UNIT OBJECTIVES

I T 7
UNe and home
At the end of this unit, students will be able to:
understand information, texts and conversations
and exchange information about buildings, travel
accommodation and life in big cities and small towns
talk about alternative places to stay when travelling
talk about living in towns and cities
make polite offers and ask for permission

Hous
use appropriate phrases to show that you can imagine
other people’s feelings
write a note with useful information

Although there are no right or wrong answers to these

UNIT CONTENTS questions, use this whole-class discussion stage to bring
G GRAMMAR out the themes which run through this unit: different
Modals of deduction styles of houses and other forms of accommodation.
Quantifiers
CULTURE NOTE
V VOCABULARY
Describing houses and buildings: attic, balcony, basement, The photo shows guests having breakfast at ICEHOTEL in
block of flats, doorbell, downstairs, (ground/first/second) Jukkasjärvi, a village in northern Sweden. It was the first ice
floor, flat, front door, landing, location, lock, move house, hotel in the world and was first built in the early 1990s. It is
move into, move out of, neighbourhood, rent, steps, terrace, constructed from 20,000 tons of snow and 3,000 tons of ice
upstairs, view each year, including the tables, chairs and glasses. Artists
Verbs and prepositions: apologise for, argue about/with, from around the world apply every year to design the hotel’s
believe in, belong to, care about, complain to/about, cope famous suites.
with, depend on, pay for, rely on, succeed in, think about,
b Give students time to think about the questions.
wait for, worry about Put them into pairs to discuss their ideas. Take feedback
Wordpower: over (= finished, across/from one side to the by asking a few students to report back on their
other, more than, during, the other way up, covering) partner’s ideal home and whether they would like to
P PRONUNCIATION live there too.
Modal verbs: sounding the final t or d
Sentence stress: verbs and prepositions EXTRA ACTIVITY
Sounding polite Write this question on the board: Which room do you think is
C COMMUNICATION SKILLS the most important in a house? Why? Ask students to compare
Describing houses and buildings their choices in small groups. They should discuss their
Describing a town or city reasons and find out if their views about why this room is the
Making polite offers and requests and asking for most important have changed since they were children and
permission why. Ask for their answers in feedback and see which room is
Using appropriate phrases to show that you can imagine the most popular.
other people’s feelings
Offering choices
Writing a note with useful information

GETTING STARTED
OPTIONAL LEAD-IN
Books closed. Put students into pairs and ask them to tell
their partners about the different homes they have lived
in during their lives. If they have lived in the same place
all their life, they should describe changes that have been
made to the home. They should also tell their partner about
a memory they associate with each home. Ask for examples
during feedback. Find out who has lived in the most unusual
home and who has the most interesting memory.
a Ask students to look at the photo and the title of
the unit, House and home. Put them into small groups
and ask them to discuss the questions. Nominate a few
groups to share their ideas with the rest of the class.

UNIT 7 House and home 99

7A It might be a At the end of this lesson, students will be able to:
• use modals of deduction appropriately

holiday home • use a lexical set to describe houses and buildings

correctly
• understand an article about alternative places to
stay when travelling
• discuss homes and places to stay
OPTIONAL LEAD-IN
Books closed. Write this sentence on the board: Home is
where the heart is.
You may wish to explain that this proverb means: ‘Home isn’t Answers
a building, but the place where the people you love are.’ Photo a: Switzerland, Austria or Slovenia; a big family, or two or
three different families; it might be a holiday home.
Ask: Do you have a similar expression in your own language? Photo b: Dubai or a modern city; someone without children,
What does it mean? Do you agree with the expression? someone who works a lot; someone who doesn’t spend much time
there.
1 GRAMMAR Modals of deduction Photo c: Mexico or Spain; a small family or an older couple.
Photo d: Tokyo, a big city; a single person or a couple.
a Tell students to look at the four photos of different
homes. Put students into pairs or small groups to d Discuss the question as a class.
discuss the questions. Take feedback as a class by asking e Ask: Why did the speakers use the words ‘maybe’ and
different groups to say something about each photo. ‘perhaps’ when they were talking about the four houses?
Write their ideas on the board. Do the other groups (Because they weren’t sure; they were making guesses.)
agree? Add notes from what the other groups say, and Tell students that they are going to look at other
leave them there for 1c. ways of making deductions (guesses based on limited
b 2.38 Play the recording for students to listen and information). Put students into pairs to complete the
match the speakers with the photos. Check answers as a sentences. Elicit students’ ideas but don’t check answers
class. at this point.
f 2.38 Play the recording again for students to check
Answers
1 c 2 d 3 b 4 a their answers.
Answers
Audioscript 1 can’t
SPEAKER 1 Well, it’s very small so it can’t belong to a big family, maybe 2 can’t
a small family or an older couple who live on their own. Where is 3 must
it? It’s somewhere dry and sunny, so it could be Mexico, maybe, or 4 could
Spain. 5 might not
SPEAKER 2 There can’t be much space in there, so I think it must belong
6 can’t
to a single person or a couple. And where is it? It could be in any big 7 might
city, but on the outskirts of the city, I think. It might be somewhere
like Tokyo, where land’s expensive so you can’t build big houses. It g Students complete the task individually. Check answers
might not be a house; it might be two separate flats. No, they can’t as a class.
be flats, the ground floor one is too small, so it must be a house. Answers
SPEAKER 3 You can see tall buildings outside the window, so this flat 1 b 2 a 3 a 4 c
must be somewhere like Dubai or some modern city. Whoever lives
there can’t have children; it’s much too tidy. It might be someone h Discuss the question as a class. You may wish to point
who works a lot, or someone who doesn’t spend much time there. out that we often use be after modals of deduction, but
SPEAKER 4 It’s a huge house, so a very big family must live there, or other verbs are possible (e.g. have, get, etc.).
maybe two or three different families. Or it might be a holiday home
because it’s in the mountains somewhere. It could be Switzerland or Answers
Austria, or perhaps Slovenia. Somewhere in Europe. the infinitive without to

