Computer-Assisted Language Learning

Final Project
Lesson Plan Form & Pre-Lesson Form

Name: Shireen Hijazie Sughayer Student ID: 0143987

Directions: Complete each section of the Pre-Lesson Form and the Lesson Plan Form for your final
project . If a section is left blank, it’s absence will be reflected in your final grade.

Pre-lesson plan

I. Description of the Tech Tool

(Include a description of the tech tool –what it is and what it is typically used for– and include the reason
why you chose this tool. Here are some questions to help you express your ideas: How can this tech tool
contribute to language learning? Why did I choose this specific tool)

I am going to use two tech tools; the first one is Google Docs. It is a a web-based tool that can highly
achieve the goal of collaborative language learning among participants . The reason of using this
tool is that it is easy going and flexible for both parties “teacher and students” especially that it is
free, available for all ages and it automatically saves everything to the drive. Moreover , it will
be an effective tool to be used in classroom since the teacher can edit, create, prepare and share
materials online whenever she/he wants. Here it is used for creating a worksheet to be
distributed to students. In addition, I will be using it as an exercise for students and they will
answer it by writing answers on smart boards in order to vary the used strategies instead of
following the traditional way which is writing the exercise on board.
The second tool is Quizlet.Quizlet is a simple sample for students and teachers to create besides to share
online learning materials. It is the most popular online educational service in the US. It’s used by more
than 30 million students and teachers. Quizlet offers tools for students to create flashcards, to drill
spelling, enjoy purposeful games, test the comprehension, working with other students, and much more.
Quizlet makes simple learning tools which provide to you with different ways to study.You can start
learning differently today with flashcards, games and other learning tools besides it’s all for free. I believe
students will use it effectively; especially that it is well-organised and not complicated for them.besides It
has the audio feature.

II. Brief Description of the Lesson Outcomes

(Include your language learning objective (Reading, Writing, Listening, Speaking, Grammar, or
Vocabulary) for the lesson and how you know that learning objective will be accomplished. Remember,
you can use a tech tool in different ways, so you could have more than one task (activity) with the tool.
Here are some questions to help you express your ideas: How much learner training is needed for this
tool? Will this be an in-class or out-of-class task? How will I know students met the language learning
objective? What feedback will be given to students?)

The language learning objective is vocabulary and to some extent writing. I am pretty sure that the
learning objective will be accomplished by using the tech tools during class and the methods of teaching
which induce students to be productive and active which means giving them the chance to produce
outputs and be student-centered in classroom not only receive inputs from teacher. Actually, students will
not find any sort of difficulty to use these tool that I included whether Google Doc’s or Quizlet.They are
well-structured to use for different ages and not complicated. I believe they don’t need a lot of training for
students to use for its simple and direct design which it follows. The activities will be used in side the
classroom but the material itself will be available on the quizlet as a reference.The teacher could tell if the
students were able to meet the objectives as long as the students participate and cooperate with the given
activities and if they did not I would provide them with a better understanding, simply by encouraging
them to give it another try by praising them in order to boost their confidence for example give them the
space to ask or even to negotiate about something they might confuse. The type of feedback relies on the
situation; I mean if the student is talking even if there are mistakes in his\her answer during the activity ,in
my opinion I don’t feel comfortable to cut the stream of enthusiasm of the activity instead I would say
you are very close try to meet the question’s needs,try to think of the question again. Moreover, I might
encourage them to think outside the box or give them a hint which lead them to the right answer. This
way the teacher would simply avoid any sort of embarrassment that can face any student.

III. Description of the Student Profile

(Include a brief description of the students you imagine for your planned lesson—include their age group,
their language learning proficiency level (use ACTFL or CEFR Standards), what access they will have to
technology, and the general teaching context–a university, a private language school, a middle school or
high school, etc.)

My students will be in international private school in 3rd grade, their age is 8 years old. Their level is
between intermediate and beginners.Few of them which are four students who find English as an obstacle
, according to those four students, they will have special attention from the teacher in order to improve
their level to their colleagues’ level. As Technology provided for them, they have smart boards,labs,
internet access, timer and the computer accessories instead of a fully traditional environment.
 Lesson Plan Template

Student’s Name: Shireen Hijazie Sughayer Student’s ID #: 0143987

Tech Tool Used: Quizlet, Google Docs.
Proficiency level of students: Intermediate and Beginners.

Goal: Let them master the differences between homophones and homographs and
enable students to produce outputs not only receiving inputs.

