آئیے انگریزی سیکھیں

اگر آپ گھر بیٹھے انگلش سیکھنا چاہتے ہیں تو یہ صفحہ آپ کے لیے ہے۔ طریقۂ کار بہت آسان ہے۔ تمام یونٹس بہت مختصر ہیں۔ روزانہ ایک یونٹ پڑھیں، اس کی آڈیو سنیں اور پھر تحریری سرگرمی کی مشق کریں۔ کچھ ہی عرصے میں آپ کو روزمرہ بول چال والی انگلش بولنی آجائے گی

Unit: How to Thread a Needle

Get Your Stuff: First, grab a needle, some thread, and scissors. Pick a thread that works for your project—like a stronger one for heavy fabrics or a thinner one for lighter ones.

Cut the Thread: Cut a piece of thread, about 18 inches long. Not too short, but not too long either, or it gets messy.

Straighten the Thread: Hold one end of the thread between your fingers and make sure it’s straight. You don’t want it to be tangled or frayed at the end.

Find the Eye: Look at the needle—it has a tiny hole near the point called the “eye.” That’s where the thread goes through.

Thread It: Carefully push the thread through the eye of the needle. If it’s tricky, lick the tip of the thread to help it slide through more easily. (Trust me, it works!)

Pull It Through: Once it’s through, pull the thread until you have the same amount on both sides of the needle.

Tie a Knot: Finally, tie a small knot at the end of the thread so it doesn’t slip out while you’re sewing.

And boom, you're ready to stitch!

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Unit: Okay, so here's how my mom makes curd from milk:

1. First, she boils the milk in a big pan. She has to stir it so it doesn’t burn or overflow. After it's all bubbly, she lets it cool down a little bit, so it’s not too hot to touch.

2. Then she takes a little bit of curd (like a spoon or two from the last batch) and puts it in the warm milk. She stirs it gently so it mixes in well.

3. After that, she covers the bowl with a lid or a cloth so it stays warm. The warmth helps it turn into curd. We have to wait for 6 to 8 hours, but I get excited to see it turn into yummy curd!

4. When it's all thick and creamy, it’s ready to eat! She keeps it in the fridge, and we eat it with sugar or just like that.

It’s super easy, and it tastes so good!

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Unit : A DIALOGUE BETWEEN A TEACHER AND THREE STUDENTS WHO ARE ON SICK LEAVE

Here's a dialogue between a teacher and three students who are on sick leave, each with different reasons for being absent:

Teacher:
Good morning, everyone! I hope you're feeling better now. I noticed some of you have been absent. Let's talk about that.

Student 1 (Alex):
Good morning, Mrs. Harris. Yes, I’m feeling better now. I was out sick (not at work because one is sick. For example: She has been out sick all week.) because I had the seasonal flu. I had a fever, a sore throat, and a lot of fatigue.

Teacher:
Oh no, Alex! That sounds uncomfortable. I'm glad to hear you're recovering. You should be careful during flu season. Did you see a doctor?

Student 1 (Alex):
Yes, I did. The doctor gave me some medication, and I rested for a few days. Thankfully, I’m starting to feel a lot better.

Teacher:
That’s good to hear. Rest is very important. Make sure to take care of yourself. How about you, Sarah? You were also absent.

Student 2 (Sarah):
Hi, Mrs. Harris. I had a fever for a couple of days (A couple of days: an informal phrase that refers to a short, indefinite period of time, usually understood to be two or three days). It came on suddenly, and I felt really weak and dizzy (Dizzy/giddy: having or involving a sensation of spinning around and losing one's balance. For Example: "Jonathan had begun to suffer dizzy spells"). I stayed home to rest and get better.

Teacher:
I'm sorry you weren't feeling well, Sarah. A fever can really take it out of you (exhaust the strength of (someone).For Example: "parties and tours can take it out of you, especially if you are over 65"). Did you see a doctor as well?

Student 2 (Sarah):
Yes, I did. The doctor said it was probably just a viral infection and recommended plenty of fluids and rest. I’m feeling much better now, thankfully.

Teacher:
I’m glad you’re feeling better. Remember, it's important to stay hydrated and get enough sleep. Now, John, I noticed you’ve been absent too. Was everything okay?

