Unit 2 Getting Help

Students discuss how to solve everyday problems and read an illustrated

WARM-UP conversation modeling social language after someone returns from a
vacation.
LESSON 1 Grammar The causatives have and get
Ask for and offer to do favors
LESSON 2 Grammar Passive causatives
Arrange to get something done Vocabulary Services

LESSON 3 Reading skills Identify the main idea; Understand from context
Recommend local service Pronunciation Emphatic stress to express enthusiasm
providers Writing Write recommendations for businesses
LESSON 4 Vocabulary Service businesses
Persuade someone to use your
services Listening skills Listen to infer; Summarize
INTERACTIVE COOL DOWN Twenty Questions

Choose a warm-up activity from the Warm-Up Activity Bank on pages xxii–xxiii.

Warm-Up • Form pairs. Have Ss talk about what they would do if

they had a leak under the sink. Ask them to list other
common household problems and talk about what
they would do.
Suggested time: 10 minutes | Your time:
• Monitor the conversations and assist as needed.
• Give Ss a few minutes to look at the photos. Ask EXTENSION (+3 minutes) Bring the class back
questions about them to elicit the vocabulary Ss together. Ask Ss to share the kinds of problems they
will need to talk about the situations. Write any new can fix themselves. You can also ask what they learned
words on the board. For example, for the photo of the about their partner during the pair discussion: What
plumber, ask, Who’s the man in the photo? (an expert / about your partner? What can he or she fix?
a plumber) What’s he doing? (fixing a leak) What is a
leak? (when water goes through a hole or crack)
• Read the directions and the woman’s statement. Ask,
What does she mean by It depends? (She doesn’t
always do the same thing. Her solution depends on the
kind of problem.)
• Write SOLUTIONS on the board. Say, Here are four
solutions. Then read each of the four captions. Point
to I’d do something else and elicit other possible
solutions. (For example: I’d call my landlord.)

T13 UNIT 2
 Topic Warm-Up EXTENSION (+5 minutes) Lead a class discussion
about solutions to Problems 1, 3, and 5. Point out that
for all three problems, you might need an expert. Ask
A SOLVING PROBLEMS
A if Ss can recommend any experts in the area. For
Suggested time: 10 | Your time: example, ask, Where do you go when you need to have
your shoes repaired / have a computer repaired? Where
• Read the title. Tell Ss there are five problems. They do you go when you need a tailor or a seamstress? Write
need to choose a solution for each one. Ss’ recommendations in a chart on the board, under
the headings Shoe repair, Tech Support, and Tailoring.
• Read Problem 1 as an example. Have Ss raise their
hands if they would (1) buy a new pair of shoes,
TEACHING TIP Avoid situations where Ss are waiting
(2) take them to a shoe repair shop, or (3) choose
for classmates to finish. In pair work situations, you can
Other. Invite the Ss who would choose Other to talk
have each of the pairs who finish early join another
about their solutions.
pair to compare answers or ideas, but skip that step
• Have Ss complete the questionnaire individually. for the pairs who finish later. Don’t wait for all pairs
Answer any questions about vocabulary. Write any new to finish a task if it means higher-level Ss are wasting
words on the board to go over with the class once they time. You can also assign Ss who finish early extra
finish. tasks, such as quizzing each other on recently-learned
TEACHING TIP Ss often ask the teacher about the vocabulary.
meaning of words while they are doing individual or
pair work. The words they ask about may well be new LANGUAGE AND CULTURE The man shown at
to other Ss as well. Instead of interrupting the task to work in the photo in Problem 5 is a tailor, a man who
explain to the class, make a mental note of the word makes or, more often, alters men’s clothes. A woman
or write it down. After Ss finish the task, list words Ss who does the same work on women’s clothes may
have asked about on the board, each one followed by be called a seamstress or dressmaker. However, as
the abbreviation for its part of speech as it was used in women’s clothing, has changed over time, especially
the text (n, v, adj, etc.). Elicit volunteers to explain each for business, the divisions are no longer so sharp
word. Add further explanation or examples as needed. between who does which job, and women may also
be called tailors.
AB PAIR WORK
Suggested time: 10 minutes | Your time:

• Read the directions and have a volunteer read the

example. Form pairs. Have Ss compare responses and
explain their choices to their partners.
• Monitor and assist with vocabulary as needed.
• Bring the class together and call on volunteers to
report on one of their solutions and the reason(s) for
their choice. For Problems 2–5, ask, Did anyone choose
Other? Call on Ss to find out what their own solutions
would be.

OPTION (+5 minutes) Lead a more detailed discussion

of Problem 2. Ask the class, How many of you have a
pet? If many Ss raise their hands, take a poll. Ask, Who
has a [cat / dog / bird / etc.]? Any other kinds of pets? If
only few hands go up, ask each of those Ss, What kind
of pet do you have? Then ask, What do you do when you
go away? Who takes care of your pet?