LOA TIP ELICITING

VOCABULARY SUPPORT
outskirts (B2) – the areas that form the edge of a town or city
Write these sentences on the board and elicit ways of
c 2.38 Refer students back to their suggestions on the rephrasing them using modals of deduction. Suggested
board for 1a. Ask: Did you hear the speakers talking about answers are given below in brackets.
any of the ideas on the board? Play the recording again 1 I’m sure that’s a noisy area. (That must be a noisy area.)
for students to listen and check their ideas. Then check 2 It’s possible that it’s cheaper to live in the country. (It might/
answers as a class. could be cheaper to live in the country.)
You may wish to tell students that the buildings in the 3 I’m sure that isn’t my phone. (That can’t be my phone.)
photos are in: a Switzerland, b Dubai, c Mexico, and
4 Perhaps the teacher speaks French. (The teacher might/could
d Japan.
speak French.)
If you have a strong group, ask them to give you reasons for
each deduction.

100 UNIT 7 House and home

  CAREFUL! b 2.42— 2.43 Students do the exercises in Vocabulary
Focus 7A on SB p.158. Individually, students do
The most frequent error with modals of deduction is using Exercises a and b. Play the recordings for students
other modals where must or might is required. Instead of to check their answers. Put students into pairs to do
must, students often use have to or should, e.g. You have to be Exercise c. Monitor for Exercise d and take feedback as a
/ should be tired (Correct form = You must be tired). Instead of class. Tell students to turn to SB p.81.
might, students often use can, e.g. I think this can be the key
Answers (Vocabulary Focus 7A SB p.158)
(Correct form = I think this might be …).
a 1 block of flats  2 balcony  3 first floor  4 flat 
i 2.39 Students read the information in Grammar 5 ground floor  6 steps  7 doorbell  8 terrace  9 landing
10 basement  11 front door  12 attic  13 lock
Focus 7A on SB p.144. Play the recording where
b 1 rent  2 moved  3 neighbourhood  4 balcony  5 location
indicated and ask students to listen and repeat. Students 6 attic  7 floor  8 view
then complete the exercises. Check answers as a class,
making sure students are using the most appropriate
modals. Tell students to go back to SB p.80.   EXTRA ACTIVITY
Answers (Grammar Focus 7A SB p.145) Ask students some questions about the building you are in at
a 2 c  3 h  4 a  5 d  6 g  7 e  8 b the moment:
b 2  must be right. – Which floor are we on?
3  could/may/might want to sell their flat.
4  can’t be speaking Russian – What’s upstairs from here?
5  could/may/might be the perfect person for the job. – What’s downstairs from here?
6  may/might not know the answer.
7  can’t need that coat today – Does this building have a balcony?
8  could/may/might be building a new shopping centre. – Does it have a basement?
– What’s in the neighbourhood?
  FAST FINISHERS
To focus on deductions about things happening now, ask fast 3 READING
finishers to think of a few famous people and imagine what
a Tell students to imagine they’re travelling on their
they might be doing right now. own to a city they don’t know. They’ll be staying there
for three nights. Where would they prefer to stay? Give
j 2.40 Pronunciation Give students time to read the
students time to look at the three options then put them
sentences in 1g again. Then play the recording, pausing
into pairs or small groups to compare their choices, giving
after each sentence. Take feedback as a class. Elicit that
reasons and referring to the advantages and disadvantages
we don’t pronounce the final t or d in a word when it’s
of each one. Take feedback as a class. Ask for a show
followed by a consonant sound. We do pronounce it
of hands for who’d rather stay in a hotel and ask those
when it’s followed by a vowel sound.
students to explain why. Repeat for the other two options.
Answers
don’t pronounce b Pre-teach the word host (someone who has guests). Give
students one minute to read the introduction and choose
k 2.41 Give students time to read the sentences. Then the best summary. They then compare their choice with
play the recording, pausing after each sentence. Check a partner. Check answers with the class. Ask: Has anyone
answers as a class, then put students into pairs to heard of or used Airbnb?
practise saying the sentences. Answers
Answers 2 Airbnb is a website for travellers and people who have rooms to
3, 5 rent.

l Give students time to think about their answers,   CULTURE NOTE

then put them into pairs to discuss the questions. Take
feedback as a class. Airbnb is a website that helps people who want to rent out
rooms in their own homes for other people to stay in (for
2 VOCABULARY Buildings short stays or longer). It was founded in 2008. It has more
than 600,000 listings worldwide in nearly 200 countries. Most
a Individually, students read the email and choose the of the places listed are rooms in houses and flats, but there
correct words. They then compare answers in pairs. You are also hosts offering rooms in castles, tree houses and on
may wish to point out that we also use the expression boats. The website has user reviews for every listing.
move house when we move to a flat or apartment, not
only when we move to a house. c Before students read the next part, ask them to
Answers imagine the good and bad points of paying to stay
1  moving house
in someone else’s home. Put them into pairs or small
2 renting groups to discuss their ideas, then take feedback as a
3 floor class.
4 block Suggested answers
5 views
Good points: it’s cheaper and more personal than other forms of
6 location
accommodation.
7 neighbourhood
Bad points: it could feel too personal, or it might not be as clean or
8 balcony
well organised as a hotel.
9 of
10
  into

