decide to

Step 1: Introduce the Phrase (5 mins)

1. Write "decide to" on the board.
2. Explain:
   • Meaning: "Decide to" means making a choice to do something.
   • Example: "I decided to study English." (I made a choice to study English.)

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Step 2: Guided Practice with Real-Life Examples (10 mins)

• Ask students:
  • "What did you decide to do today?"
  • "What do you decide to eat for lunch?"
  • "What do you decide to do on weekends?"
• Students answer using ‘decide to’
  • Example: "I decided to wake up early today."

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Step 3: Pair Work - Decision-Making Activity (15 mins)

• Activity: "What will you decide?"
  • Give students a situation and ask them to decide.
  • Example situations:
    • You have two job offers. What do you decide to do?
    • You are planning a trip. Where do you decide to go?
    • You are at a restaurant. What do you decide to order?
  • Students discuss in pairs and share their decisions with the class.

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Step 4: Role-Play Activity (15 mins)

• Situation: One student is giving advice, and the other must decide.
  • Example:
    • A: "You should exercise more."
    • B: "Okay! I decide to go to the gym."

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Step 5: Fun Group Game - "Decision Challenge" (10 mins)

• Write different situations on cards.
• Each group picks a card and decides what to do.
• They must use "decide to" in their answers.
• Example:
  • Card: "You won ₹1,00,000. What do you decide to do?"
  • Answer: "We decide to travel to Goa!"

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Step 6: Homework / Reflection (5 mins)

• Ask students to write 5 sentences using "decide to."
• Example: "I decided to learn English because I want a better job."

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forget to

Step-by-Step Interactive Lesson Plan for "Forget to"

1. Start with a Simple Explanation

• Write on the board:
  "Forget to" + verb = You did not remember to do something.
  Example: I forgot to bring my book. (I did not remember to bring it.)
• Ask students:
  "Have you ever forgotten to do something important?" (E.g., Homework, bringing a lunchbox, calling a friend)

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2. Use Real-Life Examples (Contextual Learning)

• Give common situations where "forget to" is used.

  • Daily Life: "I forgot to turn off the lights."
  • School Life: "She forgot to submit her assignment."
  • Work Life: "They forgot to send the email."

• Interactive Activity:
  Ask students:
  "What things do you often forget to do?"
  (Students respond with sentences like "I forgot to brush my teeth this morning.")

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3. Role-Play Activity (Engage Students)

• Situation 1: One student is a teacher, and another is a student. The teacher asks, "Why didn’t you bring your book?"
  The student must respond using "forget to": "I forgot to bring it."

• Situation 2: One student plays a boss, and another is an employee.
  The boss says, "Why didn’t you send the report?"
  The employee answers, "I forgot to send it."

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4. Question-Answer Drill (Quick Practice)

Ask students to complete the blanks in a fun quiz:

1. I was hungry because I forgot to ______ (eat breakfast).
2. She was late because she forgot to ______ (set an alarm).
3. They got locked out because they forgot to ______ (take the key).

(After writing answers, discuss and correct them together.)

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5. Group Game (Team Competition)

• Divide the class into two teams.
• Give each team an action card (like "call mom," "lock the door," "do homework").
• One team member must create a sentence using "forget to" with the action (e.g., "I forgot to call mom.")
• The team that forms the most correct sentences wins!

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6. Wrap-Up & Homework Task

• Ask students to write five sentences using "forget to" based on their daily routine.
• For fun homework, they can record a short video acting out a situation where they "forgot to" do something.

learn to

Step 1: Introduce the Concept (Simple Explanation)

💡 Explain:

• "Learn to" is used when we talk about gaining a new skill or ability.
• Example: I am learning to swim. (I am in the process of gaining this skill.)

✅ Structure:
Subject + learn to + verb (base form) + object (if needed)
Example: She is learning to cook Italian food.

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Step 2: Engage with Real-Life Questions (Warm-up Discussion)

👥 Ask Students:

1. What skills did you learn as a child?
   (e.g., I learned to ride a bicycle.)
2. What skills are you learning now?
   (e.g., I am learning to play the guitar.)
3. What do you want to learn in the future?
   (e.g., I want to learn to speak French.)

📝 Pair Work:

• Ask students to interview each other and share their answers.

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Step 3: Interactive Activities

🎭 Activity 1: Role-Play (Teacher-Student Conversation)
👩‍🏫 Teacher: What are you learning these days?
👦 Student: I am learning to drive a car.
👩‍🏫 Teacher: That’s great! Who is teaching you?
👦 Student: My father is teaching me to drive.

💡 Variation: Have students take turns being the "teacher" and "student."

