6 HOME

BE
Home, Sweet 6
Unit Contents
●●
Home, Sweet Home
Vocabulary Furniture and other
household items; household appliances
●● Grammar Comparative and superlative

adjectives and adverbs; should (not),

(not) have to, must (not)
●● Listening A clothing emergency

●● Reading A Home in the Jungle;

My House; Life on the Water

●● Conversation Asking for and offering help

●● Writing An email about your house

About the Unit

Before students open their books, write on the board:
Home, sweet home. Draw a sketch of a house on the
Communication Objectives
●● Identify and list household
items
●● Talk about why you would or

wouldn’t want to stay in a

treetop hotel
●● Make comparisons

●● Ask and answer questions to

guess the household appliance

●● Talk about why you would or

wouldn’t want to live on a

houseboat
Unit Videos
6.1 A Cool Life
6.2 Real Talk: Which do
you prefer – houses or
apartments?
6.3 Moving House

Optional After discussing any new words, have students

board and put a chair in front of it. Then drop into the
chair as you say the phrase with exaggerated relief. Ask
A Cool Life
students what they think this phrase means. If they need
additional clues, ask: How do you feel when you feel at
home? (comfortable) Remind students that they discussed
this phrase in the Unit 1 Reading: “At Home in Two
Worlds.” Ask: When would you say “Home, sweet home”?
Guide students to understand that we say this to express a
Which do you feeling of relief and happiness to be at home, where we are
prefer – houses or
most comfortable.
apartments?
Have students work with a partner to write a conversation
that uses this phrase. Circulate and help pairs with their
conversations as necessary. Ask volunteer pairs to role-
play their conversations for the class.
Tell students that this unit is all about homes.
Moving House
Unit Opener Questions
Have students open their books and look at the picture
on page 54. Ask students to discuss what they see. Point
1. What is this house like? to different details in the picture and ask students to
describe each one or say what each one is. Write any new
vocabulary on the board that students can use to answer
the questions, such as beach, posts, staircase, and chimney.
2. Who do you think lives here?
Have a student read the unit opener questions aloud. Ask
volunteers to answer the questions.
Continue the class discussion by asking follow-up
3. Would you want to live in a house like this? Why or why not? questions, such as: What does the area around the house
look like? Why do you think this house is up off the ground?
work with a partner to use each word written on the board
in a sentence. Or have them add the words into their
vocabulary journals. Circulate and help as needed.
Answers
1. Possible answer: The house is built high off the
ground on posts.
2. Possible answer: Maybe someone who watches
over the area, like a park ranger.
3. Possible answer: I would not want to live here
because it doesn’t look like there are any
neighbors close by.
Draw students’ attention to the pictures of the videos
they will watch in this unit. Have a volunteer read aloud
the title of each video and describe what he or she sees in
the picture. Ask other students to predict what the video
will be about. The following are example answers and
predictions:
6.1: A Cool Life I see a woman standing in a home
that looks like it is made out of rock. The video
might be about a house that is underground and is
naturally cool.
6.2: Which do you prefer – houses or apartments? I see a
boy with an apartment building in the background.
I think some people will probably give their opinions
on which they like better and why.
6.3: Moving House I see a house that is not on the ground
and a lot of logs. The video might be about moving a
house to a new location.

UNIT CONTENTS
Vocabulary Furniture and other household items; household appliances
Grammar Comparative and superlative adjectives and adverbs; should (not), (not) have to,
must (not)
Unit 6 Home, Sweet Home T-54
Listening A clothing emergency
54 | Unit 6
 Vocabulary: Furniture and 3 Vocabulary: Furniture and other household items
Read the directions aloud. Have a volunteer read aloud
other household items ■■

the first question. To provide an example answer, ask 1. Match the words with the correct pictures.
1 several students to say one thing that they sit on. Ask a. a bed c. a chair e. a dresser g. a shower i. a table ✓k. an armchair
■■ Read aloud the directions. Say each word and have other students to correct the answer if necessary or add
b. a bookcase d. a desk f. a mirror h. a sofa j. a toilet l. cabinets
students repeat. Pantomime or give more context to to the list.
help students understand the meaning of each word, for ■■ Have students work individually to complete the
example, say: bed – This is what you sleep on.; chair – exercise and then compare answers with a partner.
This is something you sit on. If some of your students are Check answers as a class.
good artists, ask them to quickly draw a picture of each
item on the board as you discuss its meaning. 4
■■ Have students work individually to match each word ■■ Read the directions aloud. Have a volunteer read the
with the correct picture. example speech balloon aloud to the class.
■■ Have students compare their answers with a partner. ■■ Put students in pairs to describe the furniture and LIVING ROOM KITCHEN BEDROOM BATHROOM
Tell them to discuss any answers that are different to try items in the pictures. Tell them to take turns describing
to find the correct answer. the items. 1. k 2. b 3. h 4. l 5. c 6. i 7. a 8. d 9. e 10. f 11. g 12. j
Optional Turn this exercise into a guessing game. One
Vocabulary student describes an item while the other student guesses 2. Listen, check, and repeat.
what it is. 6.02
a bed an armchair
a bookcase a shower 3. Answer the questions with the words in Exercise 1.
a chair a sofa Speaking: Your house 1. Which items do you sit on? 6.03 Say it RIGHT!
a desk a table a bed, a chair, a sofa, a toilet, an armchair The letters er and or can make the
a dresser a toilet Objective: to discuss things that are in your house /ər/ sound. Listen to the sentence.
2. Which items do you put things in? A photo of an actor is over my bed.
a mirror cabinets
a bookcase, a desk, a dresser, cabinets
5 Listen to the words in Exercise 1
2 CD2, TRACK 02 YOUR TURN Read aloud the directions. Explain the 3. Which items do you put things on? again. Which words have the
6.02
exercise. Have a volunteer read the example list aloud to a bed, a bookcase, a desk, a dresser, a sofa, a table, an armchair /ər/ sound? What letters make
■■ Tell students to listen to the audio and check their the class. Tell students to write down their lists of items so the sound?
answers. Play the audio again and have students they can refer to them in Exercise 6. 4. Which items do you get into?
repeat the words. Listen for pronunciation and correct a bed, a shower
any mistakes. Play or say individual words again for 6
students to listen and repeat, if necessary. 5. Which item do you look into?
■■ Read aloud the directions. Have a volunteer read the a mirror
■■ Use the pictures to reinforce the meaning of the speech balloon aloud to the class. Tell students to refer
vocabulary words, for example, ask: What is the to their lists of items they wrote in Exercise 5 to tell
4. Work with a partner. Describe the furniture and items in Exercise 1.
difference between an armchair and a sofa? (A sofa is their partner about things in their house. Point out
longer. It fits about three people.) What is the difference that they should use full sentences when describing the
The armchair is big. It’s brown and blue.
between a chair and an armchair? (An armchair has items and try to describe where the items are located in
a place to rest your arms.) Do you stand or sit in a the rooms.
shower? (Stand.)
Optional For additional practice with these vocabulary Workbook Speaking: Your house
words, ask students to create flash cards. Have students Students complete the exercises on Workbook 5. YOUR TURN Which things from Exercise 1 are in your house? What other things
cut out pictures of the items from magazines or print them page 36 in class or for homework. See Teacher’s Book
do you have? Make a list.
from the Internet and paste them on the front of the card, page T-129 for Workbook answer key.
with the vocabulary word written on the back. Students Kitchen: cabinets, two chairs, . . .
then quiz each other with the cards in pairs.

