Student Guide for Methodology III (MET3) Make sure you read this guide carefully as soon as you start the course

About the course Methodology for EFL Teachers consists of 6 courses (MET1 - MET6), each of which, offers solid preparation for anyone interested in teaching English as a foreign language (TEFL). MET3 seeks to help you to look into the processes involved in developing listening, reading and writing and to plan and teach these skills. If you do not have any previous experience as a teacher, do not worry, as you still have very valuable experience as a student in general. Recalling this ‘experience’ will help you reflect, and understand the nature of learning and thus participate in class in a fruitful manner.

About Instruction & Expectations The general structure of each chapter in the book consists of: (1) Introductory information to provide background information on the topic and to clarify relevant specialized terms. (2) A task that stimulates critical thinking and reflection on the topic (3) Commentary to provide guidance and conclusions, respectively. As you read the book, you can make annotations about your perceptions, feelings, etc. Gradually, you will find meta-language (specialized terms). You are advised to keep a list/log of these words for your constant reference. If you feel the terms are not clear to you, ask your teacher or use the internet links provided for this purpose in the ICPNA webpage. Keeping these terms in a list will help you remember them. Covering the topics in this course will involve analyses, comparisons, discussions, technique demonstrations and short demo classes, etc. , all of which will allow you to relate your educational experiences with the teaching options you explore and consequently, help you make better informed decisions when teaching . Make sure you prepare yourself for the topic by reading the chapter in advance , finding information in the library, internet and other sources of the like.

About the coverage per chapters Chapter 8 – Receptive Skills: listening and reading: This chapter examines top-down and bottom-up theories involved in listening and reading skills. It covers important issues to consider when teaching the receptive skills (task-based listening, choosing the right tasks, the task-feedback circle, guidelines and stages in a listening lesson, factors that help you listen, planning a top-down procedure, listening ideas, skimming and scanning strategies, top-down reading, ideas for reading tasks, extensive reading, the use of ‘Readers’, and extensive reading activities.) Chapter 9 – Writing: This chapter covers key aspects of teaching writing skills such as “helping students to write, writing types in class, planning classroom writing work, ideas for addressing the stages of the writing process, selecting writing tasks, alternatives to traditional ‘marking’, correction codes, etc.”

About the Learning Objectives To make sure you make the most of this course, you will need to: 1. Print out a copy of the objectives sheet for this course (available through the ICPNA website – student zone.) 2. The objectives sheet shows the specific objectives of the chapter and the ultimate and more global objective that you should reach when you finish the unit. This will help you stay on track and focus your learning more effectively. 3. Read and mark the objectives sheet so that you can follow up on your progress as you cover the material in class. You might like to mark the sheet once you finish each class. This will help you become better aware of your strengths and focus on working on your weaknesses. 4. Read the learning objectives and make sure you understand what they refer to.

Learning Objectives: Chapter 8 - Receptive Skills (Listening & Reading) To discuss the importance of task-based listening To discuss the selection of appropriate tasks based on different kinds of listening To employ a task-based feedback circle for a listening lesson To review guidelines for listening skills work in class To examine top-down and bottom-up views on listening To discuss factors that affect listening To examine the ‘geography’ of a listening text To distinguish top-down and bottom-up strategies To explore different listening activities To examine difficulties when reading in a foreign language (skimming & scanning) To examine intensive and extensive reading To discuss and explore the use of ‘readers’ To employ useful reading activities & tasks Ultimate goal: To plan and teach listening/reading skills effectively

Learning Objectives: Chapter 9 - Writing To distinguish different types of writing (everyday life / classroom) To distinguish different types of specific writing work in the classroom (copying, doing exercises, guided, process, unguided) To plan classroom writing work (process & stages) To set relevant writing tasks To review ideas for writing in class (brainstorming, text-starts, fast writing, structuring and organizing, looking at sample texts, getting feedback on drafts, using computers) To examine the importance of the ‘audience’ and ‘purpose’ for effective writers To examine and employ alternatives to traditional teacher marking (correction codes) Ultimate goal: To plan and teach writing skills effectively

Additional Resources In addition to your book (core material), to complement your preparation, you also have access to: (1) On-line quizzes per chapter: For each of the book chapters, you will find quizzes to help you reinforce and test your understanding of the course content. You will also find exercises where you will be able to apply what you have learned. Make sure you practice with these quizzes before you start a new unit. (2) Internet links (text and video): A good number of internet links where you will find useful information to support your lessons and expand your knowledge of the subject These resources are available through the ICPNA webpage (student zone). If you wish, you can also consult the English collection in your local ICPNA library.

