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Printable one-to-one lesson plan
Causative have / get something done
Distinguish arranged services, named performers, achieved results, and unwanted experiences through precise causative have and get patterns.
Use after the complete B2 sequence, not as a lesson quiz.
Open diagnostic →15–20 minutes optional: Tutor-read reduced had-the, linked got-it, get-her-to, present-perfect causative, and participle-ending listening check · Next-day arrangement, active have, active get, perfect causative, and affected-experience retrieval
Derived from this lesson’s source
Lesson-specific teaching brief
This is not a second lesson registry. The plan reads the same native content that produces the learner page.
What the learner should do
Distinguish arranged services, named performers, achieved results, and unwanted experiences through precise causative have and get patterns.
What must become clear
Can-do: By the end, you can use have / get + object + past participle for arranged work and affected experience; contrast it with have + person + base verb and get + person + to-infinitive ; distinguish a causative from a basic passive, a conversational get -passive, Present Perfect, possession, permission, compulsion, and assistance; control the causative across statements, negatives, questions, progressive, perfect, future, and modal forms; identify a relevant service provider without inventing one; hear linked and reduced U.S. forms; and produce a clear project briefing with documented responsibility.
High-value friction points
- The center had the roof inspected on May 3.Had inspected the roof is Past Perfect or a subject-performed action reading; causative object order is had plus roof plus inspected.
- Elena had the IT team update the page.The active have causative uses have plus person plus base verb. Get plus person would require to.
- We finally got the owner to sign the plan.Get plus person plus to-infinitive marks the achieved action; bare sign belongs after have plus person.
Protect these lesson moments
- Reactivate the passive and verb-pattern foundation
- Discovery check: recover each participant and relationship
- Choose ten agency patterns
- Control eleven tense and clause forms
- Choose ten nearby meanings
Learner production
Agency map: Use Northfield or another fictional project. Name an organizer, three affected objects, two documented providers, and one staff performer before choosing any causative pattern.
- Focus switch: Report one service first with the affected object in focus and then with the documented performer in focus. Explain why each version serves a different reporting purpose.
- Effort switch: Begin with a neutral assigned action using have + person + base . Add a legitimate negotiation context and reformulate with get + person + to-infinitive .
- Time switch: Move one service through routine, completed past, current arrangement, current result, future, negative, and question forms without moving the affected object.
- Evidence close: Name a provider only when the fictional record documents one. End with one fact the causative establishes and one detail it leaves unknown.
Carry this language into the next session
Before the next lesson, retrieve one arranged service, one named-performer assignment, one achieved response, one tense change, and one neutral affected experience from five new fictional facts. Name every participant before checking the form.
Use while teaching
Operational teaching notes
Choose a route before class, but change it when the learner’s production gives you better evidence.
Ask before explaining
- Which examples in “Reactivate the passive and verb-pattern foundation” express the same core meaning?
- How would you explain this decision in your own words: Can-do: By the end, you can use have / get + object + past participle for arranged work and affected experience; contrast it with have + person + base verb and get + person + to-infinitive ; distinguish a causative from a basic passive, a conversational get -passive, Present Perfect, possession, permission, compulsion, and assistance; control the causative across statements, negatives, questions, progressive, perfect, future, and modal forms; identify a relevant service provider without inventing one; hear linked and reduced U.S. forms; and produce a clear project briefing with documented responsibility.
- What needs to change in this repair, and why: The center had the roof inspected on May 3.
Correct for the stage
- Controlled work: correct immediately, then require the complete repaired sentence.
- Fluency building: note repeated errors and reformulate after the learner finishes the thought.
- Communication: interrupt only when meaning breaks down or the target decision is the lesson’s main evidence.
Retrieve, do not reteach
Before the next lesson, retrieve one arranged service, one named-performer assignment, one achieved response, one tense change, and one neutral affected experience from five new fictional facts. Name every participant before checking the form.
Short, core, or extended
Choose the route
All three routes end in learner production. More time means more contrast and transfer, not a longer explanation.
Short route
Retrieve for 3 minutes. Notice and discover for 8. Use the two most diagnostic tasks from Reactivate the passive and verb-pattern foundation and Discovery check: recover each participant and relationship for 12. Protect 9 minutes for Learner production, then reflect for 3.
Core route
Follow the six-stage sequence below. Reduce repeated controlled items when accuracy is already stable, but keep the nearest useful contrast and final production.
Stretch route
Add Tutor-read reduced had-the, linked got-it, get-her-to, present-perfect causative, and participle-ending listening check · Next-day arrangement, active have, active get, perfect causative, and affected-experience retrieval, then repeat the communication task with a new situation or stricter success criteria.
70–80 minutes core working plan
Session sequence
Protect the final communication and reflection time. If the learner needs more support, reduce the number of controlled items instead of removing production.