Objectives (SWBAT):
…To Able Be Will Students
1. Let students feel more comfortable when they come across words which have similar
pronunciation and spelling. As well as making the process of learning to students
easier.
2. Enable students to provide similar examples on their own.
3. Make sure that students will differentiate between words that have a homophonic
relationship.

Theme: Vocabulary.
Materials: Internet access, smart board with its magic marker, computer accessories such as:
speakers, timer.
Aim/Skill/Microskill Activity/Procedure/Stage Interaction Time

10
Review or Preview (if Linking & Transitioning to rest of lesson:” SS-T mins.
applicable) Hello students, how are you doing? Are
you ready for the class today? we have
such incredible activities today which will
help you to know more about English.
Well guys, who could remind me with the
last topic we studied last time? “
 SS_ T 10
Activity 1:Brainstorming 1.1 Pre-Stage: mins.
and following the The teacher will start the class by asking
deductive method students to come up with words that have
“avoiding spoon feeding.” similar sounds, then ask them to solve
the exercise about homophones by
themselves, absolutely the sentences are
written on smart board by using Google
Docs.
https://docs.google.com/document/d/1JJ3
NWjywU9xCaiWvUCkQKF7FXpDNIQP2tt
LmKwa7Oyc/edit

1.2. During Stage:

Then teacher will ask students to come
on board and try to answer sentences. In
addition, teacher will ask students what
they have noticed.

1.3 Post-Stage:
The teacher will tell them at the end of
this activity that these words have
different spellings and meanings but the
same sound are called “ Homophones”

Tangible Outcome& T. feedback/peer

feedback: correcting students’ mistakes if
there are any and re-explaining the
concept with the examples they have
provided to make sure all of them
Transition to #2:Let us mastered the concept.
explore the essence of the
lesson which is
homophones.
___________________

Activity 2: let us discover
more words that are also
called homophone by
playing a game.
Transition to #3:let’s wrap
up the concept of the
homophone and compare it
with the previous class
which was about
“homographes”.
___________________
2.1 Pre-Stage: SS - T 10
Now we have another activity to do alI mints.
together.I prepared a game about
homophones.I will ask a random student
to come to the board and open this link
for another activity.
https://quizlet.com/228549900/autosaved
https://quizlet.com/_3s2m8c
2.2. During Stage:
As you can see there are several ways of
conveying the idea in the Quizlet tool. I
will ask them to choose the way they
prefer by themselves -to let them feel that
they have a role in the class-. They can
choose (spelling,match, gravity,
flashcards, …). As a teacher I’ll inform
them that this tool will let students hear
the pronunciation of each word. and as a
teacher and my mission is to improve my
students level, I will pay special attention
to those 4 students who are weak in
English.
2.3 Post-Stage:
Now when you’re done. Tell me was it
easy or hard till now?.
If any of the students faced a tiny
problem.I would make them feel free and
not scared to ask for help then I will make
sure everybody got the chance to ask and
get the answer from their colleagues.
Tangible Outcome & T. feedback/peer
feedback:
making sure students use the new words
appropriately in writing regardless of the
prononciation. And if any needed help I
will give it to him/her

Activity 3: Wrap-up
activity between the
current and previous
lesson.
Guys, if you have any
question, don’t hesitate to
ask.
Resources:
Dudeney, G. & Hockly, N. (2007). How to Teach English With Technology. England: Pearson
Education.
Wenyi Zhou, E. S. (2012). Google Docs in an Out-of-Class Collaborative Writing Activity.
International Journal of Teaching and Learning in Higher Education , 24 (3), 1-17.
3.1 Pre-Stage: SS_T 15 m.
Distributing worksheets that should be
done in classroom and they are informed
that they have only 15 minutes to
accomplish. And here my role is to read
questions to them loudly. ((there are new
words that some of them might not guess
their meaning but still my goal here is to
double check of their understanding of
the homophones and homographs as the
concept itself)).
https://docs.google.com/document/d/1M5
NMCUQsknXfETeuqkGFCSmNWW00Py
m343mykvPNakA/edit
3.2. During Stage: Students should read
the questions one more time by
themselves and answer the them and I
will move between them.
3.3 Post-Stage: I am going to sum it up
by telling them that “homo” means “same”
and “phone” means “sound” which equals
“same-sound” and “homograph” means
“same-shape” or “same-spelling”. Also, i
will praise them according to their
participation and cooperation with the
teacher.
Tangible Outcome & T. feedback/peer
feedback: After achieving the three
activities, I shall praise them for being
cooperative and keen to learn.
(n.d.). Retrieved from https://quizlet.com/

(n.d.). Retrieved fromhttps://conceptsinsemantics.weebly.com/homograph-homonymy-

homophones.html