Student Guide for Methodology II (MET2) 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). MET2 seeks to help you develop the skills to manage a class effectively, to design an effective lesson plan and teach speaking 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 5 – Classroom management: This chapter aims at providing trainees with tools and practices for managing a class effectively. It covers topics such as classroom interaction, seating arrangement, giving instructions, roles of the teacher in different class tasks, the use of gestures, using the blackboard (organizing information, writing, drawing), eliciting, the use of L1 in class. Additionally, it examines some popular techniques that inadvertently “prevent learning.” Chapter 6 – Planning lessons and courses: This chapter examines the important elements and considerations regarding formal lesson planning (specifying aim and focus of a lesson, writing lesson plan procedures, selecting the content of a lesson, alternatives to formal planning, etc.) It also deals with theories about how people learn languages, ways to plan a course, different types of work plans (topic-based, task-based, etc.), and choosing the type of English variety to teach. Chapter 7 – Speaking: This chapter addresses teaching speaking skills. Here trainees will learn how to organize a discussion, ways to develop spoken fluency, make effective use of communicative activities, use role-plays, real-plays and simulations, assess and correct students’ work after a fluency activity, balance fluency, accuracy and communication, employ scaffolding techniques, overview speech genres and examine factors involved in “speech acts.”

About the Learning Objectives To make sure you make the most of this course, you will need to: 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. 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. Read the learning objectives and make sure you understand what they refer to.

Learning Objectives: Chapter 5–Toolkit1: Classroom Management To discuss different elements of classroom management (grouping and seating, activities, authority, critical moments, tools and techniques) To discuss “classroom management options” To make effective use of student groupings and class dynamics to maximize class interaction (whole class, pairs, individual work, standing, fixed and moveable seating, etc.) To discuss and make rational use of TTT & STT To employ different standing/seating arrangements to make the most of the class (enemy corners, opposing teams, panel, buzz groups, wheels, face-to-face, etc.) To issue instructions effectively To discuss and use ways to get the learner’s attention To choose the most appropriate teacher’s role during an activity (monitor discreetly, vanish, monitor actively, participate) To make effective use of the board To use gestures to support instruction To make effective use of basic board drawing to support instruction To elicit language, information and ideas from students effectively To make sound use of students’ L1 To discuss and reflect on the use of “intuition” in class To avoid “preventing learning” when using “popular techniques” Ultimate goal: To make effective use of “Classroom Management”

Learning Objectives: Chapter 6 – Planning Lessons & Courses To examine the general areas of a lesson plan To discuss considerations when planning a lesson To discuss and examine theories regarding how people learn languages () (exposure, authentic exposure, restricted exposure, output, authentic output, restricted output, noticing) To plan a sequence of lesson components (Restricted exposure + Clarification + Restricted output and other alternatives) To specify aim(s) and focus of a lesson (procedure aims & achievement aims) To write a lesson plan procedure To examine alternatives to formal planning (brief running order, flow chart, etc) To examine and discuss ways to plan a course (syllabus, work plan) To examine different types of work plans (topic-based, task-based) To review different types of “Englishes” and choose which variety to teach Ultimate goal: To plan a lesson effectively

Learning Objectives: Chapter 7 - Speaking To organize a discussion/conversation class effectively To discuss ways to develop speaking fluency and confidence To make effective use of communicative activities (picture difference tasks, group planning tasks, ranking tasks, pyramid discussions, board games, etc.) To distinguish and employ role-plays, real-plays and simulations To relate and balance fluency, accuracy and communication To run a fluency activity effectively To assess and correct students’ work after a fluency activity To employ scaffolding techniques effectively To distinguish varieties and importance of speech genres To examine factors involved in speech acts To plan stages in a speaking lesson (basic lesson sequence) Ultimate goal: To employ a lesson sequence to run a “speaking activity” effectively

Additional Resources In addition to your book (core material), to complement your preparation, you also have access to: 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 MET2, 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 MET2 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 Basic 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.

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!