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🎲 Activity 2: Picture Prompt Game

1. Show pictures of different activities (e.g., painting, swimming, cooking).
2. Ask students to form sentences using "learn to" (e.g., He is learning to paint.)

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✍ Activity 3: Sentence Building Challenge

1. Give students a set of words (e.g., "she," "learn," "cook").
2. They must form a correct sentence (e.g., She is learning to cook.).
3. The fastest team wins!

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Step 4: Application (Real-Life Practice)

👨‍👩‍👧 Homework / Task:

• Ask students to write 5 sentences about skills they have learned or want to learn.
• Example: I want to learn to play the piano next year.

Calling to

Step 1: Warm-Up Activity (Engage)

Objective: Help students recognize the meaning of “calling to” in a natural context.

🔹 Ask:

• "Have you ever called someone for help?"
• "When do we use ‘calling to’ instead of just ‘calling’?"
• Example: "I was calling to my friend across the street."

🔹 Mini Activity:

• Show a picture of someone shouting or making a phone call. Ask students to describe what they see using “calling to”.
  (e.g., “The boy is calling to his mother for help.”)

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Step 2: Explanation with Examples (Explain)

Clarify the difference between "calling" and "calling to"
✅ Calling – used for phone calls.
✅ Calling to – used for shouting or attracting attention.

Examples:

• ❌ "I was calling to my mother on the phone." (Incorrect)
• ✅ "I was calling my mother on the phone." (Correct)
• ✅ "I was calling to my mother because she was far away." (Correct)

🗣 Ask students to repeat the sentences after you.

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Step 3: Interactive Practice (Practice)

A. Role-Play Activity:

🔹 Set up a situation:

• One student stands far from another.
• The first student calls to the other loudly:
  “Hey, Rahul! I am calling to you. Can you hear me?”
• The second student responds,
  “Yes, I can hear you!”

B. Sentence Completion Game:

• Give students half-completed sentences to complete using "calling to".
  Example:
  • "She was ______ her dog when it ran away." (calling to)
  • "I was ______ my friend because she didn’t see me." (calling to)

C. Guess the Situation:

• Give students different actions (e.g., calling someone loudly, making a phone call, waving at someone).
• The class guesses whether it’s “calling” or “calling to”.

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Step 4: Real-Life Application (Use)

• Pair students and ask them to create their own dialogues using "calling to".
• Encourage storytelling: Ask students to tell a short story using "calling to."
  (Example: "Yesterday, I was calling to my sister when I saw a puppy on the road.")

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Step 5: Fun Challenge (Wrap-Up)

• Conduct a rapid-fire quiz:
  • Say a situation, and students quickly say if they should use "calling" or "calling to".
• End with a homework task:
  • "Write 3 sentences using ‘calling to’ and share in the next class."

Used to

1. Warm-up Activity (Introduction)

• Ask students questions to spark curiosity:

• "What are some things you did when you were a child but don’t do now?"

• "Did you watch cartoons when you were younger?"

• "Did you play outside more than now?"

• Write responses on the board and highlight past habits.

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2. Introduce the Concept (Explanation)

• Explain with examples:

• "I used to play cricket every evening."

• "She used to live in Delhi."

• "We used to have a pet dog."

• Concept breakdown:

• "Used to" is for past habits or states that are no longer true.

• Form: Subject + used to + base verb

• Negative: didn't use to + base verb

• Question: Did + subject + use to + base verb?

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3. Guided Practice (Interactive Drills)
Yes/No Question Game:

• Ask: "Did you use to watch cartoons?" → Students reply "Yes, I did." / "No, I didn’t."

• Continue with different questions.

Sentence Correction:

• Write incorrect sentences on the board and let students correct them.

• Example: "I use to eat chocolates." → Correction: "I used to eat chocolates."

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4. Role-play & Pair Work
Pair Discussion:

• One student asks a question: "What did you use to do in summer vacations?"

• The other responds: "I used to go to my grandmother’s house."

Memory Chain Game:

• Student 1: "I used to drink milk before bed."

• Student 2: "I used to drink milk before bed, and I used to play football."

• The game continues, with each student adding a sentence.

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5. Fun Activities (Interactive Games)
Past vs Present Chart:

• Students list their past habits vs their current habits.

• Example:

• Past (Used to)	Present
  Used to watch cartoons	Watch web series
  Used to eat candy	Eat healthy food

Find Someone Who… (Class Survey)

• Give students a list of past activities (e.g., "used to play guitar," "used to have long hair").

• They move around asking classmates: "Did you use to play guitar?"

• If "Yes," they write the student's name.

