This project (2020-1-PT01-KA226-HE-094809) has been funded with support from the European Commission.
This web site reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

Select language  >  EN ES HU IT LT PT RO

Database of Teaching Sources

A database of selected, reviewed, tested, assessed and validated e-learning based language teaching sources addressed to Higher education students for the learning of 18 different European languages.

Back to Teaching Sources

Change Management - Podcast

Date of Publication

April 2011

Target Group


Domain Area

Business & Communication

Learning Scenario

Autonomous learning
Classroom Context

Target Language


Language of Instruction


CEFR level


Type of Material


Linguistic Features





This teaching resource included in a reliable and renowned organisation’s website (British council) suits the needs of upper-intermediate students who study English for business. They need to develop their speaking and listening skills at the same time they need to expand technical related vocabulary. This resource assists both the lecturer, as he can use this with his students in the classroom, and the students who, rather autonomously, can also explore it. If used by the lecturer, this resource can be used following a task-based approach, as suggested in the guidelines. If not, the learner can follow the steps clearly indicated in the site.

Case study

3. The main contribution of this resource is the possibility to be utilised in the classroom and/or autonomously. I would use it as an asynchronous activity included in the LMS platform. It would be revisited in class as the starting point for oral interaction. In this case, I believe that the podcast could be used as an audio file in a Business English class. After listening to the podcast, we would do the exercises presented on the available web page, which also seem interesting and appropriate.
I would add, however, a synonyms exercise in order to strengthen the terminological knowledge that would be acquired. Thus, a separate list of terms would be presented, with terms whose synonyms could be found within the text transcription. This last exercise would be a way of benefiting more from the audio file and I believe that, along with the other exercises, it would be well accepted by the students.
Podcasts are accessible and easy to use by students and are particularly relevant to improve familiarity with different types of accents and prosodic styles. Its interactive approach makes it appealing and motivating to students.
The only problem is the abstract approach of the topic; although it is business-oriented, the theme is mainly conceptual, with no (apparent) direct connection with daily lives.


Lead-in activity/warmer: brainstorm the pros and cons of the need/importance of making changes in a management team. Elicit the following questions: e.g. “Why do management teams make changes in their business/management strategies? What does it involve?”. Elicit some known vocabulary that students will also listen to in the podcast
Step 1: Pre-listening activity. Tell the students they are going to listen to the podcast on the topic you were discussing previously. The podcast will allow students to recognise and practise vocabulary, in addition to practising their listening skills. Students do the preparation task first
Step 2: Listening activity. Sts listen to the podcast and solve tasks 1 and 2. Make sure students can hear the podcast with no interferences. allow the students to repeat the exercise at least once.
Step 3: Students then give feedback on their answers. At the same time, students answer the questions presented in the beginning of the lesson again, according to what they heard.
Step 4: Divide the class into groups of 4 sts (who will be members of a management team) and roleplay a discussion on the kinds of changes students/learners have experienced at work?; or they have to change their management strategy because their current one is no longer effective because the company itself has been through massive changes… While roleplaying this situation, students have to use vocabulary introduced and practised during the class (e.g. pre-listening and listening activities).


Comprehensive approach
Capacity to match the needs of lecturers and students


Added value
The provided tangible improvements


Motivation enhancement
The capacity to motivate students to improve their language skills


Effectiveness in introducing innovative, creative and previously unknown approaches to LSP learning


Measurement of the transferable potential and possibility to be a source of further capitalisation/application for other language projects in different countries


Skills assessment and validation
Availability of appropriate tools for lecturers to monitor students’ progress and for students to assess own progress and to reflect on learning


Flexibility of the contents and possibilities for the LSP lecturers to adapt the contents to their and to students’ need


Assess the technical usability from the point of view of the lecturer and the student


Assess the accessibility from the point of view of the lecturer and the student


Overall, this resource matches the needs of lecturers and students as students can use it in a rather autonomous way, while teachers can add this resource to their lesson plans and based on this podcast they can also create/adapt other questions on it, and other types of exercises.
Regarding motivation enhancement, normally podcasts are rather appealing to students and keep them motivated. This particular podcast is rather short so it will be able to keep the learners focused on the listening and on the activities provided. This resource will prove to be effective as it introduces some innovation to LSP learning. Its interactive approach makes it more original and innovative.
Website of the Teaching Source: