Department of English

Weekly Lesson Plan

For grade: 7 EAP 1

Teacher: KIEN MANITHROMNEA WEEK 1 Date January 2025

Teaching Shift: Afternoon, Evening Classroom A31 & A11
Course Book: Blue Print 4, Grammar M2/U3 : Lesson 5: Intensifiers
1. Worksheet
2. Board
Material 3. Questionnaire for production
4. Slide of Picture
Students will understand how to use intensifiers to modify adjectives.
Lesson • Students will practice identifying and using common intensifiers such as “a bit,” “very,” “so,” “extremely,” etc.,
Objective: in sentences.
• Students will use intensifiers appropriately in speaking and writing exercises.

Sectio No Time Activity Description Material Other

n
Warm-Up Activit (5 min):  Slide of
Picture
 Write a simple sentence on the board:
“The house is big.”
1 5-7 min  Ask students how they can describe “how big”
the house is (e.g., “very big,” “extremely big”).
• Introduce the term “intensifiers” and explain
their purpose.
 Presentation (full control)  Slide of
Picture
 Definition and Usage:
• Explain that intensifiers modify adjectives to
show “how much” or “how little” something is.
• Discuss the list of intensifiers in the chart:
• Least Strong: a bit, a little
• Neutral: pretty, fairly, quite
• Strong: so, really, very, super
2 10-15 • Strongest: extremely
min
• Point out the rules for using intensifiers with
comparative adjectives (e.g., “even,” “so much,”
“a lot”).
• Examples:
• Write examples from the chart:
• “The soup is a little salty.”
• “Rock climbing is quite difficult.”
• “It’s extremely cold today.”
3 20 min Practice (medium control)  Slide of
 Activity 1: Fill in the blanks. Picture
1. At 10 AM tomorrow, I ___ (study) in the library.  Worksheet
2. We ___ (not work) next weekend.
3. ___ they ___ (watch) the game at 6 PM?
 Activity 2: Pair work. Students ask each other
questions:
• “What will you be doing at 7 PM tomorrow?”
• “Will you be working on Saturday morning?”
 Activity 2: Hand out a worksheet with sentences
where students must identify whether the verb is
an action verb or a stative verb. After
identification, have them rewrite some sentences
to change an action verb to a stative verb and vice
versa where possible.
 Pair Work: Have students work in pairs to
compare answers and discuss why a verb is
categorized as action or stative.
 Produce: Real-Life Application (less control)
 Partner Activity: “Truthful Statements”
• Students write 3 sentences about their lives
using intensifiers (e.g., “My school is very far from
home.”).
4 15 min
• Share with a partner to see if they agree.
Challenge Question:
• Write a comparative sentence using an
intensifier:
• Example: “Today is even hotter than yesterday.”
Wrap-Up:
5 5-7 min  Recap the key points of the lesson.

Homework:
 Homework: Write a short paragraph (4-5
sentences) using at least three intensifiers.
‘Example: The movie was absolutely thrilling.
The action sequences were incredibly intense,
6 and the plot twists were completely unexpected.
I was totally on the edge of my seat the entire
time! I can't stop thinking about it, and I'm
eagerly anticipating the sequel. It was hands-
down one of the best movies I've seen all year.

Assessment:
 Monitor student participation and interaction
during group activities.
 Collect and review written work to assess
understanding and accuracy.
 Observe student speaking to assess fluency and
confidence in using the target structures.
 Note: This lesson plan can be adapted based on
the specific needs and level of the students. You
can add or remove activities, adjust the timing,
 and use different materials.
Evaluation:
Reflect on the lesson. What went well? What could be improved next time? What did you learn about the children that you need
to follow up on next time?

***Note:
- WALT (also referred to as ‘learning intention’) is all about outlining the objectives of the lesson. What will your students be
learning about? What’s the learning goal or aim of the lesson?
- WILF (sometimes called ‘success criteria’) is all about the ingredients the student needs to do, include or focus on in order to
fulfil the learning outcome (WALT).

Lesson Plan: That Clauses

Objective:

By the end of the lesson, students will be able to recognize and use that clauses with verbs and adjectives related to thoughts, feelings, and
speech, constructing sentences that express opinions, beliefs, and emotions clearly.
1. Warm-Up (10 minutes)

Activity: "Opinion Corners"

 Objective: To activate students' thinking and get them comfortable with sharing opinions.

Instructions:

 Place four signs in each corner of the room: "Agree," "Disagree," "Not Sure," and "Strongly Agree."

 Read out statements (related to common opinions or beliefs), such as "I think that pizza is the best food."

 Students must move to the corner that best represents their opinion on each statement. Once there, they can discuss in small groups
why they chose their corner, using sentences like "I believe that…" or "I am certain that…."

 After each round, ask some groups to share their thoughts with the class using the target language.

Purpose: This fun, low-pressure activity warms students up for expressing their thoughts and helps them get used to using that clauses in a
natural context.

2. Presentation (15 minutes)

Introduction to "That Clauses"

 Objective: To explain the use of that clauses following verbs and adjectives of thought, speech, and feelings.

Explanation:

 Explain that that clauses are used to express thoughts, feelings, and speech in more detail.

 A that clause consists of a subject and a verb, and it follows certain verbs (think, believe, know) or adjectives (certain, hopeful, possible).

 Example 1: "I think that swimming is fun."

 Example 2: "I am sure that the meeting will start on time."

 Briefly mention that the word "that" can sometimes be left out in informal speech, but it's still understood.

Visual Aid: Refer to the chart you provided to show a list of verbs and adjectives commonly used with that clauses.

3. Practice (15 minutes)

Activity: Complete the Thought

 Objective: To practice constructing sentences using verbs and adjectives with that clauses.

Instructions:

 Hand out a worksheet with incomplete sentences.

 Students must complete the sentences using that clauses. They can choose from a list of verbs or adjectives on the worksheet to create
meaningful sentences.

Examples:

 "I believe that ________."

 "I am certain that ________."

 "He is hopeful that ________."

Afterward, ask students to pair up and read their sentences to each other.

4. Production (15 minutes)

Activity: Mini-Debate

 Objective: To encourage students to use that clauses while expressing opinions in a more interactive setting.

Instructions:

 Divide the class into pairs or small groups. Each group will be given a debate topic (e.g., "Technology makes life better" or "Homework
should be banned").

 One side must argue for the topic and the other against it.

 They should use that clauses while presenting their points, e.g., "I believe that technology improves communication" or "I’m sure that
too much homework is stressful."

 Give them time to prepare, and then have each group present their arguments.

5. Wrap-Up (5 minutes)
Activity: Quick Sentence Creation

 Objective: To review and reinforce what students learned.

Instructions:

 Ask each student to think of one thing they are certain about and one thing they are not sure about. They should use that clauses to
express these thoughts.

 For example: "I am certain that tomorrow will be sunny," and "I’m not sure that we have a quiz tomorrow."

 Have students share their sentences with the class.

Purpose: This reinforces the use of that clauses in everyday speech, ensuring students understand and can apply the lesson in their daily
language.

Homework (Optional)

 Assign a short writing task where students describe their opinions or beliefs on three different topics using that clauses with at least
three different verbs or adjectives.

Materials Needed:

 Opinion corner signs ("Agree," "Disagree," etc.)

 Worksheet with incomplete sentences for practice.

 Debate topics for production activity.

This lesson plan is designed to be fun, engaging, and stress-free, giving students plenty of opportunities to practice using that clauses in a variety
of contexts.