GRAMMAR now you can Troubleshoot a problem

Suggested
teaching time:
5–8
minutes
Your actual
teaching time:
• Ask a student to read the first point and the example
sentences in the Grammar box.
• Write on the board two additional examples:
1. I clicked on the tool bar to save a file.
2. Press this key to print the document.
• Ask How else can you say each sentence? (1. I clicked on the
toolbar because I wanted to save a file. 2. Press this key
if you want to print the document.) Make sure students
understand the contrast: The clause which follows
because and if must contain a subject and verb; the
infinitive is followed by a noun.
• Have a student read the second point and the example
sentences. Then ask individual students Why are you
taking this class? Tell them to use a short answer with an
infinitive. (Possible responses: To improve my English, to
get a better job, to meet new people.)
Option: GRAMMAR BOOSTER (Teaching notes p. T139)
Inductive Grammar Charts
A Conversation activator
Suggested 6–8 Your actual
teaching time: minutes teaching time:
Conversation Activator Video
• Note: You can print the script or you can show a running
transcript on the video player on the ActiveTeach. The
script also appears on page 187 of this Teacher’s Edition.
• Begin by asking students to read the computer problems
in the Recycle box and write a check mark next to the
ones they’ve experienced. Ask Which computer problems
have you had? Invite students to complete the last item
with a different problem and share that problem with
the class.
• Model the activity by role-playing the conversation with a
more confident student. Play the role of Student A.
• Have pairs choose one or two computer problems for
their role play. Refer them to the Conversation Model and
Vocabulary on page 100 as necessary. Remind students to
change roles when they have finished.
• Move around the room and help students as needed.

A Find the grammar don’t stop! Extend the conversation. Encourage

Suggested 2 Your actual
students to use the ideas in the box to continue their
teaching time: minutes teaching time: conversations.
• When students have identified the sentence, write it on
• For more support, play the Conversation Activator Video
the board. (I clicked on the tool bar to save a file.) before students do this activity themselves. In Scene 1,
the actors use different words in the gaps from the ones
• After students rewrite the sentence with because, ask pairs
in the Conversation Model. In Scene 2, the actors extend
to write another sentence with an infinitive of purpose
the conversation. After each scene, ask students how the
and then rewrite it with because.
model has been changed by the actors.

B Pair work Conversation Activator Video Script; Conversation

Activator Pair Work Cards; Learning Strategies
Suggested 5–7 Your actual
teaching time: minutes teaching time:

• For a warm-up, ask Do you make to-do lists? Do you have

B Change partners
Suggested 6–8 Your actual
a smart phone? If you don’t, how do you remember to do
teaching time: minutes teaching time:
things?
• To model the activity, ask two volunteers to read the sample
• Assign new partners and have pairs role-play
quotes. Then ask a volunteer to read the list of tasks on the conversations using the other problems on the list.
smart phone. Have students work in pairs to ask and answer • Move around the room and listen for correct intonation.
questions about the to-do list. Help students as needed.
• Have selected pairs role-play their conversations for the
C Grammar practice class. After each conversation, check comprehension. Ask
Suggested 4–6 Your actual What is Student A’s computer problem? What suggestion
teaching time: minutes teaching time: does Student B make?
• Tell students to work individually to complete each
statement. After students complete the exercise, have extras
them compare answers in pairs.
Workbook or MyEnglishLab
• Ask several students the questions below. Have students
answer with short answers and infinitives of purpose. Speaking Activities: Unit 9, Activity 1
Why did you buy a new scanner?
Why did you e-mail your friend?
Why did you connect to the Internet?

Extra Grammar Exercises

T101 UNIT 9, LESSON 1