UNIT 7  House and home  101

d Students look at the photos. Ask: What kind of buildings h Give students one minute to read the texts again
can you see? Tell students that they are going to read and match the words with the definitions. Check
what two guests, Antonia and Kumi, say about their answers as a class by reading out the definitions and
experiences as guests in these places. Individually, asking students to say the words. Make sure they can
students read the article and do the task. They then pronounce the words correctly.
compare answers in pairs. Check answers as a class. Ask Answers
students to justify their answers by using information 1 property  2 accommodation  3 cottage  4 pleasure
quoted from the article. 5 theft  6 reservation
Answers
1 A ‘It had ... a pool’
2 K ‘I felt like a local by the end of the week!’
4 SPEAKING
3 K ‘the rent included a bicycle too’ a Ask students to look at the photos. Explain that
4 K ‘They let me use the kitchen’ they are going to guess things about each building. You
5 A ‘he’s going to come and stay in my house when he comes to may wish to remind them to use modals of deduction,
Italy next year’ or wait and see whether they produce them naturally
as they speak. Put students into pairs or small groups to
  EXTRA ACTIVITY discuss the questions. Monitor to check how well they
are using modals of deduction and vocabulary from the
If you think your students need to spend more time processing lesson.
the article before doing 3e, write these comprehension
questions on the board. Give students time to read the article Take feedback as a class and find out if students have
again and answer the questions. the same or different ideas about each building.
1 How do you use a website like Airbnb if you want to find a b Put students into pairs for this speaking activity,
place to stay? (You browse the profiles of places to rent.) in which they imagine that they can stay in one of the
buildings for a few days. (If possible, mix students up
2 How much do most places cost per night? (between about
so they are talking to someone they haven’t just been
£25 and £100)
speaking to.) Give them one or two minutes to try and
3 Where is the villa? (California) agree on which house or flat they like best. Nominate a
4 Who cooked Antonia’s breakfast? (Jeff, the host) few pairs to share their final decisions with the rest of
5 Where is the old house? (Berlin) the class, and to say whether it was easy or difficult to
agree.
6 Which part of the house did Kumi have? (the whole of the
top floor)
  FAST FINISHERS
7 What happened at mealtimes? (She ate and chatted with
Ask fast finishers to think about the best area to live for the
the hosts.)
following people:
8 Why was Kuni glad she could use the kitchen? (The
– a young couple who have just got married
restaurants nearby were quite expensive.)
– a university student
e Put students into small groups to discuss which – a pensioner living alone
of the two places they’d rather stay in and why. Take
Check their ideas during feedback.
feedback as a class.
f Before students read the next part of the article,
ask them to imagine the advantages and disadvantages ADDITIONAL MATERIAL
of being an Airbnb host. Put them into pairs or small
groups to discuss their ideas, then take feedback as a Workbook 7A
class and write some of their ideas on the board. Leave  hotocopiable activities: Grammar p.163, Vocabulary p.169,
P
them there for 3g. Pronunciation p.177
g Give students one or two minutes to read the texts
quickly to see if any of the ideas on the board are
mentioned. They then compare answers in pairs. Ask:
Would you like to be an Airbnb host? Why/Why not?
Answers
Advantages: you meet wonderful people, from all over the world;
most people are charming and friendly.
Disadvantage: you have to do a lot of washing and cleaning; you
have to trust people to treat your property as if it was their own
home.

102  UNIT 7  House and home

7B There are plenty of At the end of this lesson, students will be able to:
• understand an informal discussion about living in

things to do towns and cities

• use a lexical set of verbs and their dependent
prepositions correctly
• use quantifiers appropriately
• talk about the area where they live
OPTIONAL LEAD-IN
Books closed. Write these words on the board: lighthouse,
skyscraper, tree house, museum, cottage, hospital, chalet.
Put students into small groups to discuss whether you T Exactly. So it’s actually safer to K I’ve definitely noticed that I
usually find each building in a city or in the countryside. live in the city. And it’s better for walk more now I live in the city.
the environment. Everything’s closer, I guess.
Take feedback as a class. Ask: Which of the buildings have you K Really? How do you work that And it is nice not to have to
been in? When? Why? out? get into the car just to go to a
T Well, you can’t rely on public supermarket.
1 LISTENING transport in the countryside like T You see! There are a lot of
you can in the city, so you have advantages to living in a city.
a Put students into pairs or small groups to discuss to drive more. It’s been proved You can’t argue with that.
the questions. Nominate a few students to share their that if you live in the city, you K No, I can’t – there are definitely
answers with the class. actually have a smaller carbon advantages. But I still miss my
footprint, especially if you live little home town.
b Give students a few minutes to read the list and somewhere with good public
answer the questions. Put them into pairs to discuss transport.
their answers. Take feedback as a class and find out if
students have more reasons for why small towns are 2.44 Give students time to read the statements. You
better than cities. Possible reasons might include: there’s
e
may wish to pre-teach the phrase carbon footprint (a
less crime; it’s quieter; property prices are cheaper; the
measurement of the amount of carbon dioxide that
air is cleaner; you can see the stars at night.
someone’s activities produce). Play the recording again.
c Put students into pairs to make a list of reasons Students compare answers in pairs. Encourage students
why cities are better places to live than small towns. to justify their answers as far as possible.
After a few minutes, take feedback by writing a list of Answers
students’ reasons on the board. Leave the list on the
1 T
board for 1d. 2 T
d 2.44 Tell students that they are going to hear two 3 T
4 F A study in the US showed that there were more accidents in
people, Tim and Kate, talking about the same topic. Does
the country than the city.
Tim mention any of the reasons on the board? Play the
5 F People who live in the country generally drive more and so
recording for students to listen and check. Take feedback have a bigger carbon footprint.
as a class. Ask: Did any of Tim’s reasons surprise you?
Answers f Give students time to read through the questions.
Tim thinks cities are better places to live than small towns because: Put them into pairs to discuss their ideas. After a
there is so much going on; it’s safer to live in a big city; it’s better for few minutes, put pairs with other pairs to extend the
the environment. discussion. Take feedback as a class. Nominate a few
students to talk about the question that their group
Audioscript discussed the most.
TIM What are you reading? more work opportunities in big
KATE Fran just sent me the link cities than in a small town. 2 VOCABULARY Verbs and prepositions
to this list of five reasons why K But there’s also more crime.
small towns are better than Life’s more dangerous here. a Write this extract from the recording on the board with
cities. T Actually, research has shown the preposition gapped: You can’t argue _____ that. Focus
T Ha-ha! that it’s actually safer to live in on the verb argue and ask: What’s the missing preposition?
K What are you laughing at? Small the city. (with).
towns are better than cities. Really? I find that hard to
K
Tell the class that they are going to learn more verb
T Yes, if you want to have nothing believe.
and preposition combinations. Individually, students
to do and never meet anyone T Yes, they did a study in the US
complete the sentences then compare answers in pairs.
new! that compared the number of
Elicit their ideas but don’t check answers at this point.
K Well, I loved growing up in a accidents in country and city
small town. There’s a real sense areas. And in the country there b 2.45 Pronunciation Play the recording for students to
of community. People care was a much higher number of listen and check their answers.
about you. It’s like you belong accidents than in the city. Car
Answers and audioscript
to one big family. crashes mainly, because people
T Yes, I know you liked it. But drive more in the countryside. 1 People care about you.
I’ve always been a city boy. K That makes sense if you think 2 It’s like you belong to one big family.
3 That makes sense if you think about it.
I love being in the centre of about it. And hospitals are
4 You can’t rely on public transport in the countryside like you can
things – there’s so much going nearer, I suppose, so you get
in the city.
on here. Cinemas, restaurants, help quicker.
museums. And there are lots