Student 3 (John):
Hi, Mrs. Harris. I wasn’t sick. I had to go for an eye checkup. My vision has been blurry (Blurry: not clearly visible or audible.) lately, so I went to see the optometrist.( optometrist: /ɒpˈtɒmɪtrɪst/ a healthcare expert who specializes in assessing, diagnosing, treating, and managing eye health and vision-related conditions..)

Teacher:
I see! It’s important to take care of your eyes. What did the doctor say about your vision?

Student 3 (John):
The optometrist said it was nothing serious, just a slight prescription change. I’ve got new glasses now, so everything is much clearer.

Teacher:
That’s great to hear, John. Good for you for getting it checked out. It’s always important to stay on top of (To stay on top of means to be continuously aware of it and give it your regular attention.) those things. So, now that you’re all back, let me know if you need any help catching up with your work.

Alex:
Thank you, Mrs. Harris. I’m ready to catch up on (learn about) everything!

Sarah:
Same here. I’ll get started as soon as possible.

John:
Thanks, I’ll catch up too. I appreciate you checking in on (Informal phrase: to contact them to ask about their well-being) us!

Teacher:
You’re very welcome. Take care of yourselves and let me know if you need any help. I’m glad you’re all feeling better.

(This dialogue highlights the reasons for each student's absence and demonstrates the teacher's concern and care for their well-being).

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Unit : DIALOGUE: A (Concise) Job-Interview

Interviewer: Good morning, Yuki. Could you please introduce yourself?

Interviewee: Good morning! I’m Yuki Tanaka. I’m passionate about education, especially teaching young students, and I believe I can contribute positively to your school.

Interviewer: It’s a pleasure, Yuki. Can you tell me about your qualifications and the subjects you’re comfortable teaching?

Interviewee: I hold a Master’s in Education from the University of Tokyo and am confident teaching English, Science, and Mathematics. I enjoy making these subjects engaging for students.

Interviewer: Great! Can you share more about your teaching experience and how you engage students?

Interviewee: I love teaching children and creating an interactive, supportive classroom. I’ve also taken online courses to improve my English fluency, which helps me teach more effectively.

Interviewer: That’s impressive. How do you see teaching as a way to enhance your own learning?

Interviewee: Teaching is a two-way process. I learn from my students and each class helps me grow in communication, problem-solving, and adaptability.

Interviewer: That’s a great mindset. What motivates you to teach?

Interviewee: I’m motivated by the desire to become financially independent. Coming from a large family, I want to contribute to my household while doing what I love.

Interviewer: That’s admirable. What do you think is the most important quality for a teacher?

Interviewee: Patience is key. Every student learns at their own pace, and being patient helps create a supportive environment. Adaptability and continuous improvement are also important.

Interviewer: Well said. Do you have any questions for me about the position?

Interviewee: Yes, I’d love to know more about your school’s teaching methods and staff collaboration.

Interviewer: We emphasize a collaborative environment and a student-centered, interactive approach. You’d be a great fit.

Interviewee: That sounds great. I’m excited about the possibility of joining your team.

Interviewer: Thank you, Yuki. We’ll be in touch soon.

Interviewee: Thank you for your time. I look forward to hearing from you.

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Unit : OPENING A BANK ACCOUNT

Dear Students, here’s a dialogue between two friends where Friend A is nervous about opening a bank account for the first time, and Friend B guides him through the process:

Friend A: I’ve been thinking about opening a bank account, but I’m nervous since I’ve never done it before.

Friend B: Don’t worry! It’s easy. I can help you with the process. What’s making you nervous?

Friend A: I’m unsure about the documents I need and what to expect.

Friend B: You’ll need a few basics: ID, proof of address, and maybe your social security number. It’s to verify who you are.

Friend A: That sounds manageable. But how do I choose the right account?

Friend B: A checking account is for everyday use—paying bills, withdrawing cash. A savings account is for saving money with some interest. Start with a checking account if you just need a place to manage money.

Friend A: Got it. So, I just ask for a checking account?

Friend B: Yes, they’ll give you options, and you can pick the one that suits you. You can add features like online banking or a debit card later.

Friend A: Anything else I should know?

Friend B: You’ll need to answer a few questions, and they may ask for a small initial deposit, like $25 or $50.

