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Introduce Objective 

Start by introducing the daily objective. By the end of the lesson, they should be able to do this at their proficiency target.

Chores: They should be able to recognize several of them when they hear/read them. They are not expected to know how to produce all of these by the end of this class. 

Outcome Quiz

Give them the link/QR code to take the “How adult are you?” outcome quiz.

Frequency Phrases

Breifly introduce the phrases that you put up on your wall.

The next activity is kind of like “4 corners” but using only one wall to have a continuum. If you don’t want to do that, you can also have them respond on dry-erase boards.

Do you have to…? 

Give them the “Chores” sheet.

Since they need to hear these phrases, you will lead this by asking if they have to do a specific chore and how often they do it. They will “respond” by going to the sign that represents how often they do it. While they are there, ask some follow up questions.

• For the ones in the “never” area: Who does that chore then? Why don’t you do it?
• For the ones in the “daily” area: Do you like doing that? Do you get money for it? Why do you do it daily?

There is extra space on the “Chores” sheet for them to either write down how often they do it or other details they want to know.

Poll the Class

Note: There are icons on the side that match the tasks/chores from the previous sheet. You can circle the one that they will do before you pass them out.

Give each student a “poll sheet.” Assign the one task/chore that they will ask everyone in class. They will now ask each person how often they have to do that task/chore. Model ways that they can answer. (I have to do IT daily. I never have to clean…)

Results

After they have asked everyone in the class, have them total up the responses.

Talk out the results. Ask “Which chores/task is done daily the most often?” You could have them line up in order. Repeat with other questions like “the least” and other “frequencies.”

Discussion Questions

Put them in groups of 4 or less. Each group needs one set of questions that are cut apart. Pro-tip: Print on different colors of paper or mark the back in different colors so you know where to put ones you find on the floor.

Variation: Use the Questions in their native language for an extra challenge where they have to come up with the question in English. You can find these questions in other languages on the other language pages.

They will take turns pulling a question and talking it out. Remind them to expand on their answers because they are aiming for a DISCUSSION at the intermediate level. Help them out if they need some extra words like: it depends, maybe, if, me too, etc.

Variation: Do “Ask, Ask, Switch” with the questions.

For an extra challenge, add the “challenge cards” to use new phrases.

Check for Learning / Reflect

Let them answer the scenario at the end to see if they can do it at their proficiency target.

If they are using the “Unit Vocabulary Sheet,” give them time to write down what they learned today.

Extension Ideas:

• Research chores in other countries.
  • Argentina: https://www.argentina.gob.ar/economia/igualdadygenero/que-son-las-tareas-domesticas-y-de-cuidado
  • https://www.20minutos.es/noticia/5086157/0/solo-un-15-de-hombres-asume-las-tareas-domesticas-frente-al-46-de-mujeres/#
  • https://www.unicef.org/es/comunicados-prensa/las-ni%C3%B1as-dedican-160-millones-de-horas-m%C3%A1s-que-los-ni%C3%B1os-cada-d%C3%ADa-las-tareas
  • Germany – Domtreppenfegen, Kehrwoche, Klinkenputzen
• How popular are house cleaners/maids/nannies around the world?
• Research jobs around chores and home tasks.
• Research phrases like “housewife” and “househusband.”
  

Share your resources and ideas with the community below!