UNIT 7 House and home 103

 LOA TIP CONCEPT CHECKING f Give students time to look quickly through
the instructions, then ask them to add the missing
Check that students understand the meaning of the verbs prepositions. They shouldn’t discuss the game topics at
this point. Check the correct prepositions as a class.
plus their dependent prepositions by asking these questions:
Who do people usually ‘care about’ most? (friends and family – Answers
or perhaps just themselves!) b about
c for
If something ‘belongs to’ you, is it yours? (yes) d for
If you can ‘rely on’ someone, do you trust them or worry about e about
f in
them? (trust them)

Give students time to read through the pronunciation Divide the class into teams to play the game. Make sure
rule. Then play the recording again for students to they understand that they’ll win more points by writing
complete the rule. down things that the other teams might not think of.
Create a competitive atmosphere by asking the teams to
Answers give themselves a name. Set a time limit of three minutes
usually, don’t stress and encourage students to think carefully before they
write down their answers. Remind them to keep their
c 2.45 Play the recording again for students to listen
voices quiet so that other teams don’t hear their ideas.
and practise saying the sentences in 2a.
Stop the teams when the time limit is up. Check answers
d Students work in pairs to match the verbs with the and award points by reading each question and asking
prepositions. Check answers as a class.
each team to give their answers. Teams win points for
Answers answers that no one else has. The team with the most
1 argue points at the end wins.
2 cope
Suggested answers
3–5  care, complain, worry
6 apologise a in cash, by cheque, online, with a credit card, on the phone
7 believe b noise, the food, a lack of hot water
8 succeed c I’m sorry I’m late; Sorry I’m late; Please forgive me for being late.
9 depend d check their phones, listen to music, read
10
  belong/apologise e health, money, work
f fairies, magic, Father Christmas

  EXTRA ACTIVITY
Write these symbols on the board:
3 GRAMMAR Quantifiers
a Put students into pairs or small groups to discuss
o
the questions. Take feedback as a class.
oO
b Tell students to look at the photo of the High Line, New
Oo York. Invite a few students to describe what they can
oOoo see in the photo. Ask: What’s unusual about it? Then
Tell students that the patterns represent syllables and stress. give students one or two minutes to read the article and
Say each verb from exercise 2d clearly, and ask different check. Check the answer as a class. Find out if anyone in
students to come to the board and write the verbs next to the the class has been to or heard of the High Line or would
correct stress pattern. Ask the other students to help. like to go there.

o care, cope, pay, think, wait Answer

It’s on an old railway bridge, 10 metres above the street.
oO complain, believe, belong, depend, rely, succeed
Oo argue, worry
  CULTURE NOTE
oOoo apologise
The High Line project was started in 1999, when two local
Put students into pairs to practise saying the verbs with their
residents, Joshua David and Robert Hammond, had the idea
prepositions. Remind students not to stress the prepositions.
of transforming a 2.3km-long stretch of disused railway track
e Give students five minutes to complete the sentences into a park.
with the verbs and prepositions from 2d. They then Six years before work on the High Line began, Paris already
compare answers in pairs. Check answers as a class. had its own elevated park created on reclaimed urban space.
Answers The Promenade Plantée, built in 1993, stretches for almost
1  depends on 5km across the city on a railway line which closed in 1969.
2  cope with
3  succeeded in
4  apologise for
5  argued with
6  complain about
7  believe in
8  belongs to

104  UNIT 7  House and home

c Give students a few minutes to read the article again 4 SPEAKING
and underline the correct words. They then compare
answers in pairs. a Tell students that they are going to talk for one or
two minutes about the place where they live. Give
Answers students up to five minutes to read the task and prepare
1  lots of what they’re going to say. Monitor and help with any
2 many
vocabulary that they need.
3  very little
4  too many b Put students into small groups. Before they begin
5  lots of talking, make sure they know what they need to listen
6  not much for and think about. Tell students not to rush this
speaking activity. Encourage each student to talk about
 CAREFUL! their place for at least a minute. When everyone has
spoken, the group should discuss which places would
Students are likely to omit some and any before plurals and suit the teenager, the family with young children,
general nouns, e.g. I’d like to ask you questions. (Correct form etc. Monitor and listen for correct usage of the target
= … ask you some questions) or We got there without trouble. language from the lesson. Take feedback as a class.
(Correct form = … without any trouble.)