Say it Right! 6.03 CD2, Track 03

Draw students’ attention to the information in the box. 6. Work with a partner. Tell your partner about the things in your house.
Play the audio as students listen and read along.
There isn’t a table in our kitchen. There are a lot of cabinets.
Have students listen to the words and write down We have two chairs by the window . . .
the words with the /ər/ sound. After students have
listened once, tell them that there are three words in
the list with this sound. If necessary, have them listen Workbook, p. 36
again until everyone has written down three words.
Check answers as a class. (1. dresser; er 2. mirror;
or 3. shower; er)

Reading A Home in the Jungle; My House; Life on the Water

Conversation Asking for and offering help
T-55 Unit 6 Home, Sweet Home Writing An email about your house
Unit 6 | 55
 UNUSUAL Rooms Reading: An article about an
unusual hotel
Optional For additional reading practice, play the audio
again. Have students read along chorally, but quietly,
with the reader, paying attention to pronunciation and

JUNGLE
Objective: to read an article about an unusual hotel
■■ Preview the reading. Tell students to read the title and
A Home in the look at the pictures, but not read any of the article. Ask:
What do you think this article is about? What will you
learn? Elicit ideas from students and tell them that they
will read to find out about an unusual hotel.
■■ Check comprehension of the words unusual and jungle.
intonation patterns. Then have students practice reading
the article in pairs, taking turns to read aloud each
paragraph while the other follows along.
Did You Know . . .?
Read the information aloud. Share the following
additional information with students:
Pink river dolphins can grow up to 2.7 meters long and

I
n the middle of the Amazon rain forest, with monkeys, snakes,
and tropical birds, there’s a very unusual place. Twenty meters
up in the trees is the Ariaú Amazon Towers Hotel – the biggest
treetop hotel in the world.
Walking paths connect two restaurants, two theaters, two swimming
pools, and many guest rooms. You climb high on the paths to get
to the standard rooms. Each room has a bedroom and a bathroom.
Climb farther to get to the tree houses and Tarzan suites. Each of
Use the photos to explain the meaning of jungle. Ask:
Do many people have a home in the jungle? (No.) Say:
This is unusual, or not common, for most people.
1
Read aloud the directions and ask the questions. Elicit
■■
possible answers. For the question Where do you think
it is? ask the follow-up question: Why do you think so?
Answers
weigh up to 136 kg. These dolphins only live in the
fresh water of the Amazon River and are sometimes
called Amazon River dolphins. They were recently
placed on the endangered species list.
3
Read aloud the directions. Have students read the
■■
questions silently so that they know what information
to look for in the reading.
If they are able, tell students to try to answer the
■■

these has a bedroom, a bathroom, a living room, and a balcony with
amazing views of the Amazon.
The Amazon River isn’t far away, and visitors can see the “Meeting of
the Waters.” Two of the most powerful rivers in the Amazon, the Rio
Negro and Rio Solimões, meet here. The black water of the Rio Negro
is darker than the brown water of the Rio Solimões, and you can
see both rivers side by side. The waters of the two rivers don’t mix
because the Rio Solimões runs more slowly than the Rio Negro.
It’s a long way up, but a stay at the hotel is worth the climb!
Reading: An article about an unusual hotel
1. Look at the photos. What do you see? Where do you think DID YOU
it is? KNOW . . .?
Possible answers: a hotel, rivers, monkeys; in the questions from memory first. Then have them look
Amazon rain forest back through the article to check their answers.
■■ Have students complete the exercise individually and
2 6.04
CD2, Track 04 check answers with a partner. Then check answers as
a class.
■■ Read aloud the directions and the question. Have
students skim the article to find the answer. Tell them 4
to underline the answer when they find it. YOUR TURN Read aloud the directions. Have two
■■ Check their answer as a class. Ask volunteers to point to volunteers read the example speech balloons aloud to
the place in the reading where they found the answer. the class. Ask the second student to complete the second
speech balloon with his or her own idea, for example: I
Answer wouldn’t like it because I am afraid of heights.
Possible answer: It’s unusual because it’s high up in ■■ Circulate and help as needed. Have pairs join another
the trees in the Amazon.
pair to continue their discussion.
■■ Then play the audio. Tell students to listen and follow
along silently.
Give students time to underline any unfamiliar
■■

vocabulary in the reading. Have students compare their

The Rio Negro underlined words with a partner and guess the meaning
2. Read and listen to the article. Why is the hotel unusual? is home to the
6.04 of the words from context together. Discuss any new
amazing pink
3. Read the article again. Answer the questions. words as a class and, if possible, have students explain
dolphin, one of the
rarest animals in the meaning of new words to each other.
1. Which animals live near the hotel?
Monkeys, snakes, and tropical birds live near the hotel. the world.

2. How high up in the trees is the hotel?

It's 20 meters up.
3. What rooms do tree houses and Tarzan suites have?
They have a bedroom and a bathroom (and a living room, a balcony).
4. What is the “Meeting of the Waters”?
It's where the Rio Negro and the Rio Solimões meet.

4. YOUR TURN Work with a partner. Would you like to stay in a treetop hotel?
Why or why not?
I’d like to stay in a treetop hotel!
I love nature and animals.

