Instructions: Look at this picture. In breakout rooms, discuss where you think they are (what context they are in), and what you think they are doing/talking about. Teacher shows Ss a picture of people negotiating and presenting in a formal context and shares link to the picture in the chat box, then allocates Ss to BORs to discuss for 2 minutes. Teacher brings Ss back to the main room and elicits ideas.

Gist task instructions: I'm going to play two audio tracks. Listen and think about the relationship between the speakers and what the negotiation is about. Teacher plays the audio then elicits answers from Ss (3 minutes). Intensive task instructions: Listen again. This time, listen for the missing expressions, and choose the correct answer to fill in the gap. Teacher shows Ss a Google Form with gap-fill exercise and goes through the questions with Ss. Teacher shares link in chatbox, asks ICQs, then plays the audio again. Teacher elicits answers from Ss (4 minutes).

Meaning. Teacher shows Ss a Google Slide with the TL arranged in columns. Teacher asks students to work in groups to decide the meaning of the expressions in each column and allocate the correct heading. Teacher demonstrates the task, asks ICQs, shares the link in the chat box, then allocates Ss to BORs for 3 minutes. T brings Ss back to the main room and conducts OCFB, eliciting further understanding of meaning through CCQs. (6 minutes in total) Form: Teacher shows Ss a series of slides with the TL and elicits form through FCQs (4 minutes). Appropriacy will also be covered at this point. Pronunciation: Teacher shows a slide with the TL and elicits stress and intonation from Ss, then conducts drilling. (2 minutes)

Teacher shows Ss a Google Form with gap-fill exercise and shares the link in the chat box. Students work on the questions themselves for 3 minutes, then the teacher allocates them to breakout rooms to discuss their answers (3 minutes). Teacher brings Ss back to the main room and conducts OCFB ( 2 minutes)

Instructions: Are you familiar with the Tren Maya project? What are some of the reasons for and against it? (T elicits and writes on Google Slide) We are going to practice negotiating in groups, using the language we've learned. Some of you will be negotiating for the Tren Maya project to go ahead as planned, and others of you will be negotiating for changes to be made to reduce some of its negative impacts. Teacher assigns roles to students and shares the link to the slide with reasons for and against the Tren Maya project. Teacher allocates students to breakout rooms and monitors discussions.

Teacher writes down examples of language overheard during breakout rooms. Teacher commends good language use, elicits reformulations, and elicits corrections from Ss for any mistakes.