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.

Ready to

Step-by-Step Interactive Teaching Plan for "Ready to"

1. Warm-Up Activity (Engage)

🔹 Quick Discussion: Ask students:

• "What are you ready to do today?" (Encourage simple responses like I am ready to learn / I am ready to play.)
• Show a few pictures (e.g., a runner at the starting line, a student with books, a chef with ingredients) and ask: What do you think they are ready to do?

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2. Explanation with Examples (Explain & Demonstrate)

🔹 Concept Introduction:

• Explain that "ready to" means someone is prepared or willing to do something.
• Provide simple examples:
  • I am ready to eat.
  • She is ready to go to school.
  • They are ready to play football.

🔹 Interactive Mini-Activity:

• Sentence Completion Game:
  • Write half sentences on the board: I am ready to ____. / He is ready to ____.
  • Students complete them with their ideas.

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3. Practice Activities (Interact & Use)

🔹 Pair Work (Role-Play)

• Situation: One student asks, “Are you ready to…?” and the other responds.
  • Example:
    • Student A: Are you ready to watch a movie?
    • Student B: Yes, I am ready to watch a movie!

🔹 Action-Based Game (Simon Says – "Ready To")

• Teacher says, "Be ready to jump!" / "Be ready to clap!" and students follow the action.

🔹 Flashcard Matching

• Prepare two sets of cards:
  • One set with phrases like ready to study, ready to sleep, ready to dance.
  • Another set with matching pictures.
  • Students match them correctly.

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4. Production (Create & Use in Real Life)

🔹 Group Discussion:

• Ask: What are you ready to do this weekend?
• Students answer in full sentences: I am ready to visit my grandparents.

🔹 Writing Task:

• Ask students to write 3 sentences using "ready to" based on their daily routine.

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5. Wrap-Up & Reinforcement (Recap & Fun Task)

🔹 Exit Ticket:

• Before leaving, each student must say one sentence using "ready to".

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Bonus: Digital Learning Idea

• Kahoot Quiz / Online Polls: Create a quick quiz where students choose the correct sentence using "ready to".

Dying to

Step 1: Warm-up Activity (Context Building)

💬 Discussion Question:

• "Have you ever wanted something so badly that you couldn’t wait for it? What was it?"
• Example answers:
  • "I was dying to watch my favorite movie!"
  • "I was dying to eat ice cream on a hot day!"

✅ Goal: Make students recall personal experiences to connect with the phrase naturally.

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Step 2: Introducing "Dying to"

📝 Explain the meaning in simple terms:

• "Dying to" means you really, really want to do something.
• It expresses strong excitement or eagerness.

📌 Examples:

1. "I’m dying to meet my favorite actor!" (Super excited)
2. "She’s dying to go on vacation!" (Really wants to go)
3. "He was dying to tell me the secret!" (Very eager)

💡 Quick Question:

• "What’s something you are dying to do right now?" (Let students respond)

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Step 3: Interactive Practice

🎭 Role-Play Game: "Guess My Feeling"

• Pair up students. One student says a sentence using “dying to” (but without saying the reason), and the partner guesses why.
• Example:
  • Student A: "I’m dying to go outside!"
  • Student B: "Because it’s sunny and you want to play?"
  • Student A: "Yes!" (Or give a clue if incorrect)

📢 Variation: Play as a class, where one student acts and others guess!

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Step 4: Sentence Formation Challenge

📖 Fill in the blanks:

• "I’m dying to ____________."
• "She’s dying to ___________."
• "They were dying to __________."

🏆 Game Idea:

• Give pictures or situation prompts (e.g., a concert ticket, a cake, a beach) and have students write or say sentences using “dying to.”
• Example: (Picture of a pizza) → "I’m dying to eat pizza!"

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Step 5: Real-Life Connection & Homework

🔗 Make it personal: Ask students to write 3 sentences using "dying to" about things they genuinely want to do.

• Example:
  1. "I’m dying to visit Goa this summer!"
  2. "She is dying to buy a new phone!"

📌 Bonus Challenge:

• Record a short video/audio using “dying to” in a sentence and share it with the class!

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Conclusion

🔄 Recap:

• Meaning of "dying to"
• When and how to use it
• Practiced using it interactively

Want to

Step 1: Introduce "Want to" with Simple Examples

👩‍🏫 Teacher: "We use 'want to' when we desire to do something. Look at these examples:"
✅ I want to eat ice cream.
✅ She wants to play football.

🗣 Ask students:

• "What do you want to do after class?"
• "What do you want to eat for dinner?"

