WRITING NOTE

Verb 1 infinitive
Many verbs take the infinitive form. Use an infinitive after try, C
need, plan, like, and love. • Read the Writing Note and ask
An infinitive is to 1 the base form of the verb. students to complete the exercise
There are a few things I need to change.
individually.
I love to put salt on my food.
• Check the answers as a class.

C Complete each sentence with an infinitive after the verb. • Ask students to make similar
sentences that are true for them. Ask:
1. I will (try / exercise) try to exercise more. What do you want to try? What do you
2. I (plan / walk) plan to walk to work. need to do? What do you plan to do
love to eat this weekend?
3. I (love / eat) sweets, especially chocolate.
4. I (need / lose) need to lose twenty pounds.
5. I will (try / go) try to go to bed earlier.
D
Have students complete the chart
based on the text in Exercise B on the
D Complete the chart. This student organized her ideas before she wrote. She listed three things she previous page. Then, have them check

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wanted to change. Then, she made a plan for each thing. their answers with a partner.
Things to change Plans for change

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Salt use light soy sauce, try salt-free seasonings E

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• Explain to students that ­making a
plan ­before they start ­writing will
Coffee one cup regular coffee, decaf in the afternoon and evening

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help them ­organize their ideas.

Exercise walk 30 minutes on weekends, take the stairs to class

• Point out the chart from Exercise D
and tell ­students to write their notes
c and ideas in a ­similar format.
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E Make your own chart on a separate sheet of paper. Write two or three things you would like to
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change about your lifestyle. Then, make notes about your plans for change. You don’t need to F
write complete sentences. Have students write their paragraphs
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in class or finish them for homework.

F Write a few paragraphs about your lifestyle. Then, write about the changes you want to make and
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your plans for change. Use your chart from Exercise E to guide you.
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A Healthy Lifestyle 95
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A Healthy Lifestyle 95

SAMPLE COPY, NOT FOR DISTRIBUTION

 ENGLISH IN ACTION Calling 911
ENGLISH IN ACTION:
Calling 911 A CIVICS Discuss these questions.

1. Have you ever called 911? Describe the situation.

A
• Invite volunteers to share any
experiences they may have of
calling 911.
• Ask students to ­suggest situations when
you should and should not call 911.
• Discuss why you should not call 911
if it is not an emergency.
• Ask students what they would do
to handle the situations that are not
emergencies.
2. For what kinds of emergencies can you call 911?
CULTURE NOTE
Calling 911
1. Call 9-1-1 for emergencies.
2. Know your location.
3. Stay calm.
4. Answer the questions that the dispatcher asks.
5. Follow the dispatcher’s directions.
6. Stay on the phone until the dispatcher tells
These are dispatchers. They contact the
you to hang up.

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police and all emergency personnel directly
when a person calls in an emergency.
B 32
B Listen to the conversation between a caller and a 911 dispatcher. Answer the questions.

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32
• Explain that a ­dispatcher is the person
who answers the call when you dial 911. 1. What is the emergency?

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The dispatcher talks to you about Her daughter ate some of her medication.
2. Who is calling?
the problem, tells you what to do, The mother

and sends an ambulance and other
emergency services to your location.
• Read the Culture Note aloud.
Emphasize that it is important to
know your location and stay calm
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3. What did the dispatcher ask the caller? What is the emergency? What is your location? How old is your
daughter? Where is your daughter? Is she breathing? What kind of medicine did she take? How many did she
4. What directions did the dispatcher give? take? Is your door unlocked?
Stay calm. Repeat that address. Stay on the line. Unlock the door.
c
Give the medics the bottle of medication.
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C CIVICS LET’S TALK. Write a conversation between a caller and a 911 dispatcher. Then, act
out your conversation for the class. You can use some of the sentences and questions from the
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when you call 911. box below.

• Read the directions for Exercise B aloud
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What’s the emergency? Is your door unlocked?

and ask students to predict what kind
Is anyone hurt / injured? Is the person breathing?
of questions the ­dispatcher will ask. How old is your daughter / father? Stay on the line.
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• Play the audio. ­Encourage students Where are you? Stay calm. / Calm down.
to take notes. Then, have students What is your location? The police are on the way.
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complete the exercise. Are you safe? Unlock the door.

Are you in any danger?
• Go over the answers as a class.
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96 Unit 6
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• Have students work in pairs. Allow

them a few minutes to think about
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an emergency ­situation (a car

CIVICS
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accident, a house fire, someone

is screaming for help, someone is
robbing a store). Try to ensure that
each pair has a ­different situation.
• Allow some time for pairs to write
and ­practice their conversations.
• Move around the class to provide
help as needed.
• Ask volunteers to ­present the
­conversations to the class.
• Give feedback. Ask the class which
student was the best actor.
In the United States, people who are
experiencing an emergency should call 911.
This will connect them with a dispatcher
who will contact the police, the fire
department, or an ambulance for assistance.
When calling 911, the caller should speak
clearly to the dispatcher and provide
information about the emergency. The
dispatcher will ask questions that will help
them identify how to best address the
emergency and contact the appropriate
emergency personnel.
Some states, like Massachusetts, have a “Silent
Code Procedure” that can be used if the caller
is unable to speak when calling 911.
Understanding what to do and what to
expect during an emergency call is very
important. There are reliable sources online
with information on what to do during an
emergency. The website 911.gov provides
details on using 911, what to expect
during a 911 call, and what to do if you
accidentally dial 911, among other relevant
information.

96 Unit 6

SAMPLE COPY, NOT FOR DISTRIBUTION