I wouldn’t like it because . . .

Unit 6 Home, Sweet Home T-56
56 | Unit 6
 Grammar: Comparative and ■■ Have students complete the exercise individually, and Grammar: Comparative and superlative adjectives
superlative adjectives and then compare answers with a partner. Check answers as and adverbs
a class.
adverbs 5. Complete the chart.
7 Use comparative adjectives and adverbs to show how two things are different from each other.
Objective: to use comparatives and superlatives to talk ■■ Read the directions aloud. Have students skim the Use superlative adjectives and adverbs to compare three or more things.
about how things are different from each other and to entire text for overall understanding before they circle
compare three or more things Comparative Superlative
the correct words.
Adjectives dark ➔ darker big ➔ bigger dark ➔ the darkest big ➔ the biggest
■■ Have students complete the exercise individually. Ask
5 students to compare answers with a partner. Then powerful ➔ more popular ➔ the most popular
■■ Have students open their books and look at the check answers as a class. good ➔ better bad ➔ worse good ➔ the best bad ➔ the worst
grammar chart. Read the explanation at the top of The Rio Negro is darker than the Rio Solimões. The bathroom is the darkest room in the hotel.
the chart aloud and draw students’ attention to the
examples. Read the words aloud and elicit the words Speaking: Compare! Adverbs fast ➔ faster slowly ➔ more slowly fast ➔ the fastest slowly ➔ the most slowly
that go in the blanks. far ➔ farther far ➔ the farthest
Objective: to ask and answer questions to find out how the best
Point out that for the comparative forms, some of well ➔ better badly ➔ worse well ➔ badly ➔ the worst
■■
you are different
the words have -er and some have more: for example: The Rio Solimões runs more slowly than the Rio Negro. The water runsthe most slowly in the summer.
bigger / more powerful; faster / more slowly. Ask if
students can determine a general rule by looking 8 Check your answers: Grammar reference, p. 111
YOUR TURN Read the directions aloud. Have two
at the chart. (Longer words, usually containing two
or more syllables, use more. One-syllable words use volunteers read the speech balloons aloud. Point out that 6. Complete the sentences with the comparative adjectives or adverbs.
the -er ending.) Elicit additional examples to check because students are comparing two people, themselves bigger than
1. Brazil is (big) Mexico.
comprehension. and a partner, the comparative forms are used.
2. The Rio Negro runs faster than (fast) the Rio Solimões.
■■ Follow the same procedure to guide students to notice
when superlative forms use -est (for one-syllable words) 9
■■ Read the directions aloud. Have a volunteer read 3. A vacation in the Amazon is more exciting than (exciting) a vacation in Antarctica.
and most (for longer words).
the speech balloon aloud to the class. Point out that 4. The furniture in my room is better than (good) the furniture in your room.
■■ Point out that adverbs ending in -ly also use more or because students are now comparing a group of people,
most. Elicit examples. (quickly / more quickly / the the superlative forms are used. 5. We got wetter than (wet) our parents on the hike because they used umbrellas.
most quickly)
■■ Tell students that these are general rules for creating 7. Circle the correct words.
Video
comparative and superlative forms. However, there
6.1 A Cool Life When you live in a region where
are always exceptions. For example, good, bad, well, it’s too hot to work and live outside, your options
and worse are irregular, meaning that students must are limited. However, the people of Coober Pedy, In Spain, I toured the Guadix cave homes with my sister. They are some of the 1strangest /
memorize these forms. Also explain that there are Australia, have found a way around the heat. They more strangely homes in the world. People live in cave houses there. The houses are
general spelling rules. Provide the following rules and work in opal mines and live . . . underground. 2
more dark / darker than normal houses because they don’t have many windows.
elicit more examples of each. That’s right. Their houses are built in old mines
where it’s cool and comfortable. We see them at In the summer, the caves are 3cooler / coolest than normal homes, and in winter they are
1. When a short adjective ends in consonant + vowel +
consonant, double the final consonant and add work and at home, living happily in this unusual 4
the warmer / warmer.
environment.
-er/-est. (big/bigger/biggest; fat/fatter/fattest) Our tour guide spoke 5quickest / more quickly than most tour guides. He talked the
Students complete the video worksheet on
2. When a short adjective ends in -e, just add -r/-st. Workbook page 82 in class or for homework. See
6
faster / fastest near the end of the tour. My sister understood the guide 7better / best
(cute/cuter/cutest; late/later/latest) Teacher’s Book page T-139 for Video answer key. than I did, so she repeated everything 8slower / more slowly for me.
3. When a long adjective ends in consonant + -y,
change the -y to -i and add -er/-est.
(happy/happier/happiest; lazy/ lazier/laziest) Answer
a living room, kitchen, dining room, and two Speaking: Compare!
Grammar support bedrooms
8. YOUR TURN Discuss the questions with a partner.
For further grammar presentation support and practice,
see Teacher’s Book page T-111. See Student’s Book 1. Who studies longer at night?
Workbook
page 111 for the complete grammar chart. 2. Who is better at sports?
Students complete the exercises on Workbook
page 37 in class or for homework. See Teacher’s Book
6 page T-129 for Workbook answer key. I study for an hour at night. I study for two hours. I study longer than you.
■■ Read the directions aloud. Ask a volunteer to read
Find out about two people
the example aloud and explain why bigger than is 9. Join another pair. Compare your answers to Exercise 8. Then answer living in an old mine. What
BE
correct. (Two things are being compared, Brazil and these questions. rooms are in the house?
Mexico, so the comparative is correct. Big is a one- (Workbook, p. 82)
1. Who studies the longest at night?
syllable adjective, so it takes the -er ending. Big ends
in consonant + vowel + consonant, so you double the 2. Who is the best at sports?
final consonant.)
Jack studies for four hours at night.
He studies the longest.
6.1 A COOL LIFE
T-57 Unit 6 Home, Sweet Home
Workbook, p. 37 Unit 6 | 57
 Things That Listening: A clothing Jackie: Good idea. OK, How to unshrink a sweater.