Friend A: Alright, I feel much better now. Thanks for explaining!

Friend B: No problem! Just take your time and ask questions if you’re unsure. You’ll do great!

Friend A: I’m going to do it this weekend!

Friend B: Good luck! Let me know how it goes!

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Unit: Dialogue: How to bake a cake

Chef Maria: Good morning! Today we’ll learn to bake a simple cake. Excited?

Student 1 (Jake): Yes, Chef Maria! I’ve never baked before, so I’m excited.

Chef Maria: Great! We need flour, sugar, butter, eggs, baking powder, milk, and vanilla. Let’s start by measuring the ingredients.

Student 2 (Emily): Should we use all-purpose flour?

Chef Maria: Yes, Emily. Use 1 and 1/2 cups of flour, then add 1 cup of sugar. Jake, can you do that?

Jake: Sure! (measures and adds)

Chef Maria: Perfect! Now add 1 teaspoon of baking powder. Emily?

Emily: Done!

Chef Maria: Great! Add 1/2 cup of softened butter. I’ll show you how. (demonstrates) Now, mix everything.

Jake: It’s smooth now. Do we need a hand mixer?

Chef Maria: You can, but we’ll mix by hand today. Once mixed, add two eggs, Emily. Crack them into a separate bowl to avoid shells.

Emily: Got it! (adds eggs)

Chef Maria: Nice job! Mix well after each egg. Now, add 1/2 cup of milk and 1 teaspoon vanilla. Stir until smooth.

Emily: It smells great! How do we know when it’s ready?

Chef Maria: The batter should be smooth and thick but pourable. Now, grease and flour the cake pan.

Jake: Ready!

Chef Maria: Perfect! Pour the batter in and spread it out. Bake at 350°F (175°C) for 30 minutes, or until a toothpick comes out clean.

Emily: How do we decorate?

Chef Maria: After it cools, frost with buttercream, whipped cream, or powdered sugar. You can add berries or sprinkles for color.

Jake: I can’t wait to try it!

Chef Maria: You’ll love it! Baking is all about patience. Once you’re confident, you can try new flavors like chocolate or lemon.

Emily: This was fun! I feel more confident now.

Chef Maria: I’m glad! Keep practicing, and you’ll be a pro (i.e. a professional).

Jake: Thanks, Chef! I’ll try it at home.

Chef Maria: You’re welcome! Happy baking!

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Unit: Dialogue: Expressing the Secret Talents

Ms. Collins: Good morning, class! Today, I’d like to hear about any hidden talents you may have. Let’s start with you, Sarah. Do you have a secret talent to share?

Sarah: Good morning! I love painting, especially landscapes with watercolors. I find it calming, but I’ve never shared my work before.

Ms. Collins: That’s wonderful, Sarah. It’s great to express yourself through art. I encourage you to share your work when you’re ready.

Sarah: Thanks, I’ll consider it.

Ms. Collins: Now, James, do you have a talent you haven’t shared?

James: I play the piano. I’ve been taking lessons for a few years, but I’ve kept it private because I didn’t want to draw attention.

Ms. Collins: That’s amazing, James! Sharing your music could really inspire others. Have you considered performing or recording?

James: I hadn’t, but I’ll think about it.

Ms. Collins: Music can move people in powerful ways. Now, Emma, what about you?

Emma: I enjoy photography, especially capturing moments others might miss. It’s a personal hobby I’ve kept to myself.

Ms. Collins: Photography is a beautiful way to share your perspective. It could inspire others to see the world differently.

Emma: I’ll think about sharing my photos more.

Ms. Collins: You all have unique talents, whether it's painting, music, or photography. Talents grow when shared, and you may inspire others.

James: Thank you for encouraging us, Ms. Collins. I feel more confident about sharing my talent now.

Sarah: Yes, it’s nice to know our talents are appreciated.

Emma: I agree. It’s good to know our talents matter.

Ms. Collins: I’m proud of you all. Keep nurturing your talents and sharing them. You have the potential to inspire others.

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Unit: How to Make Delicious Coffee (Mom’s Guide)

ü Gather Everything: Grab your ground coffee, water, a coffee maker and your favorite mug. Don’t forget the milk and sugar if you like it that way.

ü Boil the Water: Fill the kettle and turn it on. Keep an eye on it, sweetheart—no one wants burned water.

