Do you insist on + verb + ing

Do you insist on + verb + ing

Step 1: Explanation (Basic Understanding)

• Explain that "insist on" means to strongly demand or persist in doing something.

• Show the structure:

• Do you insist on + verb + ing? (Asking about someone's strong preference or demand.)

• Example:

• Do you insist on eating healthy food every day? (Do you strongly prefer it?)

• Do you insist on finishing your homework before playing?

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Step 2: Guided Practice (Fill in the Blanks)

• Give students incomplete sentences and let them complete them:

• Example:

1. Do you insist on ______ (wake) up early every morning?

1. Do you insist on ______ (help) your friends with their homework?

1. Do you insist on ______ (watch) movies in English?

(Answers: waking, helping, watching)

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Step 3: Pair Work (Question & Answer)

1. Student A asks: Do you insist on waking up early?

1. Student B answers: Yes, I insist on waking up early because I like to exercise.

(Encourage students to ask and answer using "Yes, I insist on..." or "No, I don’t insist on...")

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Step 4: Role Play (Real-Life Situations)

• Create small dialogues where students insist on something in a real-life scenario.

• Example:

• Situation: At a Restaurant

• Customer: I insist on getting a fresh salad. Please change this one.

• Waiter: Sure, sir. We will bring a fresh one right away.

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Step 5: Fun Game (Find Someone Who...)

• Create a worksheet with sentences like:

• Find someone who insists on...

• Drinking tea every morning.

• Watching English movies.

• Exercising daily.

• Eating homemade food.

Students walk around and ask their classmates, filling in the names.

Let's not + (verb)

Step 1: Introduction (Warm-up)

• Start by asking students:
  "What do you say when you want to stop someone from doing something together?"
  • Example: "Shall we go out in the rain?"
  • Expected answer: "No, let's not go out in the rain."
• Write "Let's not + (verb)" on the board and explain that it is used to suggest not doing something.

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Step 2: Explanation with Examples

Provide simple examples:

1. Let's not eat junk food. (To suggest avoiding junk food)
2. Let's not waste time. (To suggest using time wisely)
3. Let's not make noise in class. (To remind about classroom discipline)

Use gestures and real-life situations to make it relatable.

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Step 3: Interactive Activities

1. Picture Prompt Activity

• Show different pictures (e.g., a person throwing garbage, students using mobile phones in class).
• Ask: "What should we not do?"
• Guide students to answer using "Let's not..."
  • Example: (Picture of littering) → "Let's not throw garbage on the road."

2. Role-play (Pair Activity)

• One student suggests an activity (e.g., "Let's go swimming.")
• The other student responds using "Let's not..." (e.g., "Let's not go swimming; it's too cold.")
• Swap roles.

3. Guessing Game

• Teacher acts out an activity (e.g., sleeping in class, running in the library).
• Students guess and say, "Let's not sleep in class."

4. Debate Activity

• Split the class into two groups.
• One group gives positive suggestions ("Let's go on a trip.").
• The other group counters using "Let's not..." ("Let's not go on a trip because it's too expensive.")

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Step 4: Practice with Writing & Speaking

• Writing: Ask students to write 5 sentences using "Let's not..." related to school, home, or society.
• Speaking: Students share one of their sentences aloud.

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Step 5: Fun Closing Activity (Rapid Fire Round)

• The teacher says an activity: "Go to bed late!"
• Students quickly respond: "Let's not go to bed late!"

I don't know why to + (verb)

Step 1: Warm-up Activity (Engagement)

1. Ask a Simple Question:

   • "What are some things you don't know how to do?"
   • Example responses: I don’t know how to cook. I don’t know how to swim.

2. Introduce the Structure:

   • Write the phrase on the board: "I don’t know why to + (verb)"
   • Give an example: I don’t know why to wake up early on Sundays!

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Step 2: Guided Practice (Teacher-Led)

1. Contextual Sentences (Fill in the Blanks)

   • Provide partially completed sentences and let students complete them:
     • I don’t know why to __________ (study/skip school/work so hard).
     • She doesn’t know why to __________ (wear a uniform/say sorry/learn math).