PLUG IN
Chloe: Hey, there are lots of websites about it. Click
emergency on that one.
Objective: to listen to someone describe a problem with Jackie: OK. Let’s see. First, you have to put the
sweater in cool water. It doesn’t have to be
her clothes
super cold, but you must not use hot water.
■■ Direct students’ attention to the picture at the top of Chloe: Got it! And then you squeeze out the water.
Listening: A clothing emergency the page and read aloud the title of the listening. Ask Jackie: Next, you have to stretch the sweater and lay it
them to predict what they will hear about. Check flat.
1. Who washes your clothes? Do you wash your own clothes?
comprehension of the title. Ask: What are things that Chloe: And look, you shouldn’t put it in a sunny room.
2. Listen to Jackie tell her sister Chloe about her clothes. What’s wrong plug in? (electrical appliances)
6.05
Jackie: OK, let’s try it!
with her pants? With her sweater?
1 Answer
3. Listen again and circle the correct answers. ■■ Read the questions aloud. Take a class poll: Ask Her white pants have blue spots on them.; Her
6.05
students to raise their hand if they wash their own sweater shrunk / is too small.
1. Jackie washed her dark and light clothes .
clothes. Count how many students wash their own
a. together b. separately c. by hand clothes. Ask the others who washes their clothes.
1 3 6.05
CD2, Track 05
2. Jackie’s sweater is made of .
2 6.05
CD2, Track 05 ■■ Read the directions aloud. Have students read the
a. cotton b. jean material c. wool sentences to see what information they will be
■■ Explain to students that they will listen to a teenager
3. Jackie washed her clothes on . listening for. Play the audio. Ask students to complete
tell her sister about a problem with her clothes. Play the
the task individually and check answers as a class.
a. hot b. warm c. cold audio once all the way through. Tell students to listen
for the gist.
2
4. Jackie learned how to fix her sweater from . ■■ Read aloud the directions and the questions. Play the Vocabulary: Household
a. her sister b. a website c. a label audio again and have students listen for the answers. appliances
Elicit and check the answers as a class.
Vocabulary: Household appliances Jackie: Chloe! Come here! Vocabulary
Chloe: What’s wrong? Where are you? a dishwasher an oven
4. Write the words next to the correct numbers. Then listen and check your answers.
6.06 a hair dryer a refrigerator
Jackie: By the washing machine. Turn on that lamp.
a dishwasher a microwave a toaster an alarm clock a lamp a stove
Chloe, the washing machine ruined my clothes!
a hair dryer a refrigerator a vacuum cleaner an iron Look, my white pants have blue spots on them! a microwave a toaster
3 an alarm clock a vacuum cleaner
a lamp ✓ a stove a washing machine an oven Chloe: Jackie! You shouldn’t wash darker clothes with
lighter ones. an iron a washing machine
5 8
6 Jackie: I didn’t know that.
7 Chloe: You didn’t? You should always wash dark 4 6.06 CD2, TRACK 06
clothes, like jeans and dark T-shirts,
■■ Read aloud the directions and the list of vocabulary
separately. The colors can come out.
words for students to repeat. Point out that some of
4 Jackie: I see that. Oh, no, and look at my new sweater!
the appliances are compound nouns that contain
It’s so small. What happened?
clues about what they do, for example: hair-dryer,
Chloe: Let me see it. Jackie, it’s 100 percent wool! dish-washer.
12 What temperature did you use?
10 ■■ Have students complete the exercise individually by
9 Jackie: Um, what do you mean?
11 matching the words with the pictures. Then play the
Chloe: See this button? You can wash clothes on audio and have students check their answers. Play the
hot, warm, or cold. You have to choose the
audio again for students to repeat the words.
temperature before you start the washing
machine. Look, it says “hot” right now.
NOTICE IT Notice it
Jackie: So?
Fridge is short for Have a student read aloud the information in the box.
Chloe: You have to wash wool in cold water, or it shrinks!
refrigerator. Ask: What do you notice about the spelling of fridge
1. a stove 5. a vacuum cleaner 9. a toaster Jackie: I . . . I see that, too. and refrigerator? (Fridge has a d, but refrigerator
2. an alarm clock 6. a dishwasher 10. a lamp Chloe: You should look at the labels in your clothes does not.)
3. a hair dryer 7. an iron 11. an oven before you wash them. See the directions on
the sweater: “Machine wash cold.” And look at
4. a washing machine 8. a microwave 12. a refrigerator 5
the label on your dark blue T-shirt: “Wash with
like colors.” YOUR TURN Explain the exercise. Have a volunteer
5. YOUR TURN Work with a partner. In what rooms do you use each of the household Jackie: OK, OK. I get it. Is there anything I can do read the example speech balloon aloud to the class. Have
appliances in Exercise 4? How often do you use them? about my sweater now? Maybe I can use an students work in pairs to talk about where and how often
iron on it. they use the household appliances. Circulate and help
Chloe: No, Jackie! An iron is hotter than the water in pairs as needed.
I use the stove in the kitchen. I use it two times a week.
the washing machine! Let’s get online and see
what we can do. Unit 6 Home, Sweet Home T-58
58 | Unit 6
 Grammar: should (not), Grammar support
Grammar: should (not), (not) have to, must (not)
(not) have to, must (not) For further grammar presentation support and practice, 6. Complete the chart.
see Teacher’s Book page T-111. See Student’s Book
Objective: to use should (not), (not) have to, and must page 111 for the complete grammar chart. Use should not for advice and recommendations. Use have to for responsibilities.
(not) to talk about activities that are recommended, Use not have to for things that are not required. Use must for obligation. Use must not for prohibition.
required, and prohibited Affirmative Negative
7
■■ Read the directions aloud. Have a student read aloud You should wash dark clothes separately. You shouldn’t wash darker clothes with lighter ones.
6 the sample and explain why shouldn’t put is correct. She should look at the labels. She shouldn't put it in a sunny room.
■■ Ask students to look at the grammar chart. Read the Point out that students must read the sentence and You have to choose the temperature first. You don’t have to wash it by hand.
explanation at the top of the chart aloud. choose the affirmative or negative form based on which It has to be cool. It doesn't have to be cold.
makes sense with the context.
■■ Draw students’ attention to the example questions You must use cold water. You must not use hot water.
and answers in the chart. Explain to students that they ■■ Have students complete the exercise individually, and They must follow the directions. They must not miss a step.
should pay special attention to the words in bold. Read then compare answers with a partner. Check answers as
the sentences aloud, leaving out the words that will go a class. Check your answers: Grammar reference, p. 111
in the blanks.
8 7. Complete the sentences with the affirmative or negative of the words.
■■ Have students fill in the blanks in the grammar chart
individually. Then check answers as a class. Have 1. We shouldn’t put (should / put) metal in the microwave.
Get it Right! It can start a fire.
students practice saying the examples in the chart with
a partner. Draw students’ attention to the information in the box
and ask a student to read it aloud to the class. 2. Saradoesn't have to wash (have to / wash) her clothes today.
■■ Point out that the form is the same for all subjects with She can do it tomorrow.
Elicit examples from the class that show the
should (not) and must (not). Only have to has a different difference between obligations and responsibilities.
form for third person singular subjects (has to). 3. I should get (should / get) a small hair dryer for my
After students complete Exercise 8, ask them to
■■ Guide students to notice that although contractions confirm that they have chosen the correct words. Have
trip. My suitcase only has room for small things.
are used for shouldn’t, the contraction mustn’t is not them exchange books with a partner for their partner 4. Jack and Paula have to buy (have to / buy) a new
common. Most people use must not. to check as well.
dishwasher. Theirs broke.
■■ Check comprehension of the meanings of should, have Read the directions aloud. Explain that students should
to, and must. Draw a continuum on the board. Label
■■
5. Don must not use (must / use) his vacuum cleaner before 8:00 p.m.
read the entire sentence for meaning before they fill
the continuum with advice at the far right, responsibility His parents don't like noise late at night.
in the blank. Any of the words can be grammatically
in the middle, and obligation at the far left. Guide correct, but the meaning changes.
students to see that the words show stronger necessity 8. Complete the sentences with should (not), (not) have to, or must (not).
■■ Have students work with a partner to complete the Get it RIGHT!
as they move left on the continuum. Elicit examples 1. Jenny should get a lamp for her bedroom.
to confirm that students understand the difference in sentences. Then check answers as a class. Discuss Use must for obligation, not for things
any differences in meaning when students choose to It’s really dark.
the forms. that are responsibilities.
complete a sentence with a different word. 2. The label says, “You must not put the hair dryer in water.” You have to bring a pencil to class.
■■ Have students work with a partner. Provide each pair
You will get hurt. (= It’s your responsibility to bring
of students with a copy of the audio script from the a pencil.)
Listening exercise on page 58. Ask students to read Speaking: Guess the 3. I don't have to set my alarm clock on Saturday because I don’t You must use a pencil on the test.
through the script and underline all of the sentences appliance work on the weekend! (= It’s an obligation to use a pencil.
with should (not), (not) have to, and must (not). You’re not allowed to use a pen or
(You shouldn’t wash darker clothes with lighter ones. / Objective: to describe an appliance for a partner 4. We shouldn't make the vegetables in the microwave. They’re a marker.)
You should always wash dark clothes, like jeans and dark to guess better on the stove.
T-shirts, separately. / You have to choose the temperature
5. My sister has to wash her clothes at the laundromat.
before you start the washing machine. / You have to wash
wool in cold water, or it shrinks! / You should look at the
9 She doesn’t have a washing machine at home.
YOUR TURN Explain the exercise. Have two volunteers
labels in your clothes before you wash them. / First, you
have to put the sweater in cool water. / It doesn’t have to read the example speech balloons aloud to the class. Speaking: Guess the appliance
be super cold, but you must not use hot water. / Next, you ■■ Make sure students understand this is a guessing game
YOUR TURN
have to stretch the sweater and lay it flat. / And look, you and that they take turns describing and guessing. 9. Work with a partner. Think of an appliance. Describe it, and tell your
shouldn’t put it in a sunny room. partner how you should (not), (not) have to, must (not) use it. Your partner guesses
Workbook the appliance. Take turns.
Optional Instead of giving students a copy of the audio
script, play the audio of “A clothing emergency.” Have Students complete the exercises on Workbook It’s small, and it’s often white. You have to plug it in. You use it in
students raise their hand when they hear a sentence with pages 38–39 in class or for homework. See Teacher’s the kitchen. You shouldn't put metal in it.
should (not), (not) have to, and must (not). Elicit the full Book page T-130 for Workbook answer key.
phrase from the class.
Is it a microwave?