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Step 2: Interactive Pattern – Role Play

📝 Activity: "Dream Job Interview"
1️⃣ Pair up students. One is an interviewer, the other is a job candidate.
2️⃣ Interview Example:

• Interviewer: What do you want to be in the future?
• Candidate: I want to be a doctor.
• Interviewer: Why do you want to be a doctor?
• Candidate: Because I want to help sick people.

3️⃣ Rotate roles & practice different answers.

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Step 3: Action-Based "Want to" Game

🎲 "What do you want to do?" - Charades
1️⃣ Write different actions on small slips of paper (e.g., dance, sing, jump, write).
2️⃣ One student picks a slip & acts out the action without speaking.
3️⃣ Other students guess:

• "Do you want to dance?"
• "Do you want to jump?"
• The student acting can respond: "Yes, I want to dance!"

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Step 4: Real-Life Conversation Practice

👫 Pair Work – Daily Life Questions

• "What do you want to do this weekend?"
• "Where do you want to go on vacation?"
• "What do you want to eat today?"

Each student must answer & ask back. Example:
🗣 Student A: "I want to visit a beach. What do you want to do?"
🗣 Student B: "I want to watch a movie."

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Step 5: Correcting Mistakes with Fun Challenges

🚦 "Fix the Mistake" Game
Write some incorrect sentences on the board and let students correct them.
❌ She want to go home.
✅ She wants to go home.

❌ We wants to play cricket.
✅ We want to play cricket.

Make it a team competition to see who corrects the most mistakes!

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Step 6: Wrap-Up & Homework Challenge

📌 Ask students to write 5 sentences about their desires using "want to" and share them in the next class.
📌 Optional: Make a short video saying what they "want to" do in life.

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Bonus Fun Activity: "Want to" Chain Game

One student starts: "I want to eat pizza."
Next student must add: "I want to eat pizza and drink juice."
Next student: "I want to eat pizza, drink juice, and go to the park."
👉 The chain continues, testing memory and sentence formation!

Need to

Step 1: Explain the Concept (Simple Explanation)

• "Need to" is used to express necessity or obligation.
• Example:
  • "I need to study for my exam." (It is necessary for me to study.)
  • "She needs to call her mother." (It is necessary for her to call.)

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Step 2: Use Visuals or Actions (Interactive Explanation)

1. Gesture Activity
   • Show a picture of a student studying, a doctor checking a patient, or a person exercising.
   • Ask: "What does he/she need to do?"
   • Example Responses:
     • "He needs to study."
     • "She needs to see a doctor."

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Step 3: Interactive Practice

1. Question & Answer Game

   • Ask students:
     • "What do you need to do before sleeping?"
     • "What do we need to do before eating?"
     • Encourage responses:
       • "I need to brush my teeth."
       • "We need to wash our hands."

2. Role Play (Real-Life Situations)

   • Doctor-Patient Role Play

     • Student A: "I have a headache."
     • Student B: "You need to take some rest."

   • Travel Scenario

     • Student A: "I am traveling tomorrow."
     • Student B: "You need to pack your bag."

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Step 4: Fun Activity (Team Challenge)

1. Charades Game

   • One student acts out an activity (e.g., drinking water, driving a car).
   • Others guess using "need to":
     • "He needs to drink water."
     • "She needs to drive carefully."

2. Complete the Sentence Challenge

   • Provide half sentences, students complete them:
     • "Before going to school, I need to ___."
     • "To stay healthy, we need to ___."

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Step 5: Error Correction & Feedback

• Common mistake: Using "need" without "to" (e.g., "I need eat.")
• Correct them gently: "I need to eat."

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Step 6: Homework (Real-Life Connection)

• Ask students to write 5 sentences about their daily routine using "need to".
• Example: "I need to wake up early."

Love to

Step 1: Introduction with Examples

➡ Teacher: I love to dance. (Show an action or picture to illustrate.)
➡ Teacher: I love to play cricket. (Show a related image.)

Ask students:
✅ What do you love to do? (Elicit simple responses.)
✅ Can you make a sentence with “love to”? (Guide students to say their own sentences.)

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Step 2: Pair Activity – Find Your Match

• Write different hobbies/activities on small slips of paper. (e.g., sing, read books, cook, play football, etc.)
• Give each student one slip.
• Task: Walk around and find someone who “loves to” do the same thing.

➡ Student A: What do you love to do?
➡ Student B: I love to play football. What about you?
➡ Student A: I love to play football too! (They have found a match!)