Students read the information in

2.46— 2.49 ADDITIONAL MATERIAL
Grammar Focus 7B on SB p.144. Play the recording
Workbook 7B
where indicated and ask students to listen and repeat.
Students then complete the exercises. Check answers Photocopiable activities: Grammar p.163, Vocabulary p.169
as a class, making sure students are using the correct
quantifiers. Tell students to go back to SB p.85.
Answers (Grammar Focus 7B SB p.145)
a 2 a lot of  3 enough  4 much  5 enough  6 a lot of 
7 a lot  8 none  9 a few  10 too
b 2  few chairs for everyone.  3  none left.  4  lot of money. 
5  give us enough information.  6  few people. 
7  no money.  8  lot of time tomorrow.

  EXTRA ACTIVITY
Write these sentences on the board and put students into
pairs to find and correct the mistakes in the underlined
phrases.
1 There are a lot bookshops here. (a lot of/lots of)
2 I didn’t bring plenty bags. We need more. (enough)
3 Nina gave me plenty advice about what to do. (plenty of)
4 We saw many butterflies. (a lot of/lots of)
5 The station is too much far to walk. (too far)
6 
Few of people know about this place, so it’s usually very
quiet. (Few)
7 They aren’t building the new school enough fast. (fast
enough)
8 I’d like to ask you any questions, if you have time. (some)

e Ask students to read through the task. Demonstrate

the activity by describing a place that all the students
should know. Can they guess the place you’re talking
about? Give students five minutes to prepare what
they’re going to say individually. Monitor and check
that they are using quantifiers correctly. Encourage
them to add some details at the end of their descriptions
that will help the other students guess.
f Put students into pairs to read out their sentences.
Monitor and point out any errors for students to self-
correct. Take feedback as a class and ask students which
descriptions they found easier/harder to guess.

UNIT 7  House and home  105

7C
At the end of this lesson, students will be able to:
Everyday English • understand informal conversations in which
people visit other people’s homes
Is there anything we can do to help? • use appropriate phrases for making offers,
requests and asking for permission
• use phrases to show that you are trying to
imagine how someone else is feeling
OPTIONAL LEAD-IN • use intonation to sound polite
Write this word snake of adjectives on the board:

oy
in g s t re s yedembarr barrasse
sfu no as em d
lw o an singpainful T Sure. B And I’m allergic to mushrooms.
n

rried
an

M So, do you play golf? C What? Tom, why didn’t you tell
B No. us?
Put students into pairs and ask them to find adjectives in T I sent you an email yesterday.
B So Caroline, Tom tells me you’re Didn’t you see it?
the word snake. Tell them to use the words to finish these an architect. That must be very M Oh no, we didn’t!
sentences. interesting. C I’m really sorry, Becky. Let me
– People can feel … C Oh, er, yes, I really enjoy it. get you something else.
In fact, at the moment, I’m Oh no, Caroline, it’s fine, really.
– Situations can be … B
working on… Is it OK if I just have some bread
Check answers as a class (people can feel worried, annoyed, M Here we go. and butter?
and embarrassed; situations can be annoying, stressful, B Oh, this looks delicious. C No, we can do better than that.
embarrassing, and painful). M It’s my own recipe. I’ll get you a green salad.
B What’s in it? Oh OK, that would be lovely.
Tell the class that they will need some of the adjectives later B
M It’s chicken and mushroom. Thanks.
on in the lesson.
B Oh. Um ... T Becky, my mum’s name is
M Is something wrong?
LISTENING
Charlotte, not Caroline.
1 T She’s a vegetarian! B Oh no! How embarrassing!
a Put students into small groups and give them a few
d 2.50 Give students time to read through the
minutes to discuss the questions about visiting people’s
houses. Nominate a few students to share their group’s sentences. Play Part 1 of the video or audio recording
answers with the rest of the class. again. Students compare their answers in pairs.
Check answers as a class. Ask: Why can’t Becky eat
b In the same groups, students discuss what they mushrooms? (because she’s allergic to them). To check
think is happening in the photos and how they think the understanding, ask: What else are some people allergic to?
people feel. Take feedback as a class. (e.g. eggs, nuts, seafood, pollen from plants in summer).
c 2.50 Pre-teach the word allergic (having a condition You may wish to contrast the pronunciation of the
that makes a person sick or develop skin or breathing adjective allergic /əˈlɜːdʒɪk/ and allergy /ˈælədʒi/.
problems because they have eaten certain foods). Play Answers
Part 1 of the video or audio recording for students to see 1 T
if their guesses were correct. Check answers as a class. 2 F Becky thinks that Michael will watch the football match, but he
isn’t interested in football.
Answers
3 T
Becky is meeting Tom’s parents for the first time. She’s feeling a bit 4 F She’s an architect.
nervous. 5 T

Video/Audioscript (Part 1) e Discuss the questions as a class. You may wish to

BECKY Do I look OK, Tom? B Oh, thank you. mention that Becky hasn’t been a bad guest, but she
TOM You look great! You’ve got C Would you excuse me for a has been a bit awkward and made a few mistakes. She
nothing to worry about. moment? I just need to check probably hasn’t made a very good impression, but she
B Oh, I really hope your parents on the food. has tried to be friendly and interested in Michael and
like me. B Of course. Is there anything we Charlotte. She is also very polite when she is offered
T Of course they will. You’ll be can do to help? food that she can’t eat.
fine! After you, go on. … Dad, C Oh no, it’s all under control!
this is Becky. B So, Martin …
MICHAEL Hello, Becky. I’m Michael. T Michael!
EXTRA ACTIVITY
It’s very nice to meet you. B Er, Michael. I expect you’re Ask students to think of a time when they were hoping to
B Nice to meet you. excited about the match this make a good impression and made some mistakes. If they
T And this is my mum, Charlotte. afternoon. can’t think of one, they can recall a time when they were
CHARLOTTE Hello! It’s lovely to M I’m not really a football fan, to worried about meeting someone and how the meeting
meet you at last! be honest. I prefer golf. went. Put students into pairs to tell their partners about the
B Oh, you too! B Oh, I see.
event. Ask for examples during feedback. Find out whose
C Thank you. They’re lovely. C Tom, do you think you could
experience was the most embarrassing or most successful.
M Take a seat, Becky. give me a hand in here?