Yes, it is!

T-59 Unit 6 Home, Sweet Home

Workbook, pp. 38–39 Unit 6 | 59
REAL TALK
6.2 WHICH DO YOU
PREFER – HOUSES
OR APARTMENTS?
At Home
Conversation: I have to clean the house.
Conversation: I have to clean
the house.
Objective: to ask for and offer help
2
YOUR TURN Read the directions aloud. Have students
work in pairs to discuss their preference. Circulate and
help as needed. If time allows, ask volunteers to share their
preferences with the class.

Video 3 6.08 CD2, TRACK 08

1. REAL TALK Watch or listen to the teenagers. Are 6.2 Real Talk: Which do you prefer – houses or
6.07
these reasons for preferring houses NOTICE IT apartments? Six speakers answer the question: ■■ Explain to students that they will hear a conversation
or apartments? Write H (house) or Some words are different in Which do you prefer – houses or apartments? between two friends. One friend is helping the other
A (apartment). American English and British with her chores. Draw students’ attention to the Useful
English. language box and read the phrases aloud. Explain that
1. H They’re usually bigger. American English British English 1 6.07
CD2, Track 07 these phrases are used when asking for and offering
apartment flat help. Ask: Which phrases are used to ask for help? (Can I
2. H They’re quieter. yard garden REAL TALK Explain to students that they will watch
ask you for a favor? and Could you help me out?) Which
3. H They usually have a garden. a video (or listen to the audio version) about teenagers
phrases are used to offer help? (Would you like some
talking about which they prefer – houses or apartments.
help? and I’ll give you a hand.)
4. A They’re usually closer to the center of a city. Allow students to read the sentences before they listen so
they know what information they are listening for. ■■ Play the audio once all the way through so students can
2. YOUR TURN Which do you prefer – houses or apartments? Tell your partner. listen for general understanding.
■■ Play the video or audio and have students complete
Give a reason for your answer. the task individually by marking each H or A. Check ■■ Play the audio a second time and have students
answers as a class. complete the conversation with the phrases from
3. Josh is helping Cara with her chores. Listen and complete the conversation. the box.
6.08 Interviewer: Which do you prefer – houses or
apartments?
■■ Play the audio a third time for students to confirm their
USEFUL LANGUAGE: Asking for and offering help
answers. Then check answers as a class.
Anderson: I think I prefer houses because they’re
Can I ask you for a favor? Could you help me out? Would you like some help? I’ll give you a hand.
usually bigger so there’s more space.
That’s important for a big family. 4
■■ Have students practice the conversation from Exercise 3
Josh: Are you ready to go the mall? Allie: Hmm, I’m not sure. I think houses
with a partner, taking turns with each part. Challenge
because they can be quieter. We live in
Cara: I’m sorry, but I can’t go yet. I didn’t finish my chores. I have to clean the an apartment, and our neighbors are students to try to say as much as they can from
living room. really noisy. I often hear them listening to memory, rather than just reading their lines. Encourage
Josh: 1 Would you like some help? music or watching TV late at night. them to act out the conversation, using appropriate
Eleanor: I prefer houses. My mum wants to move facial expressions and gestures.
Cara: Oh, yes. That’d be great. I’ll clean the furniture, and you can vacuum.
to a flat nearer her work, but our house
Josh: OK. Let’s get started. is perfect. Flats are small and they 5
sometimes don’t get much light. YOUR TURN Draw students’ attention to the words in
Cara: I need to get the cleaning supplies out of that cabinet. I can’t reach them.
I'll give you a hand. Kenneth: I like both. We live in a house, but my purple in the conversation in Exercise 3. Then have them
Josh: Wait. 2
best friend has a really big apartment. look at the chart. Explain that they will use the words in
Cara: Great, thanks. It’s bigger than our house. It has a lot of the chart to change the words in purple in the Exercise 3
Josh: Hey . . . 3 Can I ask you for a favor? rooms, and it’s really comfortable. conversation to have a new conversation with a classmate.
Katie: Houses are better than flats in my If it is helpful, tell students to cross out the words in purple
Cara: Of course. opinion. Houses usually have a garden, in the conversation and write in the new words. Then have
Josh: I need to get a birthday present for my sister. 4 Could you help me out? but there isn’t usually a garden with a flat. students practice the new conversation.
Cara: Sure. Let’s finish cleaning the living room and then shop for your sister. Xavier: I definitely prefer flats to houses. I ■■ Give students time to write their own ideas to substitute
think flats are better because you can
into the conversation in the chart. Circulate and help
live nearer to the city center. Houses
4. Practice the conversation with a partner. as needed.
near the center of big cities are very
expensive! ■■ Have students practice the conversations with new
5. YOUR TURN Repeat the conversation in Exercise 3, but change the words in
Interviewer: Which do you prefer – houses or information with a new partner. Call on a few pairs to
purple. Use the information in the chart for one conversation and your own ideas perform their conversations for the class.
apartments?
for another.
Notice it
Your ideas
Have students read the information in the box silently.
Room to clean the kitchen Ask students if they know any other words that differ
in British and American English. If so, have them teach
Chore #1 clean the sink the words to their classmates. Examples include:
B: biscuit / A: cookie; B: car park / A: parking lot;
put the dishes in the B: chips / A: French fries; B: crisps / A: potato chips;
Chore #2 dishwasher B: cinema / A: movie theater; B: football / A: soccer;
B: full stop / A: period; B: holiday / A: vacation;
B: trainers / A: sneakers; B: lorry / A: truck

Unit 6 Home, Sweet Home T-60

60 | Unit 6
 Reading to write: A
description of Jorge’s house
Objective: to read an email that describes a house
6 Separate items in a list:
■■ Read aloud the directions and elicit possible answers to
the question, based on the photo.
■■ Have a volunteer read the first paragraph of the email
aloud to the class. Tell the class to raise their hand when