ü Measure the Coffee: Add 1-2 tablespoons of coffee for a strong cup. If you like it stronger, you can add a little more, but don’t overdo it!

ü Brew the Coffee: Once the water’s hot, pour it carefully over the coffee grounds. Stir: Give it a gentle stir before pressing down.

ü Add Milk & Sugar: Pour the coffee into your mug. Add milk and sugar to taste, but remember—this isn’t a milkshake, so don’t go too crazy!

ü Taste & Enjoy: Take a sip. If it’s too strong, add more milk. If it’s too weak, next time, use more coffee grounds.

And there you go, sweetie. You’ve made yourself a perfect cup of coffee—now, don’t forget to clean up!

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Unit: How I Sew My Doll’s Frock (Excitedly, of Course!)

§ Pick the Fabric: First, I choose the cutest fabric! Maybe something with polka dots or a tiny floral pattern—so pretty! I cut out a little rectangle that’s just big enough for the doll.

§ Get My Sewing Stuff: I grab a needle, some thread (matching the fabric!), and scissors. Don’t forget my pin cushion, or I’ll poke myself!

§ Cut the Pieces: I cut out the fabric, but I also need two little strips for the sleeves and one for the waistband. Super simple!

§ Pin It Together: I fold the fabric to make the dress shape and use pins to hold it in place. I love using pins—it feels like real sewing!

§ Start Sewing: I thread the needle (it takes a little practice, but I’m getting good at it!). Then, I start sewing the sides of the frock. I go slowly, but it’s so fun to watch it come together!

§ Add the Sleeves: I sew on the little strips for the sleeves. They’re tiny, but so cute!

§ Make the Waistband: The waistband is super easy—I just fold a small piece of fabric and stitch it around the top. It makes the dress look extra fancy!

§ Finish It Up: Finally, I hem the bottom of the dress so it’s neat and tidy. I tie off the thread, and voila!

And now, my doll has the prettiest new frock, and I’m so proud of it! So fun, right?

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Unit: Words for Weather

English Friend: Hey, have you ever noticed how we use so many different words for weather in English? It's kinda fun!

Chinese Friend: Really? Like what?

English Friend: Well, for starters, when it's really cold, we might say it's "freezing" or "bitterly cold." You could also say it's "chilly" when it's just a little cold, like on a cool morning.

Chinese Friend: Ah, I see! What about when it rains?

English Friend: For rain, we have a few ways to describe it. If it’s light, we say it’s "drizzling" or "spitting." But when it’s heavier, we might say it’s "pouring" or "raining cats and dogs" (that’s a funny one, but it means it’s raining a lot).

Chinese Friend: Raining cats and dogs? That’s funny! What about snow?

English Friend: Snow is a big one! If it’s really heavy, we’d say it’s "snowing heavily" or "a blizzard." When it’s just a light snowfall, we might say it's "flurrying" or "light snow." When snow starts to melt, we can say it’s "slushy" or "a bit slushy outside."

Chinese Friend: "Blizzard" sounds intense! What if it’s sunny?

English Friend: When it’s sunny, we say it’s "bright and sunny," or just "sunny." But if the sun is very strong, we could say it's "scorching hot" or "sweltering." And when it’s not too hot but warm and comfortable, we call it "mild" or "pleasant."

Chinese Friend: Wow, that’s a lot of ways to describe weather! How about wind?

English Friend: Oh, wind is easy. If it’s strong, we say it's "windy" or "blustery." If the wind is really wild, we could say it’s "gusty" or there's a "gale." And if it's very calm, we might say it's "still" or "calm."

Chinese Friend: This is really interesting! It seems like English has a lot of ways to talk about weather.

English Friend: Yep, we love to get specific! Weather can totally change the mood, so we like to describe it in detail. It’s a fun part of the language!

Chinese Friend: Thanks for teaching me all these phrases! Now I can talk about the weather like a pro.

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Unit: Discussing the Time

Teacher: Alright, kids, today we're going to learn some fun phrases we use for different times of the day. Ready?

Kids: Yes, teacher!

Teacher: Great! Let’s start with the morning. When you wake up, it’s early morning, right? We can also say "bright and early" if you get up really early, like before the sun’s even up!