106 UNIT 7 House and home

 2 USEFUL LANGUAGE  4 CONVERSATION SKILLS Imagining
Offers, requests and asking for people’s feelings
permission a 2.52 Put students into pairs to complete the
sentences. Play the recording for students to listen and
a Put students into pairs to match the questions and
check. Ask: Does Becky know how Tom’s dad feels about
responses.
football and how Tom’s mum feels about being an architect,
Answers or is she guessing? (She’s guessing.)
2 b  3 a  4 e  5 d
Answers and audioscript
b Discuss the phrases in bold as a class. 1 I expect you’re excited about the match this afternoon.
2 Tom tells me you’re an architect. That must be very interesting.
Answers
1 Is there anything we can do to help?; Let me …; I’ll … b Give students one minute to read the exchanges and
2 Do you think you could …? underline phrases for imagining how someone else is
3 Is it OK if I … ? feeling. Check answers as a class.

c Put students into pairs to match the requests and Answers

responses, then check answers as a class. You may wish 1  You must be very tired!
to point out that Do you mind? means Is it a problem?. So 2  I imagine you’re a bit nervous!
we reply with Not at all or No, that’s fine if we are happy
about the request, e.g. Do you mind if I leave now? No,
c Tell students to look at the example and ask for
some other possible responses, e.g. You must be very
that’s fine.
busy! Remind students of the silent ts in That must be
Answers /ðæˈmʌsbɪ/. Put students into pairs to think of good
1 b  2 e  3 a  4 c  5 d responses to sentences 2–4. They then practise short
conversations. Encourage them to sound like they can
3 LISTENING really imagine the other person’s feelings.
Suggested answers
a Ask the class to guess what Tom and Michael are talking 2 That must be really painful. You must be in a lot of pain.
about. 3 That must be so annoying! You must be fed up!
b 2.51 Play Part 2 of the video or audio recording for 4 That must be interesting. That must be quite difficult.
students to see if their guesses were correct.
Answer   LANGUAGE NOTES
They’re talking about Becky. We follow I expect/imagine you’re/You must be with
adjectives that describe feelings (excited, stressed, annoyed,
Video/Audioscript (Part 1) nervous, etc.), e.g. You must be really annoyed (about that)!
TOM  Listen, I know today hasn’t T You really think so? We follow That must be with adjectives that describe things
gone very well. M Yes, of course. or situations (exciting, stressful, annoying, nerve-wracking,
MICHAEL  What do you mean? T Well, I’m really happy to hear
etc), e.g. That must be really annoying!
T Well, Becky kept getting your that, because, well, I’m thinking
names wrong. And she didn’t of asking her to marry me. When imagining other people’s feelings, we often use
eat the food you made. M Really? But that’s great! adverbs like rather, quite, so, very, really and extremely
M Oh, don’t worry about that. It before gradable adjectives and absolutely before extreme
wasn’t her fault. Becky seems adjectives, e.g. You must be really angry. You must be
really great. absolutely furious!

c 2.52 Give students time to read the sentences. Play

Part 2 of the video or audio recording again. Check the LOA TIP DRILLING
correct answers as a class. Ask: How do you think Tom
feels about his dad’s reaction? (happy). Give students intonation practice with a substitution drill.
Answers Say the following sentence with the correct intonation:
1 T That must be exciting!
2   F  Michael likes Becky.
Use these different adjectives one at a time for students
to substitute: interesting, disappointing, fun, difficult,
frightening, easy, dangerous, enjoyable, e.g.:
– interesting (That must be interesting!)
– disappointing (That must be disappointing!)

d Give students time to prepare the plan, hobby and

problem they’re going to talk about. Then put students
into pairs to practise listening to each other and show
empathy by imagining each other’s feelings.

UNIT 7  House and home  107

 5 PRONUNCIATION Sounding polite 6 SPEAKING
a 2.53 Tell students that they are going to hear two a Divide the class into pairs and assign A and
sentences. Each sentence will be said in two different B roles. Student B looks at the instructions on p.131.
ways. They need to listen and decide which version Give students about five minutes to read through
sounds more polite. Play the recording for students to their instructions and prepare what they are going
listen and decide. Check answers as a class. to say. Then put them in pairs to role-play the two
conversations. Monitor but don’t interrupt fluency
Ask: What makes one question sound more polite than the unless students make mistakes in their choice of
other? Establish that the difference lies in the intonation. language when asking for and giving permission.
In the polite versions, the voice moves up and down
on the key words, whereas in the other versions, the Nominate a few pairs to perform their conversations for
voice doesn’t move much. Play the recording again for the class. Ask Student As: How helpful was your partner?
students to listen and notice. Can you do all the things you want to do in his/her home?
And how polite was he/she? Did he/she sound interested
Answers
in your new job? Ask Student Bs: How polite was your
1 b  2 a partner? Did you get permission for everything you want to
do in the office?
b 2.54 This task gives students more practice in
noticing the difference in intonation. Play the recording
for students to listen and check. They then compare   FAST FINISHERS
answers in pairs. Ask fast finishers to write a short email to the friend or the
Answers colleague to thank them for their hospitality or their help.
1 b  2 a  3 a Students can read these out during feedback.

c Put students into pairs to practise saying the

sentences in 5b with polite intonation. Encourage them ADDITIONAL MATERIAL
to use appropriate facial expressions to look and sound
Workbook 7C
more interested.
Photocopiable activity p.178
Unit Progress Test
Personalised online practice

108  UNIT 7  House and home

7D
At the end of this lesson, students will be able to:
Skills for Writing • talk about a recent holiday
• understand information about a place to go to
Make yourselves at home on holiday
• understand an informal conversation about
holiday plans
• understand a note in which useful information
OPTIONAL LEAD-IN is given
Books closed. Draw these speech bubbles on the board: • use phrases for offering choices
I’m so tired! • write a note with useful information
I’m hungry and I’ve got no food with me!