UNIT 2 T14
 Language Warm-Up AB UNDERSTAND FROM CONTEXT
Suggested time: 10 minutes | Your time:
A
A ZOOM-IN
• Say, All these expressions, a–f, are in the Zoom-In
Suggested time: 10 minutes | Your time:
conversation. Let’s figure out what they mean. Have
Ss look at Exercise A. Read each sentence with an
• To begin, say, The first conversation is between Mia and
underlined expression. Ask what the speaker means.
Cody, the people in the first two pictures. The second
Remind Ss to use the context to guess the meaning.
conversation is between Mia and Ed, the people in the
For example, ask, Why does Mia say “I owe you one”?
third picture.
(Her brother did something nice for her, feeding her
• Point to the note about accents. Ask, Which people in cat, and she is grateful.)
the conversation have a standard American accent?
(Mia and Ed) Tell Ss that Cody has a New York accent. ° If Ss guess the meaning correctly, say, Good guess
or That’s it.
• Have Ss read and listen to the conversation. To check
comprehension, ask: ° If Ss can’t figure out the meaning or make a poor

guess, say, We’ll come back to that.
What are Cody and Mia talking about? (her vacation)
• Have Ss work individually to match the situations with
What does Mia ask Cody about? (what she missed the appropriate expressions.
at work)
• Go over the answers with the class. If there were any
Why does Cody say “Don’t ask!”? (He has bad news.) expressions Ss were unable to guess from context
What changed while Mia was away? (The sales meeting earlier, go back to the conversation to see them in
is going to happen sooner.) context once more.
Who fed Mia’s cat? (her brother Ed) • Say, There is one more common expression of thanks in
What problem did Mia have at the airport? (Her the conversation. Ask Ss to find it. (Thanks a million . . . )
luggage wasn’t there.)
What was the solution to her problem? (The airline sent
SPEAKING | PAIR WORK
it to her house later.)
• Have Ss underline words and phrases in the Suggested time: 10 minutes | Your time:
conversation that are new to them. Tell them not to
worry about the phrases underlined in blue as you will • Read the first question in the directions. Tell Ss they are
discuss them in Exercise B. Invite questions about other going to read about six different favors. Say, Choose
words and their meanings. an answer from 0 (not difficult at all) to 3 (very difficult).
Draw Ss’ attention to the man’s statement. Ask a
TEACHING TIP When Ss ask about word meanings,
volunteer to read it aloud.
do not immediately give them a definition or synonym
• On the board, write pick up something and drop off
unless you are very pressed for time. Instead, ask other
something. Ask Ss what these phrases mean. (pick
Ss to define the word and / or give another example of
something up: to get something from somewhere, like
its use. Sharing their knowledge with classmates gives
a store; drop off something: to take something and
Ss confidence. If no Ss can explain, have Ss look at the
leave it somewhere) If necessary, give examples: Today
context of the word for clues to its meaning. Guessing
I need to pick up bread on my way home. This morning,
meaning from context is an important reading skill.
I dropped off a present at my mother’s house. If Ss ask,
tell them you can pick up or drop off a person as well
as a thing.
• Have Ss work individually to circle their responses. Then
form pairs and have Ss compare their answers.
• Bring the class together. Ask, Which favor did you
and your partner have different responses to? Call on
volunteers to report.

OPTION (+5 minutes) While Ss are working, make a

chart on the board with three columns. Write these
headings, from left to right: Favor, Easiest, Hardest. List
the six favors in the first column. Bring the class back
together. Ask Ss to vote: Which is the easiest favor to ask
of someone? Which is the hardest? Mark the numbers
of votes in the chart. Invite volunteers to explain the
reasons for their opinions.

T15 UNIT 2
LESSON 1 Ask for and offer to do favors
A
A GRAMMAR C NOTICE THE GRAMMAR
A
Suggested time: 10 minutes | Your time: Suggested time: 3 minutes | Your time:

• Have Ss read the causative and have rules in the chart. • Have a volunteer write the example of the causative
Say, The object in a causative sentence is always a with get on the board. Ask, What was Mia able to get
person. her brother to do? (drop by every day to feed her cat)
• Write on the board: have + [PERSON] + BASE FORM. Point out that my brother is an object.
Say, This means ask or tell someone to do something.
OPTION For more practice with get [someone] to, tell
Then read the examples with have, pointing out how
a story about someone you persuaded to help you. For
they follow the formula.
example, say, Last weekend, my kids helped me clean
• Draw Ss’ attention to the photo and read the man’s the house. On the board, write my son and vacuum.
statement, pointing out how it follows the formula. Then write my daughter and clean the bathroom. Then
• Ask, Why do we use someone in the second example have Ss tell you what you got your kids to do. (You got
but anyone in the third example? (We use someone in your son to vacuum. You got your daughter to clean
affirmative statements, and anyone in questions and the bathroom.)
negative statements.)
• Have Ss read the get rule.
D
A LISTEN TO ACTIVATE GRAMMAR
• Write on the board: get + [PERSON] + INFINITIVE. Say,
This means to persuade someone to do something. Suggested time: 10 minutes | Your time:
Then read the first example with get, pointing out how
it follows the formula. Ask, How would you get your • Tell Ss they are going to listen to six conversations
brother to help someone? (explain the situation and between different people in different locations.
give him reasons to help) Repeat with the second and • Have Ss look at statements 1–6. Ask, Which causative
third examples. verbs do you see in the statements? (have and get) Will
• Draw Ss’ attention to the Be careful! box. Have Ss read you need infinitives or base forms? (both)
the rule about have. Say, Look at the example. What • Play the audio. Have Ss complete the exercise
should I say? I’ll have my assistant. . . . Pause to elicit individually.
call you from the class. Repeat this process with the • Pause after each conversation to give Ss time to write.
rule about get. • Have pairs compare answers. Then go over the
answers as a class. Replay the audio if appropriate.
LANGUAGE NOTE The difference between the
causatives have and get is linked to the relationship
AE GRAMMAR PRACTICE
between the two people. Have usually implies
authority. For example, you can have someone who Suggested time: 4 minutes | Your time:
works for you do things: I had my assistant do some
research. Get implies persuasion, talking or perhaps • Do item 1 with the class as an example. Elicit the
tricking someone into doing something: I got my boss answer. Ask, Why is to help correct? (We use the
to give me a raise. Neither have nor get is as forceful infinitive form after the causative get.)
as make someone do something: She made the • Have Ss do the exercise individually.
children put on sunscreen. • Go over the answers with the class. For item 5, point to
the photo of the couple. Ask, What’s the man trying to
do? (have the server bring him the check)
GRAMMAR EXPANDER (optional, pages T128–129)
CHALLENGE (+5 minutes) Write a list of people on the
board. For example: your father, a friend, your teacher
AB PRONOUNCE THE GRAMMAR Then write a list of actions. For example: wait for you,
bring you coffee, lend you money. Next to the lists,
Suggested time: 3 minutes | Your time:
write LIKELY and NOT LIKELY. Have Ss make sentences
beginning with I had or I got and words from each list.
• Play the audio. Have Ss listen and repeat. Make sure
For each sentence, have the class say whether the
Ss say to in sentences with get and not in sentences
situation sounds likely (for example: I had the waiter bring
with have.
me coffee) or unlikely (for example: I got my teacher to
lend me money). Some sentences may spark debate.

UNIT 2 T16
 AF GRAMMAR PRACTICE C CONVERSATION PAIR WORK
A
Suggested time: 6 minutes | Your time: Suggested time: 10 minutes | Your time:

• Do item 1 with the class as an example. Elicit the • Form pairs. Tell Ss to decide who will be Speaker A and
answer and write it on the board. Circle give. Ask, who will be Speaker B.
What form of the verb is this? (the base form) Ask Ss to • Have Ss read the Some possible favors and Some
explain why the base form is necessary here (because possible reasons boxes. Say, Speaker A: You are asking
it follows the causative have, not get). for a favor and giving a reason why you need it. You can
• Have Ss do the exercise individually. Go over the use these suggestions or your own ideas.
answers as a class. • Say, Speaker B: You need to politely turn down the
request and give a reason. You can use the Some
Communication Activator possible reasons box or your own reasons.
• Model the exchange with a higher-level S.
A
A CONVERSATION MODEL • Monitor as Ss role-play their conversations. Have Ss
Suggested time: 7 minutes | Your time: switch roles and role-play again, using new ideas and
trying out new expressions.
• Draw Ss’ attention to the Keep Talking! box. Say,
These conversation strategies are implicit in the model
Speaker B: You can offer other ideas such as these.
Introduce a request for a favor with I’m sorry to Read the first two sentences. Then say, Speaker A: You
bother you can also thank someone for an idea as follows. Read the
Politely turn down a request or favor remaining sentences. Show the Keep Talking! video
Express gratitude for an offer to help with I’d to support Ss as they extend the conversation.
appreciate that.
D CHANGE PARTNERS
A
• Have Ss read and listen. To check comprehension, ask:
Suggested time: 4 minutes | Your time:
° What does Diana want Jake to do, and why? (pick
up some lunch for her because she’s going to be
• Have Ss role-play a different version of the conversation
on a conference call)
with new partners. Make sure they switch roles.
° Is Jake going to pick up some lunch for her? (No,
because he has a doctor’s appointment.)
LOOK FOR While Ss are doing Exercises C and D,
° How does he offer to help? (He says maybe he could

monitor their conversations to determine if they are
try to get Gavin to pick up something for her)
✓ using polite phrases and tone of voice to ask for
• Have Ss identify the example of the causative with get
and turn down favors
in the conversation.
✓ using the causatives have and get appropriately
• Call Ss’ attention to the Social language box. Model
each expression and have Ss repeat. Tell Ss that it is
usually considered polite to give a reason for turning OPTION (+3 minutes) Invite pairs of Ss to role-play
down a request for a favor. their conversations for the class.