Kid 1: What about when the sun comes up?

Teacher: Good question! When the sun rises, we say it’s "dawn" or "daybreak." After that, around 8 or 9 AM, we’re in the "mid-morning". That’s when people usually start getting busy!

Kid 2: What about after lunch?

Teacher: After lunch, we enter the "afternoon." But if it’s around 3 PM, we might call it the "mid-afternoon." It’s that time when you're a little tired and maybe craving a snack!

Kid 3: And what about after school, when it’s getting dark?

Teacher: That’s when we enter the "evening." Evening usually starts around 5 or 6 PM. And if it's a little later, like 7 or 8 PM, we call it "nighttime."

Kid 1: What about bedtime?

Teacher: Bedtime is usually "late at night." And if it's really late, after midnight, we say it's "the small hours" or "the middle of the night." That's when most people are fast asleep!

Kid 2: So, what do we call it when the sun is setting?

Teacher: When the sun sets, we say it’s "dusk" or "twilight." It’s that beautiful time when the sky changes colors, right before it gets dark.

Kid 3: So, morning is when the sun rises and night is when the sun sets?

Teacher: Exactly! And between those times, we have our wonderful "afternoon" and "evening." It’s so cool how many ways we can talk about time!

Kids: Wow, thanks, teacher! We learned a lot today!

Teacher: You’re welcome! Now you know all these fun phrases to talk about the time of day. Keep practicing, and you’ll sound like time experts!

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Unit: Kinds of Words

Teacher: Alright, class! Today, we’re going to learn about different kinds of words—words that do different jobs in sentences. Ready?

Kids: Yes, teacher!

Teacher: Let’s start with nouns. Nouns are words that name people, places, things, or animals. For example, dog, school, friend, or park. Nouns are like the stars of the sentence!

Kid 1: So, "cat" is a noun?

Teacher: Exactly! "Cat" is a noun. Great job!

Teacher: Next up are verbs. Verbs are action words—things we do. So, words like run, jump, eat, and think are all verbs. Verbs tell us what’s happening in the sentence!

Kid 2: Is singing a verb?

Teacher: Yes, "singing" is a verb! It tells us what the subject is doing.

Teacher: Now, let’s talk about adjectives. Adjectives are words that describe nouns. They make sentences more interesting! For example, "happy," "blue," "fast," or "big." So you could say, "The big dog" or "The happy girl."

Kid 3: So, "tall" is an adjective?

Teacher: That’s right! "Tall" describes something, like "the tall tree".

Teacher: Next, we have adverbs. Adverbs describe verbs. They tell us how, when, where, or to what extent something happens. For example, quickly, loudly, yesterday, or very. So you can say, "He runs quickly" or "She sings loudly."

Kid 4: Is "very" an adverb?

Teacher: Yes, "very" is an adverb! It tells us how much or how strong something is. For example, "very happy" or "very fast."

Teacher: Let’s move on to pronouns. Pronouns are words that take the place of nouns. For example, instead of saying "Tom is my friend" all the time, you can say "He is my friend." "He" is the pronoun. Other pronouns are she, it, they, we.

Kid 1: So, "I" is a pronoun?

Teacher: Yes! "I" is a pronoun. It’s used when you talk about yourself.

Teacher: Now, let’s talk about prepositions. Prepositions show the relationship between a noun and other words in the sentence. They tell us where or when something is. For example, on, under, beside, before, or after. So, "The cat is on the table" or "She walked to the park."

Kid 2: Is "under" a preposition?

Teacher: Yes, exactly! "Under" shows where something is. Like, "The ball is under the chair."

Teacher: Now, let’s talk about conjunctions. Conjunctions are words that join other words or groups of words together. For example, "and", "but", "or", and "because." You can say, "I like tea and coffee" or "She is smart but shy."

Kid 3: So, "but" is a conjunction?

Teacher: Exactly! "But" joins two ideas that are different. Well done!

Teacher: We also have interjections. These are words that show strong feelings or emotions! They are often short and followed by an exclamation mark. For example, "Wow!", "Oh no!", "Yay!", or "Oops!"

Kid 4: So, "Wow" is an interjection?

Teacher: Yes! "Wow!" shows excitement or surprise. You might say it when you see something amazing!

