Answers may vary. Possible answer: I think most people return products because they don’t want them anymore. People also return products because they are gifts that they don’t really like.
wrong size. wrong color.
UNIT 2 T-18
LESSON 1 ASK ABOUT A RETURN POLICY
• Read the lesson title and the social media message aloud. Ask, What is a drone? (a pilotless aircraft that flies by remote control)
• Ask, Why does Pablo want a drone? (His friend has one and it took amazing pictures.) Do you think this is a good reason to buy something? Does this make you want to buy a drone? Why or why not?
1 VOCABULARY
• With books closed, ask, What are some reasons to return an item to the store? Accept any reasonable answers and list them on the board. Have Ss open their books and draw attention to the pictures.
• Give Ss time to answer the questions posed with a partner. Make a list of their answers on the board.
• Ask, Have you ever returned an item for one of these reasons? What item was it?
• Say, Listen to the words and phrases that are commonly used in return policies that stores and websites
have. Before each set of vocabulary items, read the beginning of the sentence at the top of each section of the box. For example, say, The item must be returned…
and then play the audio for the relevant items.
• Remind Ss to listen first, and then listen again and repeat. Play the audio.
• Replay the audio if appropriate.
• To review, have Ss read the sentences with a partner after playing the audio.
EXTENSION Clarify the meaning of difficult words using visual aids you bring in from home. Lower- level Ss might get clarity from visuals. For example:
a box or package from something you recently purchased, something new with the tags still on it, a sample receipt, a sample packing slip.
TEACHING TIP Realia consists of objects or content from daily life: authentic material that Ss will see outside of the classroom. Using realia improves Ss’
understanding and helps them make connections between words for objects or concepts to the objects or concepts themselves. For example, you could ask Ss to find and discuss a return policy for a store where they like to shop.
• In pairs, have Ss describe their experiences returning something. Tell them to use the words from 1B.
• Have Ss discuss ways to prepare in advance of returning something to the store. Ask, Is returning something you bought online the same as returning it to the store?
• Encourage Ss to give suggestions for making returns easier based on their personal experiences. Invite volunteers to share their ideas with the class.
TEACHING TIP Keep in mind that some Ss may have had problems when they tried to return something.
Possible reasons for this include communication issues based on their language level or lack of return policy language, the employee’s customer service, or cultural differences. They may feel uncomfortable sharing their experience. In this case, allow Ss to listen and perhaps give suggestions rather than share stories.
2 GRAMMAR
• Write on the board: You can return the shirt if you have the packing slip. Say it aloud. Ask, What is the purpose of the word if in this sentence? (to express a condition) Say, This sentence means you can do something on condition that something else is true.
• Cross out if in the sentence on the board. Write as long as above it. Say, There are other conjunctions that mean the same thing as if. Cross out as long as and write providing that above it. Say, This is another conjunction you can use to say the same thing. Explain that you can also use provided that instead of providing that.
• Ask Ss to look at the grammar chart. Read the explanations and examples aloud. Ask, Why is the word that in parentheses? Elicit answers and confirm that the word that is optional.
• Draw attention to the third result clause and
conditional clause. Ask, How is this sentence different?
Elicit that can’t is negative and the conjunction is unless. Say, When a result clause is negative, the conjunction to use is unless.
• Go over the Notes at the bottom of the chart. Point out that unless means if…not or except…if. Say, We use this only when we are talking about something that could happen if something else does not happen.
• Read the second note aloud. Bring Ss’ attention back to the first two examples using these conjunctions.
Ask, Which thing needs to happen first in time? (the conditional clause) Ask, Which thing can happen second in time? (the result clause)
LANGUAGE NOTE Ss should be familiar with if…then clauses that are used when the time is now or always and the situation is real and possible. This is called the zero conditional and it is used to refer to general truths. The zero conditional can be used in return policies: If you have the receipt, then you can return the item.
UNIT 2 T-19
3 CONVERSATION SKILL
• Read the conversation skill aloud. Model the sample sentence frames. Have Ss repeat.
• Say, Clarification questions usually use rising intonation.
Rising intonation is when the voice goes up at the end of the question. Model rising intonation for the Ss using the sample sentences in the box and have them repeat after you.
• Direct Ss’ attention to 3A. Say, Notice that Speaker B needs to clarify or make clear what Speaker A says.
Play the audio.
• Ask Ss to underline the words Speaker B uses to start the clarification question in each conversation.
EXTENSION Arrange Ss in same-level pairs. Tell them to write two more lines for each conversation.
Higher-level Ss can make longer conversations by asking and answering more questions. Have volunteers role-play their conversations for the class.
• In pairs, have Ss practice the conversations. Time permitting, have them swap roles and practice again.
4 CONVERSATION
• Have Ss look at the video still. Ask, Who are these people? (Pablo and a store assistant) What is their relationship? (shopper and employee) Where are they? (a store)
• Ask, What do we know about Pablo? If necessary, have them read what Pablo says on page 4 or play the video of Pablo. Ask, Have you ever shopped at a store like this? Can you guess what Pablo is doing there? Ss may remember from the social media message on page 18 that Pablo wanted to buy a drone.
• Ask, What do you think Pablo is talking about? The most common predictions will be buying something or returning something. Take a vote on the number of Ss predicting each option.
• Have Ss listen or watch. Ask, Was our class vote correct?
• Tell Ss to listen or watch again to answer the questions.
Give them time to preview the exercise items.
• Play the audio again. Have Ss complete the exercise individually and then compare their answers in pairs.
Replay the audio if appropriate.
• To review, go over the answers with the whole class.