TEACHING TIP When modeling pronunciation, OPTION For all Communication Activator sections
particularly in conversations, make sure you use the in this unit, use the ORAL PROGRESS ASSESSMENT
appropriate tone. Explain to Ss that tone is as important CHARTS to provide feedback to Ss on their speaking
as the words they use to convey meaning. For example, (see Teacher Resources in the Pearson English Portal)
gee can be used to express surprise, enthusiasm, or
regret. In this conversation, it expresses regret. CLOSURE ACTIVITY (+5 minutes) Form pairs. Have
Student A tell Student B about a problem. Student B
PRONUNCIATION PRACTICE promises to either get someone to solve the problem
AB
or have someone solve it. Ss can imagine they are
Suggested time: 3 minutes | Your time: a customer and a manager, an employee and a
supervisor, and so on. Model the activity with an
• Have Ss listen and repeat each line. example from a restaurant:
• Form pairs and have Ss practice the conversation. A: I’m sorry to bother you, but my soup is cold.
Monitor to make sure Ss convey regret with their tone B: I’ll have your server bring you some hot soup.
of voice. Have Ss write their conversations on cards for you to
collect and review.

 emind Ss of additional grammar, listening, and

R
speaking practice in their digital resources.

T17 UNIT 2
LESSON 2 Arrange to get something done
A
A GRAMMAR D
A VOCABULARY
Suggested time: 10 minutes | Your time: Suggested time: 5 minutes | Your time:

• Have Ss read the rule and the first example in the • Elicit the meaning of services (things we pay people to
grammar chart. Write on the board: do for us)
1. My sister painted her kitchen. • Play the audio. Have Ss listen and read. Play it again
2. My sister had her kitchen painted. and have Ss listen and repeat.
Say, The first sentence is active, and the second EXTENSION (+3 minutes) Elicit the occupations
sentence is passive. What’s the difference in meaning shown in the pictures and write them on the board.
between them? (1. My sister painted her kitchen herself. (a watchmaker or repairperson; a delivery person;
2. Someone else painted it because she asked them an employee at a dry cleaner’s; a tailor; a clerk; a key
to.) maker, most likely a hardware store employee) Tell Ss
• Write on the board: that words for occupations that end in -man, such as
  have / get + OBJECT + PAST PARTICIPLE repairman, are now often replaced by gender-neutral
   My sister had her kitchen painted. terms like repairperson.
• Have Ss read the rest of the examples. Ask, Which
of these past participles are regular verbs? (painted,
AE  LISTEN TO ACTIVATE VOCABULARY AND
completed, washed) Which are irregular? (sent, cut)
GRAMMAR
• Direct Ss’ attention to the photo and read the woman’s
statement. Then point out the different forms of get Suggested time: 9 minutes | Your time:
and have in the examples. Point to the formula on the
board and say, This formula can be used with different • Read the directions. Tell Ss they should write the item
sentence types and tenses. Add beneath the formula: and the service in the form of object + past participle.
Could I get this package sent? • Do item 1 with the class as an example. Then play the
You had this package sent. rest of the audio, pausing after each conversation to
allow Ss time to complete their answers.
I will have this package sent.
• Have Ss compare answers in pairs. Replay the audio if
Say, The past participle, sent, remains the same.
appropriate.
• Point out the use of by in She’ll get the forms
completed by her students. Ask, Who will complete the EXTENSION (+15 minutes) Draw the chart below
forms? (her students) on the board. Say, Some of these activities we do for
• Ask, Can you guess who painted the kitchen? (probably ourselves; some we pay to have done.
a professional painter) Where was the car washed?
(probably at a car wash) Who will send the package? Activity Me Partner / family Services
(maybe the postal service) Where will Amy’s hair be Clean the house
cut? (probably at a hair salon). Explain that the by
Do my taxes
phrase isn’t necessary in these sentences because
the information about who performed the action is Cut my hair
obvious or unimportant. Wash my car

GRAMMAR EXPANDER (optional, page T129) Other:

Ask Ss to add another activity for Other: and then

PRONOUNCE THE GRAMMAR complete the chart. Have each S check who does
AB
which activities. In the last column, Ss can write the
Suggested time: 3 minutes | Your time: name of a service. Form pairs. Have Ss tell their
partner which activities they do themselves and
• Play the audio. Have Ss read, listen, and repeat the which they use services for. Model the activity: I clean
examples. my apartment myself, but I have a hairstylist cut my
• Monitor Ss’ pronunciation of the past participles. hair. Monitor and assist as needed. Have Ss share
information about themselves and their partners with
C NOTICE THE GRAMMAR
A the class.

Suggested time: 3 minutes | Your time:

• Have Ss work individually to find the example of a

passive causative on page 15. Go over the answer with
the class.