they hear how many bedrooms Jorge’s house has. Then
have another student read aloud the second paragraph
as the class follows along.
Answer
It has four bedrooms. / It has three bedrooms and
an office in the fourth bedroom.
Focus on Content
Read the information aloud. Check understanding. Ask
questions to various students about their houses; for
example: How old is your house? How many bedrooms
does your house have? What other rooms does it have?
What is your favorite room in your house? Why?
7 and Check writing activities. See Teacher’s Book
■■ Read the directions aloud. Have students complete the
task individually by locating each piece of information
in the email. Then have students compare answers with
a partner. Check answers as a class.
Answers
Size, age, and kind of house: big, new, a house
How many bedrooms it has: It has four bedrooms. /
It has three bedrooms, and an office in the fourth
bedroom.
What other rooms it has: bathrooms, a living room,
a kitchen
Your favorite room and why: My favorite room is the
kitchen. There’s a big table where we eat, talk, and
play games.
Some of the furniture or appliances there: beds,
a dresser, a sofa, two armchairs, a TV, a table,
a dishwasher
Focus on Language
Review the information in the box with students. To
check understanding, ask: What are three things that
are in your living room? Have two volunteers write their
answers in complete sentences on the board, placing
commas in the correct places. Ask the class to correct
their sentences as necessary.
Ask: When do we use and, but, and so in a sentence?
(and = two similar ideas; but = two contrasting ideas;
so = when one event is the result of another) Ask three
volunteers to each write a sentence about their house
on the board, using and, but, or so.
T-61 Unit 6 Home, Sweet Home
8
Read the directions aloud. Have students complete the
■■
task individually. Then have them compare
To answers
with a partner.
From
Subject
Answers
We have a sofa, two armchairs, and a huge TV!
There’s a big table where we eat, talk, and play games.
Join two complete sentences with conjunctions:
My parents have the biggest bedroom, and they have
their own bathroom.
There’s a fourth bedroom, but now it’s my
mom’s office.
I have two beds, so you can sleep in my room.
There’s a dishwasher, so we don’t have to wash dishes
by hand!
9 Jorge
■■ Read the directions aloud. Have students complete
the task individually by adding commas in the correct
places. Have students compare answers with a partner.
Workbook
Students complete the exercises on Workbook
pages 40–41, before beginning the Plan, Write,
page T-130 for Workbook answer key.
Writing: An email about your
house
Objective: to write an email describing your house
Plan
■■ Read the directions aloud. Tell students they will each
write an email to a friend or family member, describing
their house.
■■ Direct students’ attention to the graphic organizer
and tell them that using it to organize their ideas and
information will help them to plan their writing.
■■ Have students work individually to complete the chart
with ideas for their email.
Write
■■ Have students write their emails using Jorge’s email as
a guide. Remind them to include all of the information
from the graphic organizer they completed. When they
are finished writing, have them count the number of
words they wrote and include it on the paper.
Check
■■ Read the questions aloud. Have students check their
own email individually and then exchange their email
with a partner. Have partners check each other’s email
and offer suggestions.
■■ Ask several students to share their emails with the class.
To santiagoG@middleschool.cup.org
From jorge.vegasrg@net.cup.org
Subject My House
Hi Santiago,
I’m excited you’re coming to stay with us in our new house for the summer! We live
in a big house with four bedrooms. My parents have the biggest bedroom, and they
have their own bathroom. My sister and I have our own bedrooms. There’s a fourth
bedroom, but now it’s my mom’s office. My bedroom is pretty big. I have two beds,
so you can sleep in my room. There’s room for your clothes in my dresser.
Downstairs there’s a big living room. We have a sofa, two armchairs, and a huge
TV! My favorite room is the kitchen. There’s a big table where we eat, talk, and play
games. There’s a dishwasher, so we don’t have to wash dishes by hand!
Tell me about your apartment.
Your cousin,
Reading to write: A description of Jorge’s house
6. Look at the photo of Jorge’s house. How many bedrooms
do you think it has? Read the email to check.
Writing: An email
Focus on CONTENT about your house
When you write about your house, include:
- the size, age, and kind of house PLAN
- how many bedrooms it has Use the categories in the Focus on
- what other rooms it has
Content box and take notes about
- your favorite room and why
your home.
- some of the furniture or appliances there
Size, age, and kind Weekend
7. Read Jorge’s email again. What information does he Number of bedrooms
include for each category from the Focus on Content box? Other rooms
Favorite room/why
Focus on LANGUAGE Furniture/appliances
Commas
Use commas to separate items in a list.
WRITE
I have a desk, two chairs, and big bed in my bedroom.
Use commas to join two complete sentences Write an email describing your house
with conjunctions like and, but, and so. to a friend or someone in your family.
We usually cook in the oven, but sometimes we use Use your notes to help you. Write at
the microwave. least 80 words.
CHECK
8. Find examples in Jorge’s email of the comma rules in the
Focus on Language box.
Check your writing. Can you answer
“yes” to these questions?
9. Put commas in the correct places. • Is information for each category of
1. My bedroom is small, but it’s comfortable. the Focus on Content box in your
description?
2. There are four chairs, a big table, and two lamps in our kitchen.
• Do you use commas correctly?
3. The dishwasher isn’t working , so I have to wash the dishes
by hand.
4. I packed a hair dryer, a toothbrush, and shampoo in my suitcase.
Workbook, pp. 40–41 Unit 6 | 61
 LIFE ON Culture: Living on a
Did you know that some people live on the water? You Optional Have students interview a partner in class
can find houseboats on lakes, rivers, and canals all over about their typical Saturday activities. Have them create
THE the world. There are hundreds in Sausalito, California. houseboat a schedule of five things their partner typically does and