Teacher: Finally, we have articles. These are small words like "a," "an," and "the". They help give more information about nouns. For example, "a dog", "an apple", and "the car."

Kid 1: So, "the" is an article?

Teacher: That’s right! "The" is a specific article. It tells us we’re talking about something specific.

Teacher: So, now you know about all the different parts of speech! Nouns, verbs, adjectives, adverbs, pronouns, prepositions, conjunctions, interjections, and articles. They all work together to make our sentences clear and interesting.

Kids: Thanks, teacher! We’ll start using these words in our sentences!

Teacher: Awesome! Keep practicing, and soon you’ll be speaking like grammar experts!

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Unit: Kinds of Sentences

Teacher: Alright, class! Today, we’re going to learn about the four kinds of sentences. Sentences are the building blocks of language, and each one has a special job to do. Ready to get started?

Kids: Yes, teacher!

Teacher: Great! Let’s begin with the declarative sentence. A declarative sentence is a sentence that makes a statement or gives information. It tells us something, and it ends with a period.

For example, "The sun is shining." or "I like pizza."

Kid 1: So, "I have a pet dog" is a declarative sentence?

Teacher: Exactly! "I have a pet dog" is a declarative sentence because it’s just giving information. It ends with a period.

Teacher: Next, we have the interrogative sentence. An interrogative sentence asks a question. It always ends with a question mark. This type of sentence is used when you want to get information.

For example, "What is your name?" or "Where are we going?"

Kid 2: So, "How old are you?" is an interrogative sentence?

Teacher: That’s right! "How old are you?" is asking a question, so it’s an interrogative sentence. It ends with a question mark.

Teacher: Now, let’s talk about the imperative sentence. An imperative sentence gives a command, request, or advice. It tells someone what to do. It can end with either a period or an exclamation mark, depending on how strong the command is.

For example, "Please pass the salt." or "Close the door!"

Kid 3: So, "Sit down" is an imperative sentence?

Teacher: Exactly! "Sit down" is a command, so it’s an imperative sentence. And since it’s a direct command, we use a period, but you could also add an exclamation mark if you’re speaking with more excitement.

Teacher: Finally, we have the exclamatory sentence. An exclamatory sentence shows strong emotion or excitement. It ends with an exclamation mark.

For example, "Wow, that’s amazing!" or "I won the game!"

Kid 4: So, "That’s awesome!" is an exclamatory sentence?

Teacher: Yes! "That’s awesome!" is expressing excitement, so it’s an exclamatory sentence. And, of course, it ends with an exclamation mark.

Teacher: To recap, here are the four kinds of sentences:

Declarative sentences make statements and end with a period.
Interrogative sentences ask questions and end with a question mark.
Imperative sentences give commands or requests and can end with a period or exclamation mark.
Exclamatory sentences show strong emotion and end with an exclamation mark.

Kids: Got it, teacher! Thanks for explaining!

Teacher: You’re welcome! Now, let’s practice by making some sentences of our own. Who wants to give it a try?

Kids: We do!

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Okay, here’s how you make roti like your mom taught you:

1. Mix flour and salt in a bowl. Slowly add water bit by bit and mix it with your hands until it starts to form a dough.

Knead it for 5-8 minutes until smooth and soft. If it's sticky, add more flour; if it's too dry, add a tiny bit of water. Cover and let it rest for 15-30 minutes.
Roll out the dough into a small ball, then roll it into a circle using a rolling pin, dusting with flour if needed.
Cook on a hot tava: Put the roti on the pan, flip after 20-30 seconds when it starts to bubble. Flip again, press with a cloth, and let it puff up.
Optional: Brush with ghee for extra flavor!

Done! Hot, soft roti ready to eat!

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Unit: Here's how I clean the kitchen floor, just like my mom taught me:

o Sweeping with a Broom:

ü Start in one corner of the kitchen and sweep everything towards the center.

ü Sweep crumbs and dust into a dustpan. Make sure to get around edges and under furniture.

ü Clean corners: Don’t forget those little corners where dirt hides.

o Mopping:

ü Prepare the mop: Fill a bucket with warm water and add a little floor cleaner.

ü Dip the mop in the solution, then wring it out so it’s damp, not soaking.

ü Start mopping from the farthest corner of the room and work your way out so you don’t step on the clean floor.