UNIT 2 T18
 • Brainstorm reasons that Speaker B might give for
AF GRAMMAR PRACTICE
initially refusing the request and write them on the
Suggested time: 6 minutes | Your time: board. For example: We’re very busy at the moment.
• Model the exchange with a higher-level S.
• Have Ss complete the exercise individually. Monitor
• Have pairs role-play their conversations. Monitor
and assist as needed.
and assist as needed. Then have Ss switch roles and
• Ask individual Ss to write the sentences on the board. practice again, using new ideas and trying out new
Then go over the answers with the class. expressions.
• Go over the information in the Keep Talking! and
Communication Activator Recycle This Language boxes, and show the Keep
Talking! video to support Ss as they extend their
A
A CONVERSATION MODEL
conversations.
Suggested time: 7 minutes | Your time: • To help Ss use the language in the Recycle This
Language box appropriately, ask, Which phrases can
Speaker A use to negotiate the time the service will be
These conversation strategies are implicit in the model
ready? (Can I get it [by 3:00]? How about [Tuesday]?)
Check if something’s possible with I’m wondering if . . . Which phrases can Speaker B use to say he or she can’t
Politely insist do the service? (Gee, I’m sorry. I’m afraid I can’t. I wish
Make a tentative promise with Let me see what I I could.) Which phrases can Speaker A use if Speaker
can do. B agrees to do the service? (I know you’ve got a lot on
your plate. I owe you one! You’re a lifesaver! Thanks a
• Have Ss look at the photos. Elicit where the woman million!)
works. (at a florist’s) Have Ss predict what the
conversation will be about. D CHANGE PARTNERS
A
• Have Ss read and listen to the conversation. To check
understanding, ask: Suggested time: 4 minutes | Your time:
What does the man want to have done? (He wants
• Have Ss role-play another version of the conversation
flowers delivered to his mother today.)
with new partners. Make sure they switch roles.
What’s the problem? (It’s late to be making such a
request, and the shop is closing early.)
LOOK FOR While Ss are doing Exercises C and D,
What’s the man’s excuse for calling so late? (He forgot
monitor their conversations to determine if they are
his mother’s birthday.)
✓ using the passive causative correctly
What’s the woman going to do? (She’ll check and call
✓ providing reasons for refusing requests
the man back.)
✓ being polite but persistent
• Have Ss identify examples of the passive causative in
the conversation.
• Call Ss’ attention to the Social language box. Read CLOSURE ACTIVITY (+5 minutes) On the board, write
the expressions, using a polite tone of voice. Have Ss the frequency expressions every week, about twice
repeat after you. a month, once in a while, and never. Then have the
class brainstorm common services. On blank sheets
of paper, have Ss write their names. Have them write
AB PRONUNCIATION PRACTICE
three statements with passive causatives about
Suggested time: 3 minutes | Your time: services they use and how often they use them. For
example, I get pizza delivered about once a week.
• Have Ss listen to the conversation and repeat each line. Collect the papers and read them to identify areas for
• Form pairs and have Ss practice the conversation. review and extra practice.
Monitor to make sure that Ss use a polite tone of voice.
 emind Ss of additional vocabulary, grammar, and
R
C CONVERSATION PAIR WORK
A speaking practice in their digital resources.
Suggested time: 10 minutes | Your time:

• Form pairs. Have Ss decide who will be Speaker A and

who will be Speaker B.
• Ask, What language do you think you’ll need to use in
this conversation? Brainstorm services Speaker A might
request and write them on the board. For example:
get shoes repaired. Point out the past participles in the
phrases. Refer Ss back to Exercises A and D on page 18.

T19 UNIT 2
LESSON 3 Recommend local service providers
A READING OPTION (+4–5 minutes) To check comprehension,
A
ask questions about each section of the Reading. For
Suggested time: 15 minutes | Your time: example, direct Ss’ attention to the first paragraph
and ask:
• Read the title of the article. Ask Ss to guess what True What two services does True View provide? (They sell
View is. (a business that serves customers) Have Ss and repair appliances.)
look at the photo and elicit what it shows. (a customer What does the company say their success depends on?
service representative helping a customer) (customer satisfaction, great customer service)
• Preview the rest of the article with the class. Read the
four headings. Ask, Where do you think this article CHALLENGE (+5–10 minutes) Put Ss in charge of
comes from? Draw Ss’ attention to the small print at asking comprehension questions about the Reading.
the bottom of the article. Ask, What’s an employee Divide the class into five groups, one for each
training manual? (a guide to help new employees learn paragraph. (For large classes, if any group has four or
how to do their jobs) more Ss, divide that group into several smaller groups.)
• Have Ss read the article. Have them raise their hands Have each group write at least three information
when they have finished. questions about their paragraph and agree on the
• Play the audio and have Ss listen and read along answers. (If more than one group has written questions
silently. As they listen, ask them to underline any on the same paragraph, have them form one large
vocabulary they don’t know. Then clarify the group and combine their questions before you bring
vocabulary or have Ss look up the words in a the whole class back together.) Then have volunteers
dictionary. (See Teaching Tip below.) from Group 1 ask the class their questions about the
• Read the question in the directions. Call on volunteers first paragraph. Continue with the rest of the groups.
to share their opinions.