EXTENSION Ask additional questions to test comprehension:
1. What does Pablo want his drone to be able to do?
(take great pictures and videos)
2. Where does Pablo need to buy the drone? (online) 3. How soon will it ship? (the same day if he orders
it by 5:00)
• Ask Ss to predict ways the gaps might be filled. Then have them listen and complete the conversation.
Replay the audio if appropriate.
• Review answers. Ask, What phrases does Pablo use to clarify the return policy?
• In pairs, have Ss practice the conversation. Monitor.
Listen for the correct intonation of the clarification question. Have Ss swap roles and practice again.
• Direct Ss’ attention to the Discuss sidebar. Read the questions aloud. In small groups, have Ss share how they feel about the store’s return policy and why.
5 TRY IT YOURSELF
• Ask, If you owned your own store, what would you sell?
Elicit answers and extend the discussion by asking why. Tell Ss they will now pretend they own the type of store they want. Use yourself as an example. Say, I would own a [jewelry store] because [I like to buy and wear rings].
• Draw the chart in the textbook on the board. Complete it using your example.
• Give Ss time to complete the chart. If they can’t think of a return policy, allow them to reference other return policies online.
• Monitor. Provide help with vocabulary and spelling as necessary.
• Have Ss compare their charts in pairs. Suggest that they have a conversation about the return policy rather than simply asking and answering questions. Remind them to use the conversation from 4C as a model.
• Encourage Ss to use clarification questions to make sure they understand the policy. Challenge them to use the proper intonation.
• Ask Ss to share their policies with the class. Hold a class discussion about which policies are the fairest.
• Take a class survey to see whose store offers the best return policy.
LOOK FOR While Ss are completing the Try It Yourself activity, walk around and listen. Make sure Ss are correctly doing the following:
✓ using the vocabulary to talk about return policies
✓ using conjunctions in conditional clauses
✓ asking clarification questions
EXIT TICKET Ask, What kinds of things cannot be returned to the store you created in 5A? Why not?
Give Ss a few minutes to write down their ideas.
Then ask them to stand up and explain this using a sentence such as You can’t return something that is damaged unless it was damaged when you bought it.
As Ss discuss, listen and take notes on areas for review and extra practice in later lessons.
3 CONVERSATION SKILL
02-02 Read the conversation skill. Listen. Notice that Speaker A makes a statement and Speaker B asks a question for clarification.
1. A: You have to return the shirt within thirty days to get a full refund.
B: Do you mean that I won’t get all my money back after thirty days?
2. A: You’re responsible for the return shipping cost if you return the item.
B: So I’ll have to pay to send it back to you?
PAIRS Practice the conversations.
4 CONVERSATION
02-03 Listen or watch. What is the conversation about?
02-04 Listen or watch again. Then answer the questions.
1. What is Pablo trying to buy?
2. Why is the AirEye 2100 a good choice?
3. Why can’t Pablo buy it at the store?
02-05 FOCUS ON LANGUAGE Listen or watch. Complete the conversation.
Pablo: What’s your return policy if I buy something online?
Store assistant: Well, you can either return it here or to one of our other stores, or you can ship it back. Just remember to keep your .
Pablo: And I can get a full refund?
Store assistant: That’s correct. you return it within thirty days and it’s in its original packaging, you can get your money back.
Pablo: you’re saying that if I want to return it, I need to return the box as well?
Store assistant: Right.
Ask questions for clarification
You can ask questions to clarify (or make clear) what someone else is saying. The questions often repeat what the speaker said in a different way. You can start these questions by saying things like:
Do you mean…?
You mean…?
What you’re saying is…?
So…?
Does the store’s return policy seem fair? Why or why not?
5 TRY IT YOURSELF
THINK Imagine you own a store. Create a return policy for the store. Complete the chart.
What can customers buy at your store?
What rules do customers have to follow to return an item?
Do customers have to pay any extra fees?
ROLE PLAY Student A: Ask about the return policy for Student B’s store. Ask questions for clarification. Use the conversation in 4C as an example.
COMPARE Share your return policies with the class. Are some fairer than others? Why?
19 UNIT 2 I CAN ASK ABOUT A RETURN POLICY.
Answers may vary. Possible answer: The conversation is about the kind of drone Pablo wants to buy and the store’s online return policy.
Pablo is trying to buy a drone.
The AirEye 2100 is a good choice because it has the best camera on the market.
The store is out of stock right now.
packing slip
As long as So
1 VOCABULARY Language for loans
Look at the infographic. Do any of the reasons for taking out a loan surprise you? Why?
02-06 Listen. Then listen and repeat.
Loan verbs
take out: to get something in an offi cial way, such as a loan
shop around: to check a lot of places for the best price or deal
qualify: to have the right to have or do something be turned down: to not be accepted for
something
pay off: to give back the money that you owe for something
be approved: to get offi cial permission to do something
Loan nouns
an interest rate: the extra amount that a bank charges when you borrow money
a credit score: a number that shows how likely you are to pay back borrowed money a credit history: a record of how often you
have borrowed money and paid it back a down payment: the fi rst, usually large,
amount of money you pay for something, with the rest to be paid later
02-07 Listen. What loan language is being talked about? Write words from 1B.
1.
2.
3.
4.
5.
6.
2 GRAMMAR Past unreal conditional
Use the past unreal conditional to talk about untrue or imagined situations and their results in the past. We can use it to say how someone could have gotten better results.
Result clause If-clause
Modal Have + past participle If Past perfect You
might could would
have gotten a better
interest rate if you had gone to a different bank.
Note: Use might or could in the result clause when you are uncertain of the result. Use would in the result clause when you are certain.
>> FOR PRACTICE, GO TO PAGE 129
Why do people take out loans?
Bill
You owe $XXX