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Step 3: Group Discussion – Favorite Activities

• Form small groups and give prompts like:
  ✅ What do you love to do on weekends?
  ✅ What do you love to do with your family?
  ✅ What do you love to eat?

➡ Each student shares their answer using "love to."
➡ Other students ask follow-up questions like Why do you love to ___?

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Step 4: Role-Play – Planning a Fun Day

• Give a scenario: You and your friends are planning a fun day together. What do you love to do?
• Each student contributes an idea using “love to.”
  ➡ Example:
  • I love to go to the beach.
  • I love to eat ice cream there.
  • I love to play volleyball at the beach.

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Step 5: Exit Ticket – “Love to” Sentence Writing

Before leaving class, each student writes one sentence using "love to" on a sticky note or in a notebook.

Plan to

Step 1: Introduce the Concept (Basic Explanation)
Explain that "plan to" is used to express intentions or decisions about the future.

• Structure: Subject + plan to + base verb

• I plan to visit my grandmother tomorrow.

• She plans to study hard for the exam.

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Step 2: Engage with a Quick Q&A (Icebreaker)
Ask students:
❓ What are your plans for the weekend?
❓ Do you plan to travel this year?
Encourage them to answer using "plan to" in a simple sentence.
Example:

• I plan to go shopping.

• We plan to watch a movie.

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Step 3: Pair Activity (Interactive Speaking)
Activity: "Plan & Share"

1. Divide students into pairs.

1. Each student will write 3 things they plan to do this month.

1. They will then share their plans with their partner.

1. The partner asks follow-up questions like "Why do you plan to do that?"

Example:

• I plan to join a gym.

• Why do you plan to join a gym?

• Because I want to stay fit.

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Step 4: Role-Play (Real-Life Situations)
Students act out short conversations using "plan to".
Situation 1:
🚶‍♂️ A friend asks you about your vacation plans.

• Friend: What do you plan to do this summer?

• You: I plan to visit Goa with my family.

Situation 2:
📞 Calling a travel agency to book a trip.

• Agent: How can I help you?

• You: I plan to go to Manali next month. Can you suggest good hotels?

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Step 5: Fun Game – "Guess My Plan"

1. One student thinks of a plan but only gives clues.

1. Others guess the plan using "Do you plan to..."

Example:

• Clue: I will take my passport and luggage.

• Guess: Do you plan to travel abroad?

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Step 6: Writing Practice (Sentence Building)
Ask students to complete sentences like:

• Next year, I plan to ______.

• On my birthday, I plan to ______.

They can then share their sentences aloud.

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Step 7: Review & Recap
✔️ Ask students to recall 3 sentences they used today.
✔️ Correct mistakes in usage gently.
✔️ Give them homework: Write 5 things you plan to do this week.

try to

1. Introduction (Context & Explanation)

• Ask a Simple Question:
  "Have you ever tried to do something difficult?"
  (Encourage responses like "I tried to ride a bicycle" or "I tried to cook.")
• Explain the Meaning:
  • "Try to" means making an effort to do something, but it may not be successful.
  • Example:
    • ✅ "I tried to lift a heavy bag, but I couldn't."
    • ✅ "She tried to call you, but your phone was off."

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2. Activity 1: Act It Out (Role-Play)

• Write different "try to" situations on slips of paper.
• Example situations:
  1. Try to open a stuck bottle cap.
  2. Try to solve a math problem.
  3. Try to wake up early.
  4. Try to climb a tree.
  5. Try to finish homework on time.
• One student acts out a situation, while the rest guess using "try to"
  • "He is trying to open the bottle!"
  • "She is trying to solve a problem!"

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3. Activity 2: Make a Sentence Challenge

• Give students half-sentences and ask them to complete them using "try to".
  • Example:
    • Teacher: "In the exam, I will..."
    • Student: "In the exam, I will try to answer all the questions."
    • Teacher: "Yesterday, my friend..."
    • Student: "Yesterday, my friend tried to fix his laptop."

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4. Activity 3: Yes or No Game

• Ask students questions using "try to," and they answer with Yes, I tried to… / No, I didn’t try to…
  • Teacher: "Did you try to cook yesterday?"
  • Student: "Yes, I tried to cook rice."
  • Teacher: "Did you try to climb a tree?"
  • Student: "No, I didn’t try to climb a tree."

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5. Activity 4: Storytelling with "Try To"

• Start a story with one sentence using "try to" and let each student add a new sentence.
  • Example:
    • Teacher: "Yesterday, I tried to wake up early, but my alarm didn't ring."
    • Student 1: "Then, I tried to run to school fast, but it started raining."
    • Student 2: "I tried to take a shortcut, but I got lost!"