I don’t know what to do this weekend.

c 2.55 Tell students that they are going to hear a

What film shall I watch this evening? woman called Sue talking to her friend Jon about a
trip she and her family are going to make to Miami.
I’m bored but I’ve got no money! Give them time to read through the questions. Play the
Where shall I go on holiday?
recording for students to listen and check. Put students
into pairs to compare answers. Check answers as a class.
I need to look after two young children
Answers
tomorrow and I don’t know what to do.
1 four
2 In Sue’s cousin’s apartment near Miami Beach
Choose one statement and say it to the class, as though 3 go to the beach, visit the Everglades, spend a day at Disney
you really mean it. Ask for suggestions about what to do. World, take a trip to Cape Canaveral
Encourage students to use You could … in their suggestions.
Listen to students’ suggestions and choose the best one. Audioscript
Then put students into groups to repeat the activity with the JON So you’re going to Florida, going to have to go to Disney
other statements on the board. Sue. Lucky you! It must be nice World for a day. I don’t really
Take feedback as a class. Ask: Who made the most suggestions? and warm – not like here. want to, but Mark – that’s my
SUE Yes, it’s about 30°C, I think. son – he wants to go there, and
J I’m so jealous! Where are you he wants to go on all the rides.
1 SPEAKING staying? In a hotel? J Oh, come on, it might be fun.
S No, we’ve got an apartment You’ll enjoy it.
Put students into pairs to discuss the questions for a near Miami Beach, with a S Yes, I might.
few minutes. Take feedback as a class. swimming pool. It actually J Sounds like you’re going to be
belongs to my cousin, but she’s busy, anyway.
2 READING AND LISTENING going to New York so she said S Yeah. Oh, and my husband
we can use it while she’s away. says we’ve got to go to Cape
a Put students into small groups to discuss the
And her car. Canaveral – he wants to see the
questions. Take feedback as a class. J And her car? Wow, she must like Apollo space rockets, so I guess
you a lot! we’ll spend a couple of days
CULTURE NOTE S Well, yes, it’s really generous of doing that. I don’t really want to
Miami is a city on the Atlantic coast of south-eastern Florida, her. It means we’re just paying go there. It’s so far away, I’m not
US. The area has a tropical monsoon climate, so it’s always for the flight. We couldn’t afford sure I can cope with so much
it otherwise, not with the four of driving. But there’s no point in
warm there, but with a lot of rain. The area also suffers from
us. arguing with him about it. Once
hurricanes and tropical storms.
J So, what are you going to do? he gets an idea in his head.
Miami Beach is a smaller city near Miami. It is a popular Are you going to travel around? J So, you’re doing everything
holiday destination for American and international tourists. S Well, it depends on the weather. your family wants. What about
Its architecture is a mix of modern business blocks, art-deco It’s hurricane season so it you? What do you want to do?
houses and old Spanish-style buildings. might be quite windy. But we’ll S Me? Oh, I’d just like to relax and
probably go to the beach for do nothing – sit by the pool and
b Give students time to read the information. Then a start – we all like swimming. read a few books.
put them into small groups to compare and discuss their Then Mia, my daughter, she’s J Well, it sounds like you’re going
answers. Take feedback as a class. Ask: Did you all want really into wildlife, so she wants to be too busy. You won’t have
to do similar or very different things? to go to the Everglades and see time for that.
the alligators, so we’ll definitely S No …
VOCABULARY SUPPORT do that. And of course we’re

wander (B2) − walk slowly

endless (B2) – never seeming to finish
swamp – (an area of) very wet, soft land

UNIT 7 House and home 109

d 2.55Play the recording again for students to d Ask: How is the whole note organised – 1, 2 or 3? Check
complete the table. They then compare answers. Check the answer as a class. Point out that all the information
answers as a class. is important, but Jutka thinks Sue will need to know
about food before she starts planning trips to the beach.
Where does he/ Why does he/she
she want to go? want to go there? Answer
Sue’s the Everglades She’s really into 1
daughter wildlife.
Sue’s son Disney World He wants to go on all
the rides.
4 WRITING SKILLS Offering choices
Sue’s Cape Canaveral He wants to see the a Individually, students decide what the bold words
husband Apollo space rockets. mean. Check answers as a class. You may wish to
Sue by the pool She’d like to relax and point out that Jutka is offering different choices, not
do nothing. recommending one place more than another.
Answers
  EXTRA ACTIVITY 1 a  2 b

