Write preference pairs on the board (unrelated to grammar focus), for example: Coffee / Tea Work from home / Office Morning / Night Sweet / Salty Students work in pairs. They choose one option and explain why. Encourage follow-up questions. The teacher monitors for fluency only and does not correct. Brief whole-class sharing of opinions.

Vocabulary: symptom list, daily report, guideline, proper care, basic instructions, infection risk, stress indicators, recovery chart, medication cycle, follow-up care The teacher presents each word with: A clear definition One contextualized example sentence After each word, one student produces a sentence orally. The teacher reformulates gently if needed. Students write the vocabulary and one example sentence in their notebooks.

Project the slide of would and would like . Explain the use and differences between them. Compare the structures in positive, negative and interrogative sentences. Model some examples. Ask for more examples.

The teacher writes two model sentences on the board: I want a glass of water. I would like a glass of water. The teacher asks students: Which sentence sounds more polite? In which situation would you use each one? The teacher explains briefly: want - neutral, direct, informal would like - polite, softer, more formal Students work individually. Students complete an exercise where they must: Choose want or would like based on the context.

Teacher models two sentences, one with will and one with would. Contrast briefly: I will help you. (decision now) I would help you. (hypothetical) Explain their differences. Students complete sentences choosing will or would. Whole-class feedback with short explanations.