OPTION (+5 minutes) After Ss have both read and C UNDERSTAND FROM CONTEXT
A
listened to the Reading, form pairs or small groups. Suggested time: 7 minutes | Your time:
Tell Ss to take turns reading the article aloud. Ask Ss to
switch roles section by section. • Say, Look through the article quickly to find these five
words. Circle them. (See Teaching Tip below.) Ask if
TEACHING TIP During a reading lesson, avoid Ss have any questions about these words. If a S asks
spending too much class time on questions about about a word you discussed during Exercise A, ask
word meanings. Instead, encourage Ss to use context for a volunteer to explain the word. If you did not
clues to figure out the meaning of the words in the previously discuss the word, draw Ss’ attention to the
text and follow up later with their dictionaries. You can context of the word and help Ss see what the context
also cut off vocabulary questions by saying, Let’s move tells them about its meaning.
on. We’ll cover more word meanings as we do the next • Have Ss work individually to complete the statements.
exercises. • Bring the class together and go over the answers.

AB IDENTIFY MAIN IDEA TEACHING TIP Encourage Ss to scan when they

need to find specific words, numbers, facts, or other
Suggested time: 5 minutes | Your time:
information in a reading. When you scan, you move
your eyes across the page and look for specific words
• Read the directions. Ask, What does the main purpose
or numbers. The point is not to read everything but to
mean? (the main goal the writer of the article wants to
look for something in particular. Reading techniques
achieve)
like scanning can save time.
• Have Ss work individually to circle the main purpose.
Then have them compare answers with a partner.
• Bring the class together and ask which answer they
chose. If there is any disagreement, invite Ss who
chose the correct answer to explain their choice.

OPTION Have Ss underline the place in the article

where they found support for their answer choice. This
will prepare them to explain their choice when you
bring the class together.

UNIT 2 T20
 D PERSONALIZE • Have Ss read the directions. Then write on the board:
A
ACTIVE CAUSATIVES: get + someone + to (do
Suggested time: 7 minutes | Your time: something)
PASSIVE CAUSATIVES: get + object + past participle
• Read the directions and items 1–3. After each item,
• Read the woman’s statement. Ask Ss to find and
ask, How can a company do this? Brainstorm with the
underline an example of a causative in the statement.
class.
(get my groceries delivered) Ask, Is this an active or a
• Form pairs. Encourage Ss to talk about both their
passive causative? (passive) Add it to the board under
face-to-face experiences with local businesses and
PASSIVE CAUSATIVES.
online interactions with companies.
• Ask, What does this woman get Fresh Stuff to do? On
• Bring the class back together for a follow-up
the board, under ACTIVE CAUSATIVES, add the answer:
discussion. Start with a discussion of local businesses.
She gets Fresh Stuff to deliver groceries.
Then expand the discussion to big corporations.
• Point out the expressions in the Recycle This Language
OPTION Instead of pair work, have Ss have the box. Ask Ss for ideas on when to use each one.
discussion in groups of 3–4. After Ss have discussed • Have Ss read the Optional box and underline words
for a few minutes, ask each group to send one person and phrases in the Reading to use in their discussion.
to the board to list the names of the businesses they’ve • Form pairs. Monitor Ss’ discussions and assist as needed.
talked about. Bring the class together to look at the
names and discuss: Are there any surprises? How can LOOK FOR While Ss are doing Exercise B, monitor
this information be useful? their conversations to determine if they are
✓ evaluating service providers based on their
AE    PRONUNCIATION experiences with them
✓ talking about customer service
Suggested time: 4 minutes | Your time:
✓ using causatives correctly
• Read the directions. Tell Ss they can use extra stress on
certain words to show enthusiasm, for example, when
WRITING
they recommend a company.
• Have Ss read and listen to the examples and then Suggested time: 8 minutes | Your time:
listen again and repeat.
• Have Ss read the statements aloud to themselves or • Read the directions. Say, Choose 2–3 businesses that
to a partner. Monitor to make sure they use emphatic you like. Imagine that you are writing online comments
stress to express enthusiasm. to recommend them. Use active and passive causatives.
• Have Ss work individually to write their recommendations.
Communication Activator Then collect Ss’ writing so you can offer feedback.

A TALKING POINTS
A WRITING HANDBOOK (optional, page T145)
Suggested time: 7 minutes | Your time:
OPTION Ss can use the WRITING PROCESS
• Give Ss a minute to look at the chart. Then have Ss WORKSHEETS during this activity. They offer step-
read the directions and the list of services in the first by-step guides for completing the writing task (see
column. Brainstorm with Ss other types of services they Teacher Resources in the Pearson English Portal).
could list as other.
• Go over the sample answer with the class. Direct Ss’ CLOSURE ACTIVITY (+5 minutes) Have Ss ask and
attention to the Reasons box. Explain that Ss can use answer questions with active and passive causatives
these reasons when they fill out the last column in the about the local services they use. To model the activity,
chart. Tell Ss they can write full sentences or just words elicit one active and one passive causative question
and phrases. and write them on the board. For example:
• Have Ss work individually to complete the chart. ACTIVE: Who do you get to deliver pizza?
Monitor and assist as needed. If Ss know nothing PASSIVE: Where do you get copies made?
about a service, tell them they can skip it. Have Ss work individually to write their questions on sheets
of paper. Then have them walk around the room, asking
AB PAIR WORK three different classmates their questions. Monitor and
assist as needed. Collect the papers and read them to
Suggested time: 7 minutes | Your time: identify areas for review and extra practice.

