Computer-Assisted Language Learning

Final Project
Pre-Lesson Form & Lesson Plan 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):
Students Will Be Able To…
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

Review or Preview (if
applicable)
10
Linking & Transitioning to rest of SS-T mins.
lesson:” 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
deductive method asking students to come up with
“avoiding spoon feeding.” words that have 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/1JJ3NWjywU9xCaiWvUCkQKF7
FXpDNIQP2ttLmKwa7Oyc/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”

Transition to #2:Let us Tangible Outcome& T.

explore the essence of the feedback/peer feedback: correcting
lesson which is students’ mistakes if there are any
homophones. and re-explaining the concept with
___________________ the examples they have provided to
make sure all of them mastered the
concept.

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 mints.
alI 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/hom
ophones-flash-cards/
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:
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/1M5NMCUQsknXfETeuqkGFCS
mNWW00Pym343mykvPNakA/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.
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.

(n.d.). Retrieved from https://quizlet.com/

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

homophones.html