be ableto manage conflict and the pressure of face-toface negotiation, be able to plan effectively, beanalytical, be open-minded and creative, haveself-discipline2 Listen for certain language cues - soft exposinggive-aways.Work on any difficulties.Discuss with students if any of the advice they gaveearlier came up in the extract.1enen0zz�IT1en<>ePut students into pairs. Point out that the firstquestion relates to really good negotiators, not justgood ones.
Get them to discuss the points. Go roundthe class and assist where necessary. Monitor thelanguage being used. Note down good points andthose that need further work.Bring the class to order. Praise the correct languagethat you heard and practise points that need furtherwork.Get members of one or two pairs to present theirfindings and discuss them with the whole class.� Resource bank: Listening (page 197)Students can watch the interview withAndy Simmons on the DVD-ROM.Get students to work on the stages in pairs.
Go roundthe room and help where necessary.With the whole class, elicit the answers.0;o• • • • • • • • • • • • • • • • • • • • • • • • 0 • • • • • • • • • • • • • • • • • • • • •• • • • • • • 0 • • • • • • • • • • • • • • • • • • • • 0 . 0. 00 • • • • • • • • • • • • • • • •• • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • • 0 • • • • • • • • • • • • • • •Ready yourselfI 2 Explore each other's needsI 3 Signal for movementI 4 Probe with proposalsI 5 Exchange concessionsI 6 Close the dealI 7 Tie up loose endsI . -��-��-�-�!...
. . .. . .. . .... ... ..... ..... . ... .. ..Discuss the points with students. Do they agreewith them? In particular, are the divisions betweenthe steps as clear-cut as the model implies? Forexample, is it always possible to move clearly fromthe signalling stage to the probing stage?j1. .. ...eSkills: NegotiatingStudents look at the different steps in a negotiation,listen to a negotiation that illustrates these steps, andthen put negotiating language to work in two role plays.0Tell students they will be looking at the language ofnegotiation.
If you think they will have difficulty withthe first task, get one outgoing pair of students torole-play the situation for the whole class.Then get students in parallel pairs to do the task.Go round the room and help where necessary.o0o82Bring the class to order and ask students if they werepleased with the outcome. In what way(s)?Then ask about the strategy, tactics and languagethat they used. Write up some of their negotiatingexpressions on the board.. ... ......·································································Point out to the students that the stages a-g are thesame as the ones in Exercise C. Tell them they willhear extracts that correspond to each stage.Play the recording once right through and then oncestopping after each extract to ask students whichstage is being illustrated.... .
. . .. .... . ..... ... . . ... ... . ... .. ...... ..... ... . ..... .:1....�..�. . .�..:........�.-�... . ...� � � �:········· · · · · · · · · · · · · · ·········································04.. ....--········.--.� � .!. .�............................................... ...········--.·······. . . ..
.......... ..Get students to study the Useful language box inpairs. Go round the room and help where necessary.With the whole class, go over points that havecaused difficulty: don't get students to repeat all theexpressions, just one or two or each type.Put students into pairs. Get them to look at theinformation for the role play. Make sure they look atthe correct page.When ready, get pairs to do the role play. Go roundthe room and help where necessary. Monitor thelanguage being used for good points and points thatwill need correction.Bring the class to order.
Praise strong points thatyou heard and work on points that need correctionor improvement, getting students to say the correctthing.Ask different pairs to say what happened in theirnegotiations.l:] Resource bank: Speaking (page 184)ooooee.�>)) CD2.21oo.oo<>�.:U N IT 9�.��INTERNATIONAL MARKETS::"..CAS E Sffi�&�Pampas Leather CompanyAn Argentinian manufacturer of leather and fur itemsand a US distributor negotiate a deal.The negotiation•Get the groups to start their negotiations in parallel.•Go round the room and monitor the language beingused for good points and points that will needcorrection, especially in relation to negotiatinglanguage.BackgroundGet students to focus on the case study by studyingthe Background information.•• Write the headings on the left-hand side of the tableand elicit information from students to complete theright-hand side.. C_9 mpany 1Based in·Pampas Leather Company (PLC)Buenos Aires, ArgentinaRepresented by_Roberto GonzalezActivityManufacturer of leather and furjackets, as well as accessories suchas handbags, belts and walletsReputation, _ Company 2; Based in! PresidentBest quality leather, creativedesigns, excellent quality control,reliable deliveryWest Coast Apparel (WCA);.Seattle, U SBrad SchulzActivityClothing distributor (i.e.
retailer)OutletsChain of stores in large cities on theWest Coast of the U SInterested inThree models of jacketCurrent situation Now May- PLC have agreed to makejackets and ship by early Nov.ConstraintsPLC has to make and deliver otherlarge orders before WCA'sContractconditionsSome points remain to benegotiatedPresent at, meetingObjectives ofmeetingc-<Bring the class to order. Praise strong points thatyou heard and work on points that need correctionor i mprovement, getting students to say the correctthing.• Ask different pairs to say what happened in theirnegotiations.One-to-oneWork on the background to bring out the key pointsabout the companies and the situation.Take the role of Gonzalez or Schulz (ignore theMarketing Directors).
You should both prepare yourrespective negotiating approaches.Run the task. Monitor the language that you both use.After the activity, underline some of the language thatyou chose to use and some that your student usedcorrectly and work on five or six points from what theysaid that need i mproving, especially in the area ofnegotiating language.Ask your student how they felt about the negotiationand what they learned from it.Writing• When students have absorbed their information,bring the class to order and ask the representativesof each company to identify their priorities and toprepare their negotiating strategy and tactics. Youcould ask them to use the RES PECT model from theSkills section above if you think that would be useful.••Reach an acceptable deal for bothsides which could be the basis for along-term relationship• Go round the room and help where necessary.VI-1cFeedbackO You can also refer to the Case study commentary• Tell students they will be negotiating an agreementbetween the two companies.
Divide the class intofours and make it clear who is Roberto Gonzalez, whois his Marketing Director, who is Brad Schulz and whois his Marketing Director in each four. Get studentsto turn to the page with their respective information.Make sure they turn to the right one.IT1• As groups finish, make sure they are clear what hasbeen decided - the tying-up of the R ESPECT model.Make sure someone i n each group writes this down.Gonzalez, Schulz, plus theMarketing Directors of each companyPreparation(i)>VIsection of the DVD-ROM, where students can watchan interview with a consultant discussing the keyissues raised by the case study.•Get your students to write an e-mail of 200-250words, summarising the points agreed during thenegotiation and not forgetting to indicate any termsof the contract requiring discussion or clarification.Students could do this for homework or in pairsin class.
If doing for homework, make sure thatstudents have noted down all the details from thenegotiation that they will need to include in thee-mail.C) Resource bank: Writing (page 2 1 2)C) Writing file, page 127Go round the room and help where necessary withthis part of the preparation.83Doing businessinternationallyIntroduction::E• Then discuss the notes with the whole class. Arethere any points that they had not anticipated (teachthem this word)?This Working across cultures unit focuses on culturaldifficulties when doing business in a n internationalcontext.0;;:o;:;-;:::z�)>n;;:o0IJ)IJ)nc::• Work on any difficulties.a• Tell students about the text they are going to readand the task that follows.
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