SOFT SKILLS BOOSTER (optional, pages T153A-B)  emind Ss of additional reading practice in their
R
digital resources.

T21 UNIT 2
LESSON 4 Persuade someone to use your services
A
A VOCABULARY • Repeat with the rest of the ads. After Ad 5, say,
Babysitters do not typically clean their clients’ houses
Suggested time: 3 minutes | Your time:
or groom their dogs. Why do you think this babysitter is
offering these services?
• Give Ss time to look at the illustrations and captions.
• Play the audio. Have Ss listen and read. Then have TEACHING TIPS
them listen again and repeat. ° Inferring means using the information we have to
• To check understanding, ask volunteers to explain make a guess we think is true. For example, if the
what each service does. For example: A catering streets are wet in the morning, we might infer that
service makes food for parties. it rained during the night. When you ask Ss to infer
information, make sure they understand that they
EXTENSION (+5 minutes) Write two headings on the have to make a guess.
board: Services and Service providers. Write catering
° For listening tasks that focus on general

under Services. Ask, Who’s the man in the kitchen in the comprehension, encourage Ss to listen for the gist
first picture? Write a caterer under Service providers. rather than specifics. Point out that some information
Then, under Services, list the remaining businesses. is found “between the lines,” not stated explicitly.
Elicit the terms for the service providers and write them
on the board (a professional organizer, an interpreter
or translator, a babysitter, a dog groomer). D
A SUMMARIZE
Suggested time: 15 minutes | Your time:
LANGUAGE AND CULTURE A translator generally
works with written material, while an interpreter • Have Ss read the directions. Write the word bank words
translates as people are speaking. However, on the board. Ask volunteers to define each word. For
“translation services” can include both translating example: Warm means friendly and welcoming.
and interpreting, and people often use translator in • Form multi-level pairs. Tell higher-level Ss (Student A)
place of interpreter. to summarize Ads 1, 3, and 5 and lower-level Ss
(Student B) to summarize Ads 2 and 4. Encourage
both Ss to take notes as they listen to each ad so that
AB PAIR WORK they can check each other’s summaries.
Suggested time: 5 minutes | Your time: • Play the audio for the first ad. Have Student A
summarize the ad for Student B. Ask Student B to
• Read the directions and the example. check that Student A has used at least three sentences
• Form pairs. Monitor the discussion to make sure Ss and included a word from the word bank.
give reasons for their answers. • Play the audio for the second ad and have Ss switch
• Bring the class together. Invite Ss to share some of their roles. Replay the audio for Student B if appropriate
responses. and allow more time for note-taking. Have Student B
summarize the ad for Student A. Ask Student A to
EXTENSION (+5–15 minutes) Ask, Who has had check that Student B has used three sentences,
experience working with customers? Ask the Ss who included a word from the word bank, and stated the
raise their hands if the class can interview them about main point of the ad.
their experience. Brainstorm interview questions and • Repeat this process with the rest of the ads. Monitor
write them on the board. For example: What was your and assist as needed.
job? Some people say “The customer is always right”— • Bring the class back together. Ask for volunteers to
do you agree? Have Ss conduct their interviews in summarize each ad for the class.
groups, or as a class.
OPTION Form similar-level pairs and have both
partners write summaries of each ad and then
C
A LISTEN TO INFER compare them.
Suggested time: 7 minutes | Your time:
EXTENSION (+5 minutes) Have Ss listen to the ads
• Tell Ss that the people in the ads don’t say exactly one more time and write down the part of the ad they
what their services are. Ss need to listen and try to think will be most effective at attracting business. Have
infer, or guess, which service it is. (See Teaching Tip volunteers share their answers after each ad.
on this page.)
• Play the audio and pause after the first ad. Ask, What
service is the ad offering? Replay if appropriate.

UNIT 2 T22
 Communication Activator OPTION To maximize the number of Ss who can
present in the time available, divide the class into small
A TALKING POINTS groups. Have Ss present to their group instead of to
A
the whole class. Monitor the groups and encourage
Suggested time: 10 minutes | Your time: questions.