Write the following sentences on the board: b Put students into pairs to find the other words or phrases
1 Sue thinks it’s about 20oC in Miami. for offering choices in the note. Check answers as a class.
2 Jon wouldn’t like to go to Miami. Answers
3 Sue can use her cousin’s car while they’re there. Apart from that
another possibility is
4 Sue and her family are paying for the flight. Alternatively
5 Sue doesn’t think the weather will be windy.
6 They plan to spend about two days at Cape Canaveral.
c Give students up to 10 minutes to complete the task.
Monitor and point out any errors for students to self-
7 Sue thinks she’ll have time to read. correct.
Ask students to decide which sentences are true or false. Answers
Play the recording again for them to listen and check. Put 2 There are lots of good restaurants at Miami Beach. Alternatively, /
students into pairs to compare answers, then check the Otherwise, / Apart from that, you can try the restaurants at South
correct answers as a class (1 F  2 F  3 T  4 T  5 F  6 T  7 F). Beach.
or Another option/possibility is the restaurants at South Beach.
e Discuss the question as a class. 3 To go to the West Coast you can get an inter-city bus.
Alternatively, / Otherwise, / Apart from that, you can hire a car for
3 READING a few days.
or Another option/possibility is to hire a car for a few days.
a Give students a few minutes to read the note and choose 4 You can drive through the Everglades and stop to look at the
the correct words. They then compare answers in pairs. birds and alligators. Alternatively, / Otherwise, / Apart from that,
Check answers as a class. Ask students to say which you can also go round them by boat.
section contains each answer. You may wish to teach or Another option/possibility is to go round them by boat.
the word fortnight (two weeks).
Answers
1 in the daytime (section 4)
2 just outside (section 5)
3 far from (section 5)
4 more than a week (section 6)

b Put students into pairs to discuss the questions. Check

answers as a class.
Suggested answers
The note is friendly and practical.
Friendly phrases: Welcome; Hope you have a nice stay; Please make
yourselves at home; Enjoy your stay and see you in a fortnight!
Practical phrases: Here are a few things you need to know; There’s
some chicken in the fridge (and all of section 2); You’ll need to go
shopping; if you do go out in the evening; don’t walk around late at
night; the car’s in the parking lot; You’ll also need the car to go to
the beach; it can be difficult to park

c Give students time to read the note again and do the

matching task. They then compare answers in pairs.
Check answers as a class.
Answers
a 3  b 5  c 6   d 1  e 4  f 2

110  UNIT 7  House and home

 5 WRITING 
A note with useful information
a Tell students that they are going to write a note like
Jutka’s. Give them time to read the task and make notes
before they start writing. Give students up to 20 minutes
to write their notes.

LOA TIP MONITORING

It is a good idea to have a particular focus when you monitor.

As you monitor this activity, look in particular at the way the
students have structured their notes and the order of the
information. Encourage them to write notes that are neither
too short and sharp, nor too long and detailed, and to use
linking words in their sentence construction.

b Put students into pairs to compare their ideas.

c In different pairs, students read and check each other’s
work.
d Tell students to imagine they have just arrived at their
partner’s home and seen the note. Ask them to write a
short email in reply, thanking them for the information
and responding to anything else in the note they want
to. Give students up to 10 minutes for this stage.
Give the class feedback on their written work, focusing
on the structure of their notes and the expressions they
used for offering choices.

ADDITIONAL MATERIAL
Workbook 7D

UNIT 7  House and home  111

UNIT 7 3 WORDPOWER over
Review and extension a Write this gapped sentence on the board: You can enjoy
views _____ Paris from the top of the Eiffel Tower. Ask the
class what the missing preposition is (there are three
possible answers: of, over, across). Tell the class that they
1 GRAMMAR are going to look at more meanings of over. Individually,
they match the questions with the responses. They then
a Give students one or two minutes to choose the correct compare answers. Check answers as a class.
answers. Check answers as a class. Put students into
pairs to discuss whether each sentence is true or false Answers
about the building you’re in at the moment. 1 b  2 d  3 f  4 c  5 e  6 a

Answers b In the same pairs, students match the meanings of over

1 too many  2 enough light  3 much  4 lots of  5 few with the example sentences in 3a. Check answers as a
6 many class.
Answers
  EXTRA ACTIVITY 1 f  2 a  3 d  4 b  5 c  6 e
Write the following quantifiers and nouns on the board:
c Pre-teach lifetime (the period of time during which
plenty of, no, a few, lots of, very little, a couple of, some someone is alive). Give students one or two minutes to
money, pens, in my bag, really good friends, in this building, complete the sentences. Check answers as a class.
beautiful parks, in this town, free time, things to worry about
Answers
Put students into pairs or small groups. Tell them to make 1 over your city
true sentences about themselves with the words/phrases 2 over the world
and I’ve got and There is/are. 3 over the last few days
4 over 16
b Put students into pairs or small groups to make 5 over a lifetime
deductions about the pictures. Monitor and check that 6 over
students are using modals of deduction appropriately. 7 over someone
Take feedback as a class. 8 over the next few days

Suggested answers d Put students into pairs or small groups to ask and
a 1  It must be a woman. / It can’t be a man. answer the questions.
2  She might be in her 30s or 40s.
3  She could be at work.
b 1  It could be a man.   FAST FINISHERS
2  He might be older than 70. Ask fast finishers to write three more questions with different
3  He could be at home.
uses of over. During feedback, they can ask the rest of the
class their questions.
2 VOCABULARY Photocopiable activities: Wordpower p.172
a Write home swapping on the board and elicit the
meaning of swap (exchange). Ask students to read the REVIEW YOUR PROGRESS
text quickly to find the nationalities of the two families
who swapped homes for a holiday (Welsh or British
Students look back through the unit, think about what they’ve
and Portuguese). Give students one or two minutes to
studied and decide how well they did. Students work on weak
read the text again and complete the sentences. Check
areas by using the appropriate sections of the Workbook, the
answers as a class. In pairs, students tell each other
which of the two homes they would rather stay in for a Photocopiable activities and the Personalised online practice.
week and why.
Answers
1 location  2 views  3 floor  4 block  5 neighbourhood

b Put students into pairs to add the missing prepositions.

Check answers as a class.
Answers
1 about  2 to  3 for  4 with  5 on  6  in  7  about

112  UNIT 7  House and home