Cleaning My Home
This A2 lesson teaches students how to talk about home cleaning routines through three stories about different approaches. They learn vocabulary like “vacuum,” “mop,” and “sweep,” then read about Maria who loves cleaning, Tom who hires help, and Sara who lives with parents. The activities include matching tools and verbs, answering comprehension questions, completing sentence starters, and ranking cleaning tasks by personal importance.
Lesson overview
- Practice cleaning vocabulary including tools like broom and sponge and verbs like wipe and throw away
- Read three stories showing different cleaning habits and discuss personal preferences
- Build sentence construction skills by choosing correct verbs for various cleaning situations
- Develop speaking skills by ranking cleaning tasks and explaining choices to partners
Student's Version (Light/Dark)
Teacher's Version (Answer Keys)
Printable Classroom Version (A4)
| Level | Vocabulary | Lesson Time |
| A2 / Pre-Intermediate | 20 words | 60 min |
Vocabulary
- Broom
- Mop
- Bucket
- Trash can
- Vacuum cleaner
- Sponge
- Detergent
- Soap
- Squeegee
- Washing machine
- Dishwasher
- Dustpan
- to mop
- to wipe
- to vacuum
- to do laundry
- to sweep
- to clean
- to throw away
- to wash up
Contents
- Lead-in
- This or that
- Tools
- Verbs
- Reading 1
- Questions
- Reading 2
- True or false
- Reading 3
- Sentences
- Practice
- Pictures
- Quote
- Speaking
- Homework
Start with questions about cleaning frequency and whether students like or hate cleaning. The “This or That” activity presents eight contrasting statements like “I clean to relax or I clean to finish fast” and “I clean a little every day or I clean a lot once a week.” Students choose which describes them better, revealing personal habits.
The vocabulary section teaches twelve cleaning tools through picture matching: broom, mop, bucket, trash can, vacuum cleaner, sponge, detergent, soap, squeegee, washing machine, dishwasher, and dustpan. The verb matching connects eight cleaning actions to situations, like “A floor has water on it” requiring “mop” or “The carpet is dirty” needing “vacuum.”
The first story introduces Maria who maintains a detailed cleaning schedule: vacuuming Mondays, mopping Wednesdays, doing laundry twice weekly, and washing dishes immediately after dinner. Students answer six comprehension questions about her routine and how cleaning makes her feel. The second story shows Tom who works long hours and hires Anna to clean every Friday. Students complete true/false statements testing whether they understood details like Anna bringing her own tools and Tom paying monthly.
The third story presents Sara, a 22-year-old living with parents who do all cleaning while she focuses on university and part-time work. Her mother says she needs to learn these skills before moving out. Students complete sentence starters expressing opinions about Sara’s situation, like “Sara should start helping at home by…” or “If I were Sara’s mother, I would…”
The practice section provides ten sentences with three verb options. Students choose the correct one for contexts like cleaning carpets, mopping floors, or throwing away bottles. The speaking activities show bedroom, kitchen, and bathroom pictures. Students describe what they clean in each room, which tools they use, and which verbs apply. The ranking activity lists ten cleaning tasks. Students order them by personal importance and explain their choices to partners. For homework, students create a five-song cleaning playlist and explain why each song makes cleaning easier or more enjoyable.