WATER
Thirteen-year-old Ryan Harvey moved to a houseboat write a sentence or two to describe each activity. Tell them
community with his family two years ago. We asked Objective: to read about and then discuss what it’s like
to use the article “Life on the Water” as a model. Have
Ryan about a typical Saturday on his houseboat. to live on a houseboat
students exchange their articles in small groups to read
each other’s writing.
1
■■ Read aloud the directions and ask the questions. 4
Preview the article. Ask students to read the title and YOUR TURN Read the directions aloud. Have two
look at the pictures. Ask students to describe what they volunteers read the example speech balloons aloud,
see. Use the photos to teach any unfamiliar vocabulary completing the sentences. Have pairs discuss the
7:00 A.M. WILDLIFE WATCH such as kayak, paddle, seal, float, etc. questions. Encourage pairs to share their ideas with
Early morning is the best time the class.
to see marine animals because 5:00 P.M. VISIT FRIENDS Answer Optional Have pairs research and prepare a report on
it’s the quietest time of the day. We often go out in our kayaks to Possible answer: He is at home. / He is on vacation.
an unusual home or a home in an unusual place where
Sometimes, I can see seals right see other families on their boats. they would like to live. Brainstorm homes with the class
outside my bedroom window. I paddle faster than my parents! 2 CD2, Track 09 and write them on the board. (Some ideas include: a
6.09
They’re amazing! houseboat, a treehouse, a cave home, a yurt, a beach hut,
■■ Tell students to close their books and just listen to the
etc.) Tell students they can choose a home from the board
article for overall comprehension. Play the audio.
10:15 A.M. MORNING WALK 7:00 P.M. DINNER or think of a different one. Have students present their
■■ Ask: How is this article organized? (like a schedule) unusual homes to small groups or the class.
I go with Dad to get our mail at the Dad makes dinner, and we eat on the balcony on top of
What day of the week does Ryan follow this schedule?
marina. It’s where all our neighbors meet. our houseboat when the weather is nice. Because we’re (Saturday) Guide students to see that each of the
I always see my friends there. far from the town, there aren’t any streetlights. You can Video
paragraphs gives a time and lists an activity.
see the stars at night! 6.3 Moving House What happens when young
■■ Read the directions and the two questions aloud. Have Joey Zuray decides he’s ready to live on his
1:00 P.M. LUNCH students read the article silently and underline the own? He finds a house in his price range but
The kitchen is very small, so only advantages and disadvantages they find. then has the monumental task of moving it to
one person fits. Mom and I take There’s not much room on the houseboat, ■■ Have students compare advantages and disadvantages another location so he’s not so far from his family.
but you’re closer to nature. It’s also safer and Together with his dad and others, they use heavy
turns making lunch. I usually with a partner. Have them discuss each answer, point
equipment to successfully move an existing house
cook more slowly than my mom. quieter than the city. I love life on the water! to where they found it in the article, and explain why so he can live in his chosen location.
it is correct. Then check answers as a class. Ask: In
Students complete the video worksheet on
general, how does Ryan feel about living on the water? Workbook page 83. See Teacher’s Book
(He loves it.) page T-139 for Video answer key.
Culture: Living on a houseboat Answers
1. Look at the photos. Do you think the boy is at home or Possible answers: Answer
on vacation? Advantages: see marine animals, live near / see He wants to live closer to his family and friends.
friends, get to kayak, eat outside, see the stars,
2. Read and listen to the article. What are some advantages safe, quiet
6.09
to living on a houseboat? What are some disadvantages? Disadvantages: have to walk to get mail, small
kitchen, not much room
3. Read the article again. Number the activities in order
from 1–6. 3
3 Ryan’s mom cooks. ■■ Read the directions aloud. To confirm understanding
6 Ryan’s family eats outside. of the task, ask: How do you know which activities
1 Ryan sees animals. come first? (by the hours that are given) Have students
complete the task individually by numbering the
4 Ryan’s family goes out on the water.
activities in order. Tell them to refer to the article as
5 Ryan’s dad cooks. needed to find the information. Check answers as
2 Ryan and his dad go for a walk. a class.
4. YOUR TURN Work with a partner. Would you like to live Find out about someone who
on a houseboat? Why or why not? What other kind of house BE buys a house. Why does he want
would you like to live in? to move it? (Workbook, p. 83)

I’d like to live on a houseboat because . . . I’d also like to live . . .

6.3 MOVING HOUSE

I wouldn’t like to live on a houseboat because . . . I’d like to live . . .

Unit 6 Home, Sweet Home T-62

62 | Unit 6
 Unit 6 Review UNIT 6 REVIEW
Vocabulary
Vocabulary Optional For additional practice, arrange students in
5
■■ Explain that Exercise 1 will review the vocabulary that small groups. Give each group a context or location and
students have learned in this unit. Before students tell them to write a list of rules, responsibilities, and
look at the exercises, allow them time to review the recommendations for that location, for example: 4
3
vocabulary exercises in the unit. Remind them that they In a library . . .
9
have learned words for furniture and other household you have to be quiet. 2 12 11
1
items. They have also learned some household you should not use your cell phone. 6 7
8 10
appliances. Review and explain any vocabulary
you must not damage any books.
as necessary.
Other possible contexts include: a swimming pool, a park,
1 a zoo, a movie theater, a computer lab, a beach, etc.
■■ Explain to students that they will look at the pictures 1. Write the words for the furniture, items, and 3. Circle the correct words.
and write the word for each numbered item. Have Useful language appliances next to the correct numbers. 1. Look at that sign. You must not / don’t have to
students complete the exercise individually and check ■■ Explain that Exercise 4 will review the useful language an oven a bed eat in the library.
1. 7.
answers as a class. that students have learned in this unit. Allow students
2. a chair 8. a dresser 2. You have to / shouldn’t turn off the computer
Optional For additional practice, bring or have students time to review the Useful language exercises in the unit.
3. a microwave 9. a mirror before you leave. It can’t stay on all night.
bring to class photos of rooms from magazines. Have a refrigerator a desk
4 4. 10.
students work in pairs. Only one student looks at the 3. You don’t have to / shouldn’t download any
■■ Explain to students that they will read each 5. cabinets 11. an alarm clock
photo of the room. He or she describes the room to a computer games onto the school computers.
partner while the partner draws the room, including the conversation and decide if the underlined part shows 6. a vacuum cleaner 12. an armchair
someone asking for help or offering help. Have The teacher doesn’t like it.
furniture and household items based on what he or she
students complete the exercise individually. Check
hears. Then the students compare the magazine picture
answers as a class. Ask pairs to role-play the completed
Grammar 4. You should / don’t have to cook tonight. I’m
with the drawing to see how clearly they described and going to make dinner.
understood each other. conversations in pairs. 2. Write sentences with the comparative or
superlative form of the adjectives and adverbs. 5. You must / should ask for help if you have
Optional Have students work in pairs to write a
Grammar conversation that practices the useful language they 1. these tablets / be / good / those laptops
a problem. It’s a good idea.
■■ Explain that Exercises 2 and 3 will review the grammar have learned in this unit to ask for and offer help. Then
that students have learned in this unit. Before students These tablets are better than those Useful language
have them practice and role-play their conversation for
look at the exercises, allow them time to review the the class. laptops.
grammar exercises in the unit. Remind them that they 4. Look at the underlined words in the
have learned about using comparative and superlative Progress Check 2. Tara / have / comfortable / bed / in the conversations. Write A if the person is asking for
adjectives and adverbs. They also learned how to use ■■ Review the Progress Check items with students. house help. Write O if the person is offering help.
should (not), (not) have to, and must (not). Review and ■■ In pairs, students take turns giving examples or Tara has the most comfortable bed in 1. O
explain any grammar as necessary. explanations for each of the Progress Check items.
the house. A: The iron is up so high in that cabinet. I can’t
Students complete the Progress Check by checking the reach it.
2 ■■
3. we usually / walk / far / our cousins
■■ Explain that students will use the words to write items they know and leaving blank those they are not B: Would you like some help?
sentences using comparative and superlative forms. confident about. We usually walk farther than our A: Sure. That’d be great.
Tell them to use the words in the order they appear, but ■■ Identify the class’s problem areas and review or reteach
them as needed. Help individual students as required.
cousins. 2. A
change the forms. Have students complete the exercise
individually and check answers as a class. 4. my dog / bark / loudly / your dog A: I don’t understand this recipe. Could you help
■■ To review Vocabulary, refer students to Student’s me out?
My dog barks more loudly than your
3 Book pages 55 and 58 and Workbook pages 36 B: Sure. Let me see it.
■■ Explain to students that they will circle the correct and 38. dog.
words to complete each sentence. Tell them to read the ■■ To review Grammar, refer students to Student’s 3. A
Book pages 57 and 59 and Workbook pages 37 5. the water / move / slowly / in the winter A: Hey, Sue. Do you want to go to a movie?
sentence or sentences first and then decide which word
makes the most sense. Have students complete the and 39. The water moves more slowly in the B: Sure, but, can I ask you for a favor first?
exercise individually and check answers as a class. ■■ To review Useful language, refer students to
Student’s Book page 60 and Workbook page 40. winter. A: OK.
■■ To review Units 5 and 6, refer students to Workbook
pages 42–43.

PROGRESS CHECK: Now I can . . .

■ identify rooms in a house and household items. ■ ask for and offer help.
■ compare two or more rooms. ■ write an email about my house.
■ identify and talk about household appliances. ■ talk about the kind of house I’d like to live in.

T-63 Unit 6 Home, Sweet Home

REVIEW UNITS 5–6, Workbook, pp. 42–43 Unit 6 | 63