Computer-Assisted Language Learning 

Midterm Project 
Pre-Lesson Form & Lesson Plan Form 
 
Name: Duaa Al-Kelani  Student ID #: 0141547
 
 
 
Pre-lesson Form 
 
I. Description of the Tech Tool  
​English Elementary Podcast- it is a site designed by the British Council that provides 
professional podcast audio series about everyday conversation recorded by British native 
speakers." Podcasting is an automated technology that allow listeners to subscribe and listen to 
digitally recorded audio shows" Flanagan and Calandra (2005). Podcasts are mainly designed to 
improve listening skills which in turn works to improve speaking skills. The reason behind 
choosing this tool beside the interesting and wide range of topics that the tool covers; is related 
to the mass need to improve students listening skills. Most of the students have poor listening 
skills due to the lack of training and practices that make them anxious when dealing with them, 
for which I believe that this tool is suitable to increase their self- confidence that will reduce 
their fear and anxiety and as a result enhance their listening skills. In addition, McQuillan 
(2006) states that learners who listen to podcasts systematically may enter a state of "flow" and 
temporary forget that they are listening in a foreign language" as mentioned in the International 
Journal of Language Academy; this sense of "flow" is absolutely important to acquire the target 
language, and I admit that it is not easy to reach this level in terms of the difficulties faced with 
the accent, the speed of native speakers..etc.) It needs a lot of practicing that I am welling share 
it with my students from the very beginning. 
"The use of podcasts in English classes allows students to interact with the use of authentic 
language in reading context, showing them the availability of topics, expressions vocabularies 
and accents"(Felipe, 2014). This is also one of reasons for choosing this tool; the podcasts also 
helps to improve English vocabularies and grammar all through the listening practice. My 
students would also understand the conversation while listening through reading along with a 
moving audio script to understand the content. Moreover, each episode has a number of 
comprehensible questions (true/false, multiple choices, fill in the blanks) that could be solved 
in a form of a game with my students.   
 
     
 
 
II. Brief Description of the Lesson Outcomes 
The language learning objectives I have for this lesson are mainly improving listening skills 
in order to master them eventually, as well as improving their speaking skills. This tool adds 
enthusiasm and motivation towards the listening practice, and once the student feels 
 motivated this will break down his/her feelings of fear from participating and become more 
confident gradually. Another aim I put into consideration is that I want my students to 
understand a speech in a foreign language using this tool, that’s why I mentioned earlier, I 
need to engage them constantly to various activities that would help them become familiar 
with the language more and more and step by step.   
 
 
III. Description of the Student Profile  
I imagine my students to be in an international private school located in Amman, Jordan; 
and they are around the age of 12-14, the majority of them are not so good in English. 
The access of the tool will be through computers, which means that this activity should be 
held in the school computer lab. 
 
 
 
 
 
 
 
Lesson Plan Template

Student’s Name: Duaa Al-kelani 0141547

Tech Tool Used: Englih Elementary Podcast
Proficiency level of students: Beginners

​Date/Time​: 1 hour lesson

Goal: talk about their favorite food

Objectives (SWBAT):
S​tudents ​W​ill ​B​e ​A​ble ​T​o…
1. By the end of the lesson learners will be able to say what their favorite food is
2. Learners will be introduced to nouns: cheese, cucumber ...)
3. Learners will be familiar with verbs used when talking about food (like, eat..)

Theme: My favorite food

Materials: projector, computers, internet access and headphones and A3 papers.

Preparation:
to prepare for this class, each student should sit in front of his/her computer which is obviously
will be in the school lab, after making sure that each device has an internet connection as well as
each one gets a paper to write notes while listening. If one of the computers is disabled or out of
connection, I will move the student to work collaboratively with another student. They will be
given a time to listen to the podcast depending on the duration of it, plus 5 minutes in case they
want to repeat or ensure some idea. This process will take (15 minutes).

Aim/Skill/Microskill Activity/Procedure/Stage Interaction Time

Review or Preview (if Linking & Transitioning to rest of (for example:

applicable) lesson: SS-T)

Does anyone know what the

meaning of this is? Do you 1.1 Pre-Stage: on the projector, I will SS-T
like to? Or tell me what you
had for breakfast today
morning?
Brainstorming
expose some pictures of different 5mts
types of food and ask students if
they know their meaning in
English. Then I will introduce them
to the meaning of the podcast, the
tool (Elementary English Podcast)
that introduces the audio, the topic 5mts
they are going to hear and what
they are supposed to do while
listening which is writing all the
food names and the verbs used on
the paper. i will also tell them that
there will be a game held at the end
of the lesson with tow plus marks
for the winners.

Transition to #2: now let us 1.2. During Stage: after making sure
all access to the site of the that the situation is okay to begin,
tool all of you enter this site during this students are listening and SS-SS 20
(on the projector they will writing names of food along with the mts
see me accessing slowly and verbs used
follow my steps) and call me
if you face any problem at
any point.
________________

Transition to #3: okay
students time is up. Please
share what you have written
and listened with a friend
next to you. And be prepared
to make things more fun then
because we are about to
play a game of speed! Show
me how much your speed is
in answering all of these
questions about the podcast
that test your understanding
and you and your friend will
get 2 extra marks on that!
And then you will tell us the
type you most like depending
on you have listened to.
Transition to Wrap-Up: you
were excellent students! You
all did so well in this!
Now here is a an evaluation
sheets, just put a check sign
on the things you think you
need to focus on, I will
collect them from you guys
in the next class to provide
further advices and
guidance so make sure you
fill it.
______________________
1.3 Post-Stage: once the time is over I
will ask students to share what they SS-SS
have listened to and wrote with a 5mts
student next to them, and inform them
that after this we will play a game of
speed with the true answers about the
comprehensible questions found above
the podcast, in which the quickest pairs SS-T
who answers all the questions correctly 10
will get two extra marks, and of course mts
following all of this on the projector
opened to this section. Finally each
student will stand and talk about the
best type of food mentioned he/she 10
prefer to eat. mts
At the last 5 minutes I will provide
students with feedback based on their
performances and guide them to the T-SS
points they need to work on more,
telling them that it needs effort and
practice to reach the best which is not
hard for them if they just keep
practicing.
Tangible Outcome & T. feedback/peer
feedback:
2.1 Pre-Stage: this stage will help them
get to know the idea introducing them
to get ready, otherwise they may get
confused so it's important to keep them
prepared and motivate them.

2.2. During Stage: at this stage

students will clearly know the points
they need to work on as if they need
more time to fully understand and
follow the audio. And with writing
words they will be familiar with the
spelling of them

2.3 Post-Stage:
At last, students should be familiar to
the tool as how learn from a podcast
Also students should know the basic
idea of the podcast which is talking
about their favorite food in this case
and know their weaknesses while
listening in order to fix them in each
upcoming times. Moreover, students
should know the verbs used when
talking about food as well as knowing
the spelling of each. And one thing
eventually; improve their speaking,
once they used to speak in front of the
class without fearing or feeling
embarrassed (which it's my
responsibility as a teacher to raise their
awareness about the fact that everyone
makes mistakes and learn from them), I
will try to keep raising their
self-confidence since it is the key to
any success.
References

CABAROĞLU2, S. B. (2014). THE EFFECT OF LANGUAGE LEARNING PODCASTS ON

ENGLISH SELF-EFFICACY . International Journal of Language Academy .

Felipe, V. (2014). Refining Speaking and Listening Skills Using Podcasts. ​Enletawa Journal​.