Chores: Who Does What at Home?
Describe how your family shares the housework, what you have to do and what you are responsible for, and give your opinion.
- Time
- 20 min
- Length
- 70-90 words
Writadia · A2 · Descriptions
NameClassDate
The situation
Your teacher asks: "Do teenagers help enough at home?" Write about the housework in your family.
Your task
Write a paragraph. Include:
- two chores you have to do and how often
- who does other chores in your family
- one chore you don't mind and one you hate
- your opinion: is the work shared fairly?
Writing toolkit
Open these only when you need them. Try the first draft on your own.
Plan it in steps
- Use have to for your duties.
- Use be responsible for at least once.
- Use don't mind and hate + -ing.
- Finish with your opinion.
Useful phrases
Duties
Feelings
Opinion
Tap a phrase to add it to your text. Gaps (…) are selected so you can type over them.
Vocabulary
- do the laundry
- wash clothesMy dad does the laundry.
- take out the rubbish
- put the rubbish outsideI take out the rubbish.
- make my bed
- tidy my bed in the morningI make my bed every day.
- do the dishes
- wash plates and cupsWe do the dishes after dinner.
- fair
- equal and rightIt isn't fair!
Model answer (81 words)
Read it after you’ve written your own version. Notice the highlighted parts. The numbers explain why they work.
I have to make my bed every morning and take out the rubbish twice a week.1 My brother is responsible for feeding our cat, and my dad usually does the laundry. My mum cooks, but we all do the dishes together.
I don't mind taking out the rubbish, but I hate tidying my room because it gets messy again very quickly!2
I think the work is shared quite fairly in my family, but my brother should help more in the kitchen.3
- "Have to" for duties, with how often.
- "Don't mind" / "hate" + -ing.
- Opinion + a small suggestion.
Teacher notes
Unit link: Chores (household chores, obligations with have to / must, be responsible for, likes and dislikes).
Survey: students tick which chores they do on a class chart, then write one sentence about the results.
Extra challenge
Make a fair chore chart for your family for one week and explain it in two sentences.
Lesson plan
- 5 minWarm-up
Show the situation on the classroom screen and ask: “What would you write in this situation?” Take two or three quick answers.
- 6 minWord pool
Open “Word pool” on the classroom screen. Students make one sentence each with: do the laundry, take out the rubbish, make my bed, do the dishes, fair.
- 7 minModel text
Reveal the model sentence by sentence in “Model text” mode. At each sentence ask: “What job does this sentence do?” Write these phrases on the board: “I have to ... every day / twice a week.”, “My brother is responsible for ...”, “I don't mind ... but I hate ...”.
- 15 minWriting
Start the timer. Students write their own text; anyone stuck can use the plan in the toolkit. (70-90 words)
- 5 minPeer review
Students swap texts and fill in the peer-review sheet.
- 2 minWrap-up
Set the extra challenge as homework.
The task’s own teacher notes give extra ideas for the warm-up and focus.
Assessment rubric
| Criterion | 4 · Excellent | 3 · Good | 2 · Developing | 1 · Beginning | Score |
|---|---|---|---|---|---|
| Task | All the requested information is there. | One point is missing. | Several points are missing. | Little connection to the task. | |
| Organisation | Sentences in order; and, but, because used well. | Mostly in order. | Order is confusing. | Unconnected sentences. | |
| Vocabulary | Topic words used; most spelled correctly. | Simple but enough. | A lot of repetition and spelling errors. | Words do not carry the meaning. | |
| Grammar and mechanics | Capitals, full stops and basic tenses correct. | A few errors, meaning clear. | Frequent errors, meaning sometimes lost. | Hard to understand. | |
| Total | / 16 | ||||
Each criterion scores 1–4 (total 16). Use the task checklist below to tick what the student actually did.
Task checklist
- I used have to.
- I used be responsible for.
- I used don't mind or hate + -ing.
- I gave my opinion.
Teacher comment
Peer-review sheet
Students swap texts and give each other feedback with this sheet.
Before you finish
Before you finish
- I used have to.
- I used be responsible for.
- I used don't mind or hate + -ing.
- I gave my opinion.
Writadia · A2 · Descriptions
Assessment rubric: Chores: Who Does What at Home?
| Criterion | 4 · Excellent | 3 · Good | 2 · Developing | 1 · Beginning | Score |
|---|---|---|---|---|---|
| Task | All the requested information is there. | One point is missing. | Several points are missing. | Little connection to the task. | |
| Organisation | Sentences in order; and, but, because used well. | Mostly in order. | Order is confusing. | Unconnected sentences. | |
| Vocabulary | Topic words used; most spelled correctly. | Simple but enough. | A lot of repetition and spelling errors. | Words do not carry the meaning. | |
| Grammar and mechanics | Capitals, full stops and basic tenses correct. | A few errors, meaning clear. | Frequent errors, meaning sometimes lost. | Hard to understand. | |
| Total | / 16 | ||||
Each criterion scores 1–4 (total 16). Use the task checklist below to tick what the student actually did.
Task checklist
- I used have to.
- I used be responsible for.
- I used don't mind or hate + -ing.
- I gave my opinion.
Teacher comment
Writadia · A2 · Descriptions
Peer-review sheet: Chores: Who Does What at Home?
WriterReviewer
Read your partner’s text carefully. Be kind and specific: say why, not just “good”.
Task checklist
| Yes | Partly | No | |
|---|---|---|---|
| I used have to. | |||
| I used be responsible for. | |||
| I used don't mind or hate + -ing. | |||
| I gave my opinion. |
Questions
- Does the text give all the information asked for?
- Does every sentence start with a capital and end with a full stop?
- Did the writer use and, but or because? Copy one example.
Two stars and a wish
★ Something I liked
★ Another thing I liked
→ One suggestion
Writadia · A2 · Descriptions
Lesson plan: Chores: Who Does What at Home?
- 5 minWarm-up
Show the situation on the classroom screen and ask: “What would you write in this situation?” Take two or three quick answers.
- 6 minWord pool
Open “Word pool” on the classroom screen. Students make one sentence each with: do the laundry, take out the rubbish, make my bed, do the dishes, fair.
- 7 minModel text
Reveal the model sentence by sentence in “Model text” mode. At each sentence ask: “What job does this sentence do?” Write these phrases on the board: “I have to ... every day / twice a week.”, “My brother is responsible for ...”, “I don't mind ... but I hate ...”.
- 15 minWriting
Start the timer. Students write their own text; anyone stuck can use the plan in the toolkit. (70-90 words)
- 5 minPeer review
Students swap texts and fill in the peer-review sheet.
- 2 minWrap-up
Set the extra challenge as homework.
The task’s own teacher notes give extra ideas for the warm-up and focus.
Did you use this task in class?
If you used it, tell us. It helps us see which tasks work.