2. Picture Prompts

   • Show pictures of confusing situations and ask students to form sentences using the phrase.
   • Example: A picture of a person looking confused at a menu → I don’t know why to choose pizza or pasta!

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Step 3: Pair Work (Student-to-Student Interaction)

1. Ask and Answer Activity

   • One student asks: Why are you confused?
   • The other replies using the phrase: I don’t know why to buy this phone or that one.

2. Role-Play Situations

   • Give pairs a situation (e.g., "Planning a trip," "Choosing a dress") and have them create dialogues using the phrase.

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Step 4: Fun Game (Reinforcement)

"Why So Confused?" Game

• Give students random "confusing" scenarios.
• They must react using "I don’t know why to..."
• Example: Your friend gives you two birthday gifts but asks you to pick one!
  • I don’t know why to choose the red one or the blue one!

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Step 5: Real-Life Application (Wrap-Up)

1. Students Write & Share

   • Ask students to write 3 real-life things they are unsure about using the phrase.
   • They share in groups and discuss.

2. Reflection Question

   • "What is one situation where you recently said ‘I don’t know why to...’?"

I don't know how to + (verb)

Step 1: Introduction with Real-Life Context
(5-7 mins)

1. Ask students simple questions:

• "Do you know how to swim?"

• "Do you know how to cook?"

• "Do you know how to play the guitar?"

1. If they say "No," introduce the sentence pattern:

• "I don’t know how to swim."

• "I don’t know how to cook."

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Step 2: Explain the Pattern (Basic Concept)
(5 mins)
Write the sentence structure on the board:
🔹 I don’t know how to + (verb).
📌 Examples:

• I don’t know how to dance.

• I don’t know how to ride a bicycle.

• I don’t know how to use a computer.

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Step 3: Interactive Drills (Basic Practice)
(10 mins)
💡 Activity 1: Ask & Answer Chain

1. Students form a circle.

1. The first student asks their partner: "Do you know how to (verb)?"

1. The partner answers: "No, I don’t know how to (verb)."

1. That student asks the next person, and the chain continues.

Example:

• Student 1: Do you know how to sing?

• Student 2: No, I don’t know how to sing. Do you know how to drive?

• Student 3: No, I don’t know how to drive. Do you know how to cook?

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Step 4: Role-Playing Situations (Application)
(10-15 mins)
💡 Activity 2: "Help Me Learn!" Role Play
Pair up students. One student asks for help, the other gives a response.
Example dialogue:
A: I don’t know how to tie a tie. Can you teach me?
B: Sure! First, put the tie around your neck. Then…
Swap roles and repeat with different verbs.

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Step 5: Challenge & Fun Games
(10 mins)
💡 Activity 3: "Guess the Action!"

1. Write different verbs on slips of paper (swim, dance, cook, etc.).

1. A student picks one, acts it out without speaking.

1. Others guess: "Do you know how to (verb)?"

1. The student answers: "No, I don’t know how to (verb)."

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Step 6: Wrap-Up & Homework

1. Summarize the lesson.

1. Homework: Write 5 sentences using "I don’t know how to + (verb)."

What to + verb + what not to + same verb

Step 1: Introduction with Examples

Explain the concept:

• What to + verb is used when giving advice, guidance, or instructions.
  • Example: "I don’t know what to say."
• What not to + verb is used to tell someone what they should avoid doing.
  • Example: "He told me what not to do in the exam."

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Step 2: Interactive Pair Activity - Advice Board

1. Divide students into pairs.
2. Give each pair a situation. (E.g., "Traveling to a new country")
3. One student writes ‘What to do’ and the other writes ‘What not to do’.
   • Example:
     • What to do: "Learn basic phrases in that language."
     • What not to do: "Don't ignore cultural customs."
4. Pairs present their ideas to the class.