• Read the directions. Direct Ss’ attention to the sample OPTION After Ss complete their presentations, have
answer of a dog walking service and the reason that it them attach their papers / posters to a bulletin board
would be successful. or classroom wall, or spread them out on a large table
• Have Ss read the Some services box. Tell Ss they can or desktops so all Ss can walk around and see them.
add these services or other types of services they know
about to their lists.
LOOK FOR While Ss are doing Exercise C, monitor
• Have Ss work individually to create their lists. Monitor
their presentations to determine if they are
and assist as needed.
✓ incorporating vocabulary for services
✓ discussing people’s needs for local services
AB PAIR WORK
Suggested time: 10 minutes | Your time:
CLOSURE ACTIVITY (+5 minutes) Tell Ss to imagine
that they own a business that provides a service. On
• Read the directions. Tell Ss that instead of writing
a sheet of paper, have them write a paragraph about
in their books, they can use a large sheet of paper.
the company. They should introduce it, describe the
They can also choose a service that’s on only one
services it provides, and explain why people should
partner’s list.
use its services. Monitor and assist as needed. Collect
• Direct Ss’ attention to the sample answer for Happy the papers. Read them to identify areas for review and
Healthy Dogs. Answer any questions they have about extra practice.
any of the four tasks.
• Form pairs and have Ss complete the task with their TEACHING TIP One way to respond to Ss’ writing
partners. Monitor and assist as needed. and provide encouragement without actually writing
• If some Ss finish ahead of others, you can have pairs of feedback on papers is to select several to read to
Ss form groups of four. Tell each pair to share the plans the class. First, ask the writers’ permission to do so.
for their company with the other pair. Introduce the samples by saying there were many
good responses to the assignment and you are going
C PRESENTATION
A to read just a few. After reading each one, you can
say something specific about it (Nice details! or Clever
Suggested time: 10 minutes | Your time: ideas!) or just make a general comment (Good work).

• Read the directions and the woman’s question.

On the board, list the points for Ss to cover in their  emind Ss of additional vocabulary and listening
R
presentations: company name, company logo, practice in their digital resources.
services, slogan, advertising strategy.
• Invite volunteers to make their presentations, starting
with higher-level Ss. Tell Ss to display their logos as
they present.
• Encourage the audience to ask questions. Encourage
the presenters to ask for suggestions for their business
and / or their advertising strategy.

T23 UNIT 2
Interactive Cool Down PROGRESS SELF-CHECK ​
• Have Ss complete the Now I Can checklist
TWENTY QUESTIONS individually. Encourage them to look back at
each lesson in the unit and consider the speaking
Suggested time: 30–45 minutes | Your time: objectives, vocabulary, pronunciation, grammar,
and listening, reading, and writing skills.
• Have Ss read the first paragraph of the directions. • Have Ss compare checklists in pairs and talk about
Form pairs and check that each pair has a coin to the things they need to study or practice more.
toss. If Ss don’t have coins to use as markers, they can
• Have Ss work individually to think about what might
use paper clips, small pieces of paper, or similar.
help them master these goals. Refer individual Ss to
• Have Ss read the rest of the directions. To model the specific materials for more practice.
activity, have Ss look at the first space. On the board,
write: Where do you. . . . Ask the class to complete
the question using the information in the prompt. FOR MORE PRACTICE . . .
On the board, write: PASSIVE CAUSATIVE. Then write To review the unit content, go to Teacher Resources
the complete questions: Where do you get your car in the Pearson English Portal. Instructions for each
repaired? Where do you have your car repaired? resource are included in the resource’s folder.
• On the board, write: ACTIVE CAUSATIVE. Ask, How do
we say this using who and the active causative? Who UNIT REVIEW Printable PDF offers two pages of
do you . . . ? (Who do you get to repair your car? / Who workbook-style activities to review the unit content.
do you have repair your car?) Add the questions to the
CONNECT TV Video presents language from the
board.
unit through fun and engaging situational comedy
• Draw Ss’ attention to the third space on the game
episodes.
board. Say, Who do you . . . and ask the class to
complete the question. On the board, write: TEST-TAKING SKILLS BOOSTER Practice tests
Who do you get to pick up your mail when you go away? featuring Connectivity-leveled content expose
Who do you have pick up your mail when you go away? students to item types found on high-stakes tests.
Say, Use active causatives in your questions with Who
ADDITIONAL PRINTABLE RESOURCES Abundant
or when the object is a person—someone or you. Use
supplemental materials include extra practice
passive causatives in your questions with Where or when
worksheets, Assessments, Unit Study Guides, Audio
the object is a thing—your car, your clothes, and so on.
and Video Scripts, Answer Keys, and much more.
Leave the examples on the board if you feel that Ss
need that support.
• Call on a pair of higher-level Ss to demonstrate how
to play the game. Have the class watch as the Ss each
take their first turn. Invite the class to judge whether the
Ss have asked their questions correctly. Encourage Ss
to answer the questions with full sentences so that they
are getting more practice using causatives.
• Monitor as pairs play the game. Assist as needed,
especially in determining if Ss have formed their
questions and answers correctly.

EXTENSION (+5–10 minutes) After Ss complete the

game, tell them they are going to play a memory
game with the same partner. Have each S take a sheet
of paper and write as many sentences as they can
about their partner, using active or passive causatives
and reporting information they learned during the
game. For example: [Nora] gets her car repaired at
a Toyota dealer. She has a neighbor pick up her mail
when she goes away. When both Ss have finished,
have them exchange papers and check each other’s
sentences for content and grammar. The partner who
has more sentences wins. If there’s time, have each
pair join another and exchange papers. As a group
of four, have Ss ask questions to confirm the facts.
For example: Hiro, Miki writes that you never get your
clothes dry-cleaned. Is that true?

UNIT 2 T24