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Overview and purpose: By the end of the lesson, SWBAT:

1.
Describe the contents of a picture (e.g. a cat) by using basic adjectives and verbs on Google Docs
(henceforth GD).
2.
Form basic sentences by using the aforementioned adjectives and verbs afforded by GD to relate the
picture to their lives (e.g. their own cat).
Grade Level: middle school in EFL/ESL setting
Time Duration: 20 minutes
1. Show three different GD slides, one containing a building, a person, and an animal.
2. Create a basic sentence root (The cat is ____./The cat has _____.)
3. Have students post/fill in the blanks with verbs or adjectives which describe the cat itself
or what it is doing.
4. Have students use those words/sentence structures to describe a person, building, or
animal that is related to them such as their friend, house, or pet.
Overview and purpose: By the end of the lesson, SWBAT:
1. Describe the contents of a picture (e.g. a cat) using basic adjectives and verbs on GD.
2. Form basic sentences using the aforementioned adjectives and verbs afforded by GD to
relate the picture to their lives (e.g. their own cat).
Rationale for Technology Integration:
By using GD, students will be able to learn new words from each other within their own
vocabulary; they might also be able to construct mutual understandings of the words they use without
using dictionaries; and it could depend on the classroom context. This activity will also help students to
memorize new words by mapping them. One of the biggest advantages of using GD is that since it is
available for everyone, this activity could take place wherever teacher has enough number of PCs.
In the ESL/EFL setting, one of the biggest factors keeping every student in the class from
participating in teacher-student activities is anxiety. Particularly at the middle and high school level,
students refuse to participate for fear of sounding stupid, being laughed at by their peers, or being
corrected by their instructor in a way that they perceive damages their pride or sense of self-worth. Via
GD, students are able to use the anonymity of the internet to interact and learn in class.
It often happens that when people are contributing in internet communities where their identity is
kept a secret that they are able to be anyone that they choose. Since no one knows who they really are,
they are able to contribute from a comfortable place. For adolescents, the classroom is anything but a
comfortable place. It is filled with anxiety that is fueled by pressure from peers and teachers. Google
could serve as a proxy through which students could speak their minds from behind the buffer of being
relatively disconnected from their actions. When a teacher uses google to ask their students specific
questions about the image, every student will be able to respond with their own sincere ideas without fear
of being judged.

Grade Level: EFL/ESL middle school students


Teacher Guide

Time Duration: 20 minutes


Student Guide

Materials
needed:

Goals

Get Ss to more used to using


adjectives.

Using Adj. and Verb


Sentence structure

None

Specific
Objectives

Get Ss to reinforce their


vocabulary or learn new words.
Make Ss able to effectively use
their vocabulary.

Describing the
contents of the pictures
by using adjs and
verbs.

None

Activity/
Procedures

Refresh the Ss memory:


sentence structure, usage of
ADJs and Vs.
Post a picture on GD, and
create a basic sentence root
(e.g. The cat is , The cat
has )

Fill in the blanks using


ADJs and Vs to
describe the picture.
Highlight the words
they dont understand
in red.

Other
resources:
Pictures, PCs,
Google
account for
each student

Assessment

Teachers will check the


students blogs

Draw a picture of and


then describe their own
(imaginary or real)
pets with ten words
and sentences used in
the activity.

Reflection

Teacher wonders whether the


activity could have been more
engaging by using an image
with a different theme.

Students felt that the


activity was informative
and different from what
they had done in classes
before.