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Step 3: Picture-Based Discussion

1. Show different pictures (e.g., a classroom, a restaurant, a park).
2. Ask students: "What to do here?" and "What not to do here?"
   • Example: Picture of a library
     • "What to do?" → "Read quietly."
     • "What not to do?" → "Do not talk loudly."

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Step 4: Role-Play - Giving Instructions

1. Scenario: "You are an elder sibling guiding a younger sibling."
2. Students act out a conversation where one guides the other:
   • "What to do in school?" → "Pay attention to the teacher."
   • "What not to do in school?" → "Don't fight with friends."

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Step 5: Quick-Fire Quiz Game

1. Give a verb (e.g., "Eat").
2. Ask students to give ‘What to do’ and ‘What not to do’.
   • "What to eat?" → "Eat healthy food."
   • "What not to eat?" → "Don't eat too much junk food."

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Step 6: Story Completion Exercise

1. Start a short story:
   • "Tom was going for his first job interview, but he didn’t know what to do and what not to do."
2. Students complete the story by adding suggestions.

I don't know what to + (verb)

I don't know what to say in this situation.
I don't know what to do with all this extra time.
I don't know what to cook for dinner tonight.
I don't know what to wear to the party.
I don't know what to watch on TV tonight.
I don't know what to write in this card.
I don't know what to study for the upcoming exam.
I don't know what to believe anymore.
I don't know what to prioritize in my life right now.
I don't know what to buy as a gift for her birthday.
I don't know what to read next from my bookshelf.
I don't know what to do about this relationship.
I don't know what to do to improve my productivity.
I don't know what to do about the noisy neighbors.
I don't know what to do to make new friends.
I don't know what to do with my old clothes.
I don't know what to do with this complicated math problem.
I don't know what to plant in my garden this season.
I don't know what to do to overcome my fear of public speaking.
I don't know what to do to kickstart my fitness routine.

There's nothing + (subject) + can + (verb)

Step 1: Explain the Pattern (Basic Level)

1. Write the structure on the board:
   👉 There's nothing + subject + can + verb
   • Example: There’s nothing you can do.
2. Break it down:
   • There’s nothing = "Not possible / No way"
   • You can do = "You are able to do something"
   • Together → There’s nothing you can do = "You cannot do anything."

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Step 2: Use Real-Life Examples

🔹 Simple Sentences:

• There’s nothing you can say to change my mind.
• There’s nothing we can do about the weather.
• There’s nothing she can eat because she’s allergic.

📌 Interactive Activity:

• Show pictures (e.g., a broken phone, a locked door, heavy rain).
• Ask: What’s the problem?
• Guide students: There’s nothing we can ____ (fix, open, stop, etc.).

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Step 3: Make It Interactive (Pair Work & Role Play)

🎭 Role Play Scenarios:

• Situation 1: A student forgets their homework → There’s nothing I can do now.
• Situation 2: A store is closed → There’s nothing we can buy here.
• Situation 3: Lost wallet → There’s nothing she can find now.

🔄 Pair Discussion:

• Student A: I lost my keys!
• Student B: There’s nothing you can do except call a locksmith.

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Step 4: Challenge Students (Advanced Level)

🧩 Sentence Completion Game:

• Teacher gives half a sentence →
  There’s nothing you can _______
• Students complete it in their own way.

🎙 Debate or Discussion:

• Give controversial topics: "There’s nothing technology can’t do." (Agree/Disagree)
• Let students express their thoughts using the structure.

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Final Practice & Wrap-up

📜 Storytelling Challenge:

• Students create a short story using at least 3 sentences with the pattern.
• Example: It was too late. The train had left. There’s nothing we could do but wait for the next one.

✅ Feedback & Corrections

• Listen to students and correct errors naturally.
• Encourage fluency rather than perfection.

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Bonus Fun Activity 🎲

🎯 Sentence Race Game

1. Write verbs on the board (fix, stop, change, find, say, etc.).
2. Students race to make sentences using "There’s nothing..."