- 5 min
Retrieve
Activate what the learner already controls and check any prerequisite language.
Teacher move: Open with the first practice route: Reactivate the passive and verb-pattern foundation · Discovery check: recover each participant and relationship · Choose ten agency patterns.
- 6–8 min
Notice
Let the learner observe meaning and form in a small sample before naming the rule.
Teacher move: Keep the noticing conversation anchored to this decision: Can-do: By the end, you can use have / get + object + past participle for arranged work and affected experience; contrast it with have + person + base verb and get + person + to-infinitive ; distinguish a causative from a basic passive, a conversational get -passive, Present Perfect, possession, permission, compulsion, and assistance; control the causative across statements, negatives, questions, progressive, perfect, future, and modal forms; identify a relevant service provider without inventing one; hear linked and reduced U.S. forms; and produce a clear project briefing with documented responsibility.
- 8–10 min
Discover
Connect form, meaning, use, word order, and the nearest useful contrast.
Teacher move: Test the learner’s explanation against this repair: The center had the roof inspected on May 3. Had inspected the roof is Past Perfect or a subject-performed action reading; causative object order is had plus roof plus inspected.
- 12–15 min
Build + drill
Move from accurate choices to faster retrieval and sentence construction.
Teacher move: Prioritize these lesson tasks: Reactivate the passive and verb-pattern foundation · Discovery check: recover each participant and relationship · Choose ten agency patterns · Control eleven tense and clause forms. Reduce repetitions if needed, but keep the final production time.
- 12–15 min
Communicate
Use the target language for a real adult purpose the learner cannot complete by copying.
Teacher move: Learner production: Agency map: Use Northfield or another fictional project. Name an organizer, three affected objects, two documented providers, and one staff performer before choosing any causative pattern.
- 3–5 min
Reflect
Make progress visible and choose one specific next use.
Teacher move: Before the next lesson, retrieve one arranged service, one named-performer assignment, one achieved response, one tense change, and one neutral affected experience from five new fictional facts. Name every participant before checking the form.
Tutor-only source
Listening scripts
Read these lines from the tutor plan while the learner lesson remains on screen. Each clip names the learner item it supports.
Tutor-read reduced had-the, linked got-it, get-her-to, present-perfect causative, and participle-ending listening check
- Clip 1
Read: We had the ROOF inspected.
Supports: Tutor reads: “Clip 1” The organizer listen .
- Clip 2
Read: We got it FIXED.
Supports: Tutor reads: “Clip 2” The tapped link still represents listen .
- Clip 3
Read: We got her to CALL.
Supports: Tutor reads: “Clip 3” The named performer requires listen .
- Clip 4
Read: We've had it CHECKED.
Supports: Tutor reads: “Clip 4” The complete Present Perfect causative is listen .
- Clip 5
Read: We had it PAINTED, CLEANED, and CHECKED.
Supports: Tutor reads three participles with different endings. The actions are listen .
Delivery and evidence notes
- On the second reading, keep the causative verb light enough for natural rhythm but make the affected object or named performer and the final action recoverable.
Keep only useful evidence
After-lesson notes
These notes are for deliberate tutor records or printing. Nothing is stored in the learner’s browser.
The learner can now…
Write one observable use of the target language.
Still needs support with…
Record one repeated error, contrast, or point of hesitation.
Next retrieval prompt
Write one short prompt the learner will answer at the next session.
Anonymous live-lesson evidence
Learner pilot worksheet
B2 · Causative have / get something done
Pilot 1 of 30 recorded · 3 remaining
Date
Approximate starting level
Core lesson time
Starting evidence
What did the learner already control? What was the first misconception, hesitation, or contrast that mattered?
Did the principle become clear?
Can-do: By the end, you can use have / get + object + past participle for arranged work and affected experience; contrast it with have + person + base verb and get + person + to-infinitive ; distinguish a causative from a basic passive, a conversational get -passive, Present Perfect, possession, permission, compulsion, and assistance; control the causative across statements, negatives, questions, progressive, perfect, future, and modal forms; identify a relevant service provider without inventing one; hear linked and reduced U.S. forms; and produce a clear project briefing with documented responsibility.
Did the first hint help?
Record the first item that caused difficulty and whether the contextual hint led to self-correction before the full repair appeared.
Could the learner do the outcome?
Distinguish arranged services, named performers, achieved results, and unwanted experiences through precise causative have and get patterns.
Listen for: The learner uses the target language independently for a real purpose.
What remained available?
If possible, check before rereading in the next session. Record what returned independently and what still required a cue.
Keep, revise, or investigate?
Note any explanation the tutor still had to supply, the smallest useful revision, and whether another pilot should test the same issue.