50
How to start
•
Ask the students to look at the opening illustration for the
unit (p.16). Can they see any of Amy’s family members
helping at home? For example, ask them to look at the
grandmother and explain that she is tidying the papers and
magazines off the table. What is Amy’s father doing? What
is her grandfather doing?
•
Invite students to share their ideas on what they do at home
to help. For example,
Do you tidy your room?
✔
Teaching tip
•
Keep in mind that students might struggle expressing their
ideas in English, but encourage them to try and recast their
answers in English if they use L1.
Activities: step-by-step guide
Activity 1
•
Track 11.
Ask students to listen to the activities and
point to the correct image. Listen again but this time tell
the students to mime the actions and say the number. For
example,
Tidy up!
Students say the number 5 and pretend
to tidy up.
Activity 2
•
Ask the students to look at the activities in Activity 1 and
to tick the things they do at home to help. When they have
finished, they compare their answers with a partner or in
small groups.
•
As students are ticking activities walk around the class
asking questions and informally assessing students. Ask,
for example,
Patricia, do you make your bed?
✔
Teaching tip
•
Keep in mind students might not all have the same
opportunities to help at home. Parenting styles and levels
of responsibilities at home vary greatly. Simply point out
that they can offer to help.
Activity 3
•
Track 12.
Play the chant and encourage the students
to mime the different actions. Divide the class into ‘boys’
and ‘girls’. Explain that when they hear the word ‘boys’,
only the boys shout out ‘Help at home’. When the chant
says ‘girls’ only the girls shout out ‘Help at home’. When the
chant says ‘We all...’ the whole class shouts ‘Help at home’.
Point out that it is important that everyone collaborates at
home to help one another.
•
Play the chant again encouraging students to whisper or
hum the lyrics.
•
Read the sentence at the bottom of the page.
✔
Teaching tip
•
Keep in mind that different families might have different
roles established at home for male and female members.
Encourage equality and non-stereotypical roles at home.
Extra idea!
Revision
•
Mime different actions. Encourage the students to guess
what activity/action you are doing. Invite different students
to the front of the class to mime actions while the rest of the
class guess.
Content objectives
•
Recognise ways children can help at home.
•
Use dramatisation and non-verbal communication to
express ideas.
Vocabulary
•
boys, clean, cook, do the shopping, girls, help, home,
make the bed, lay the table, tidy up
Structures
•
There
are
lots of things I
can do
to help at home.
•
I
can make
my bed.
•
I
can la
y the table.
•
Do
you
help
at home?
•
My father
cooks
and I
help
.
Resources
•
Tracks 11 & 12
Things I do to help
Assessment opportunity