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6. Application (Storytelling)

• Students write a short paragraph about their childhood using "used to."

• Example: "I used to wake up late on Sundays. I used to visit my cousin every summer. But now, I have a busy schedule."

• Presentations:

• Each student shares their story with the class.

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7. Review & Wrap-up

• Quick recap of "used to" with examples.

• Ask exit questions:

• "What did you use to do in your free time as a kid?"

• "What food did you use to dislike but now like?"

Feel like

Step 1: Warm-up Activity
👉 Engage Students with Simple Questions

• Ask:

• "What do you feel like eating right now?"

• "Do you feel like going out today?"

• "How do you feel when it's raining?"

Encourage students to respond naturally.

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Step 2: Explain the Concept
✅ Structure of "Feel Like"
1️⃣ To express desire
→ feel like + noun

• "I feel like coffee." (= I want coffee.)

• "She feels like a break." (= She wants a break.)

2️⃣ To express desire for an action
→ feel like + verb-ing

• "I feel like sleeping." (= I want to sleep.)

• "They feel like going for a walk."

3️⃣ To express emotions/similes
→ feel like + a description

• "I feel like a winner!"

• "She feels like a superhero."

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Step 3: Interactive Practice
🎭 Activity 1: Picture Prompts

• Show images (e.g., food, activities, emotions).

• Ask: "What do you feel like doing?"

• Students respond: "I feel like eating pizza!" / "I feel like dancing!"

🎤 Activity 2: Role Play

• Pair students. One asks:

• "What do you feel like doing today?"

• "Do you feel like watching a movie?"

• The other answers using "feel like" correctly.

🎲 Activity 3: Spin the Wheel (or Dice)

• Write different verbs (eating, dancing, sleeping, etc.) on a spinning wheel or dice.

• Students spin and form sentences using "feel like."

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Step 4: Real-Life Application
📌 Conversation Practice

• Students discuss in pairs:

• "What do you feel like doing on weekends?"

• "What do you feel like eating when you're tired?"

🎬 Homework (Creative Task)

• Write 5 sentences using "feel like" based on your day.

• Example: "Today, I felt like drinking tea in the morning."

About to

Step 1: Explain the Concept Simply

➡ Definition:
"About to" is used to express that something will happen very soon.
Formula:
🔹 Subject + is/am/are about to + base verb (V1)
🔹 Subject + was/were about to + base verb (V1) (for past)

➡ Examples:
✔ I am about to leave for work.
✔ She is about to call her friend.
✔ They were about to start the game when it rained.

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Step 2: Use Real-Life Demonstrations (TPR - Total Physical Response)

📌 Action-based examples:

1. (Hold a pen near the edge of a table.) – "Look! The pen is about to fall!"
2. (Move toward the door.) – "I am about to go outside!"
3. (Pretend to open a book.) – "I am about to read a story!"

👨‍🏫 Teacher's Action & 👨‍🎓 Student’s Response:

• Teacher: (Starts writing on the board) “What am I about to do?”
• Students: “You are about to write something!”
• Teacher: (Starts drinking water) “What am I about to do?”
• Students: “You are about to drink water!”

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Step 3: Interactive Pair Activities

1️⃣ Picture Guessing Game

• Show a picture where an action is about to happen.
• Example: A runner just before the race starts.
• Ask: “What is he about to do?”
• Students: “He is about to run.”

2️⃣ Act & Guess

• One student acts out an action about to happen.
• Others guess using “about to.”
• Example: A student acts like opening an umbrella.
• Others guess: “He is about to open an umbrella.”

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Step 4: Dialogue Practice (Role Play)

👫 Situation: Two friends at a bus stop
A: "Where is the bus?"
B: "Look! It is about to arrive."
A: "Oh no! I forgot my wallet."
B: "You were about to get on the bus!"

👀 Variation:
Change settings like restaurant, movie theatre, or exam hall for fun roleplays.

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Step 5: Story Completion (Group Work)

• Give students an incomplete story with “about to.”
• Example: I was about to enter the haunted house when…
• Each student adds a line to continue the story.

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Step 6: Quick Quiz & Challenge

💡 Spot the Error:

1. She about to start the game. ❌
2. He was about to calling you. ❌

✅ Corrections:
✔ She is about to start the game.
✔ He was about to call you.

🚀 Fastest Answer Challenge

• Teacher says a situation → Students form a correct "about to" sentence.
• Example: “Your exam is starting in one minute.”
• Students: “I am about to take my exam!”

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Step 7: Real-Life Homework

Ask students to write 5 sentences using “about to” from their own daily routine.
Example:

• I am about to eat lunch.
• My father is about to arrive home.