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6. Activity 5: Find the Mistake

• Write some sentences with mistakes on the board and let students correct them.
  • ❌ "I trying to finish my homework." → ✅ "I am trying to finish my homework."
  • ❌ "He tryed to call me." → ✅ "He tried to call me."

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7. Wrap-up & Practice

• Quick Recap: Ask students to recall what "try to" means and give an example.
• Homework/Challenge:
  • Write 5 sentences using "try to" about their daily routine.
  • Example: "Today, I will try to help my friend."

dare to

Step 1: Introduce "Dare to" with Simple Examples

• Write "dare to" on the board and ask students if they have heard this phrase before.
• Explain: "Dare to" means having the courage to do something challenging.
• Give examples:
  • He didn’t dare to speak in the meeting.
  • Do you dare to climb the mountain?
  • She dared to ask a difficult question.

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Step 2: Use a Q&A Activity (Yes/No Questions)

Teacher: Do you dare to sing in front of the class?
Student 1: Yes, I dare to sing. / No, I don’t dare to sing.

(Ask different students with different verbs: dance, swim in cold water, talk to a stranger, etc.)

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Step 3: "Truth or Dare" Game (Interactive Role-play)

• Write fun dares on small pieces of paper (e.g., "dare to act like a cat," "dare to say a funny sentence").
• One student picks a paper and must say the sentence using 'dare to' before doing the action.
  • I dare to dance like a robot!
  • I dare to count from 1 to 10 in reverse!

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Step 4: Fill in the Blanks (Guided Practice)

Give students sentences and ask them to complete:

1. I __________ (dare to) ask my teacher a difficult question.
2. She __________ (dare to) swim in the deep ocean.
3. Do you __________ (dare to) eat spicy food?

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Step 5: Storytelling Challenge (Creative Speaking Task)

• Ask students to create a short story using "dare to" at least twice.
• Example:
  • Yesterday, my friend dared to jump into a lake. I didn't dare to follow him because the water was cold!

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Step 6: Debate (Encouraging Conversation)

Topic: "Daring to follow your dreams is more important than playing safe."

• Divide students into two groups (Agree vs. Disagree).
• Encourage them to use "dare to" in their arguments:
  • I dare to believe that success comes from taking risks!
  • Not everyone dares to follow their dreams because of fear.

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Step 7: Real-life Application (Homework/Challenge)

Ask students to try something new and write about it using "dare to."

• Example: Today, I dared to speak to a stranger in English.

Like to

Step 1: Warm-Up Activity (Engage Students)

Activity: Picture or Action-Based Discussion

• Show pictures or act out activities (e.g., playing cricket, reading books, cooking).

• Ask students:
  "What do you enjoy doing?"
  (Encourage responses: "I like to play cricket.")

• If they struggle, give examples:

  • "I like to read books."
  • "She likes to dance."

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Step 2: Explanation with Examples (Teach)

Pattern Introduction

• Subject + like(s) to + base verb + object.

• Examples:

  • "I like to play football."
  • "He likes to watch movies."
  • "They like to listen to music."

• Highlight that "like to" is used to talk about habits, interests, and hobbies.

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Step 3: Interactive Practice (Student Engagement)

Activity 1: Pair Work – Find a Match

• Prepare a set of cards with different hobbies (e.g., "play chess," "sing songs").
• Students pick a card and walk around asking:
  • "Do you like to play chess?"
  • "Do you like to sing songs?"
• They find someone with the same interest and form a pair.

Activity 2: Interview Game

• Students pair up and ask each other:
  • "What do you like to do in your free time?"
  • "Do you like to watch TV?"
  • "Does your best friend like to cook?"
• After 5 minutes, they introduce their partner:
  "Rahul likes to play video games."

Activity 3: Sentence Transformation (Corrections)

• Write incorrect sentences on the board and ask students to correct them:
  ❌ "He like to play football." → ✅ "He likes to play football."
  ❌ "I likes to dance." → ✅ "I like to dance."

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Step 4: Role Play and Real-Life Application

Activity: Class Survey

• Give students a survey sheet with different activities (e.g., read books, swim, travel).
• They walk around asking classmates "Do you like to ___?" and note down responses.
• At the end, students report:
  • "5 students like to play cricket."
  • "2 students like to sing."

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Step 5: Fun Closure (Reinforce Learning)

Activity: “Hot Seat” Game

• One student sits in the "hot seat."
• Others ask questions:
  "Do you like to dance?"
  "Do you like to eat ice cream?"
• The student must answer quickly.