Spanish II · 30 minutes
Suggested grades 10–12 · Unit 1: Negotiate and Interpret Details · Lesson 1 of 2
Negotiate a Meeting Plan
Use a hidden availability card to propose, clarify and confirm a workable plan.
Mr. S Teaches · Original starter lesson · HS-SP2-01 · Grade range is planning guidance.Language practice target
Practice target: connected familiar-topic sentences, short past-event accounts and clarification in exchanges. This is supported classroom practice, not a certified proficiency rating or a universal Spanish II exit level.
Watch, notice, discuss
Video choices for this lesson
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How to agree in Spanish – Top 12 ways
By Butterfly Spanish
Compare degrees of agreement and tentative responses before negotiating a meeting.
Open on YouTube: How to agree in Spanish – Top 12 ways (opens a new tab) ↗How to tell time in Spanish
By Butterfly Spanish
Review time expressions as needed; the negotiation and scheduling conflict come from the lesson.
Open on YouTube: How to tell time in Spanish (opens a new tab) ↗Basic Spanish: Days of the week in Spanish
By Butterfly Spanish
Use as a quick day-name refresher before confirming the agreed day and time.
Open on YouTube: Basic Spanish: Days of the week in Spanish (opens a new tab) ↗How did the partners resolve a conflict and confirm the final time?
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Learning objective
Complete a six-turn exchange that resolves a scheduling conflict and confirms agreed details.
Before you begin
- Use present-tense schedule phrases and ask for repetition.
Gather your materials
- Paper and pencil
- The original Spanish text and phrase bank included in this lesson
Language to know
- ¿te viene bien…?
- Does…work for you? A familiar scheduling question.
- puedo / no puedo
- I can / cannot; expresses availability here.
- entonces
- Then or in that case; links a response to a new proposal.
- confirmar
- To confirm or check that details are agreed.
Understand the concept
Fictional role A can meet Monday at four or Wednesday at five. Role B can meet Wednesday at five or Thursday at four. Bank: el lunes, el miércoles, el jueves; puedo a las cinco; no puedo ese día (I cannot that day); ¿te viene bien…?; entonces, ¿el miércoles a las cinco? A true information-gap exchange requires each person to learn something not on their own card. A written paper exchange is equally suitable. These supported classroom tasks do not establish how someone would manage an unfamiliar spontaneous conversation.
Teach it step by step
- Give each partner only their own availability card. Rehearse the scheduling question with a different example.
- Propose a time, ask the partner to answer from their card and respond to the actual availability.
- Use entonces to make a revised proposal after a conflict. Ask for clarification if a day/time is unclear.
- Confirm the final day, time and a teacher-supplied neutral location in a complete message.
- Swap role cards and reflect on which reply caused a change in the plan.
Make the thinking visible
Worked example or model response
A: ¿Te viene bien el lunes a las cuatro? B: No puedo ese día. Puedo el miércoles a las cinco. A: Sí, puedo el miércoles. B: ¿A las cinco en la biblioteca? A: Sí, a las cinco. B: Entonces, nos vemos el miércoles en la biblioteca. The six-turn revised plan follows both cards rather than A’s first preference.
Guided practice
Together test whether Thursday at four works for both cards and explain the conflict using the phrase bank.
Independent practice
Create two new fictional cards with exactly one overlapping time. Negotiate without showing the cards, confirm the agreement and write a brief record of the rejected proposal and reason.
Quick assessment
If your partner answers no puedo ese día, why is simply repeating the same proposal not enough?
Answer key & assessment criteria
Answers and teaching guidance
- Guided: Thursday at four appears only on B’s card; A’s listed availability does not include it. A suitable response is no puedo ese día.
- Independent criteria: the selected time belongs to both cards, at least one conflict is resolved through a relevant response, clarification/confirmation occurs and the final record matches the exchange.
- Assessment: the answer reports a conflict. The next turn should ask about or propose an alternative, not ignore the information.
Look for: Observe negotiation and repair, allowing supported grammatical errors that do not obscure the final agreed plan.
Make it work for your learner
More support
Use written messages and visible day/time word banks; let partners underline each agreement.
Extension challenge
Add a second constraint such as a closing time and negotiate a plan meeting both availability and location constraints.
Verified references · Selected contributions
Standards connections
Subject-content standards
These records identify the part of a subject standard practiced here. Course placement is instructional guidance; the source’s category or band remains authoritative.
Contributes to world-language standard
Interpersonal Communication
World-Readiness Standards · All learner levels · selected introductory task
Negotiate familiar information and confirm a plan after a scheduling conflict.
Read the official standard ↗The named standard is the identifier used in the current official summary. This supported interpersonal task practices one selected communicative purpose; it does not demonstrate the entire standard, independent spontaneous proficiency or a state course crosswalk.
Verified 2026-11-04. Selected contribution, not full attainment.