Responsibilities, tasks & grades As you take the MET courses, the tasks will slightly vary. Please make sure you carefully read what you will have to do depending on the course you are taking. For MET3, your grades will be based on : (1) Recognition of TEFL aspects in a class on video You will be asked to notice different elements in a class on video. E.g. what is the seating arrangement and why, how does the teacher organize the blackboard contents, what sub-skill is being taught, etc. depending on the contents covered in the course) (2) Active participation in class activities & discussions You will be asked to contribute with your previous educational experiences and other information you may have to be able to participate in the class discussions. You may also be asked to carry out some tasks, technique demonstrations, etc.) (3) Clarity of your ideas using English at the appropriate advanced level Make sure you use supporting details and language connectors so your ideas can sound clearly organized

Responsibilities, tasks & grades (cont) (4) A portfolio: This is a dynamic record of your professional growth so that you can assess and project your ongoing development as a teacher. In this course, it will mean a collection of the following written work. Make sure you include the following in a folder: (A) A printout of the MET3 course objectives (B) A printout of the on-line quizzes you have completed per unit (C) Reflection/opinion paragraph(s) about topics covered in the course requested by your teacher (D) Your lesson plans (E) Teaching materials for your lessons (F) Useful ideas from your class observation Please make sure that you follow and that your folder and materials are carefully put together. Your ideas must be clear and well-worded and the presentation must be proper and professional. Ask your teacher for additional details.

Responsibilities, tasks & grades (Exams) (5) A Final Oral Exam: The oral exam will require that you demonstrate your practical skills for actual teaching. You will be asked to carry out a short activity to teach English in your class. You will be asked to do this collaboratively in pairs or small groups. This may include choosing the material yourself and certainly preparing yourself to teach it. Please ask your teacher about it. (6) A Final Written Exam: The written exam will test your understanding of the theory (principles , techniques, features, etc.) as well as their practical application. You will be asked to specify the procedures for a lesson relevant to the course (pronunciation, grammar, vocabulary, listening, etc.)

Responsibilities, tasks & grades (cont.) (7) Focused class observation of Intermediate courses: The purpose of this task is to provide you with the opportunity to see a real class within an EFL context. You may have already experienced being in a class as a student; however, here you will have the chance to go as an observer. Please remember that you are a visitor, so you must make a special effort to avoid making the teacher and/or class observed uncomfortable in any way. Please be punctual and do not forget to greet and introduce yourself to the teacher you observe. Depending on the topics/skills covered in the current MET course you are taking, a relevant observation task will be assigned to you by your teacher. In other words, your teacher may ask you to observe a speaking, pronunciation, vocabulary, grammar activity, etc. Take notes of the particular aspects that will be beneficial to you in a future class (class management, a technique, activity, etc.) so you can write about it and add it to your portfolio. Your teacher will make the arrangements for your observation visit with a supervisor. You will observe one entire session. For this visit, you will receive a slip of paper with your name, teacher, classroom and schedule to observe. Please remember that your observation visit will be done outside your MET schedule.

ELT Advantage course As additional preparation to your training, you have the opportunity to take an international specialized course on line (An Introduction to the Teaching of English to Young Learners). If you have not done a course like this before, it will surely be a very important learning experience. In this course, you will find very valuable information on the subject. This information will be especially useful if you plan to work in a school or in general, teach young learners. To complete the course, you will need to read the respective material that accompanies its 12 units, do the quizzes and tasks and take a final examination on line. To help you review the material you have studied, you can view the power point files available through the ICPNA webpage - student zone. Once you complete the course successfully, you will be able to download a certificate endorsed by TESOL International (the highly reputed and largest international association of language teachers in the world. ) Make sure you keep a digital copy of your certificate for your own personal record. Shortly you will be receiving a letter in class with the necessary instructions to enroll in this course. Remember that it is your responsibility to complete the course following the dates specified in the ELT Advantage Webpage (if you stop studying your MET course, do not worry, just continue with the on-line course until you complete it.). If you have any problems, let your teacher know and write about your problem using the same webpage.

If you have any questions, do not hesitate to ask your teacher If you have any questions, do not hesitate to ask your teacher. Do your best and make the most of the course!