Student Guide for Methodology VI (MET6) (Putting everything together) 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). 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. MET6 discusses important issues when teaching English for different types of classes. It also provides participants with practical ideas on how to use a wide variety of tools, techniques and activities to meet different teaching purposes. Finally, MET6 looks into ways to understand what involves ‘learning teaching’ and continue ‘teacher development.’ MET6 is the last of the sequence, so you must make sure that all major points of the MET program are clear to you, since many of you will be probably performing as a teacher in an actual job. Your model class will be an invaluable opportunity to test yourself and demonstrate how well you have consolidated your teaching skills.

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 similar sources.

About the coverage per chapters Chapter 15 – Teaching different classes: This chapter discusses issues when planning work for teaching English for different types of classes such as English for Specific/Special Purposes (ESP), business English classes, exam classes, teenage classes and large classes. It also looks into ways to use posters, lexis box/files. Chapter 16 – Toolkit 3: tools, techniques, activities: This chapter looks into ways to use varied tools, techniques and activities to meet different teaching purposes; namely, flashcards, story-telling, songs and music, getting-to-know a new class activities, fillers, lexical games, TV, DVD, video, computers & Internet, dictation, sound-effects recordings, poetry, drama, projects, etc. Chapter 17 – Learning teaching: This chapter seeks to help participants understand what involves ‘Learning Teaching.’ It examines ‘formal class observation, training, class assessment, data collection, peer observation, etc. It also discusses ways to study your ‘own teaching’ (feedback, reflection, action research, etc.)

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.

Chapter 15: Teaching different classes: Learning Objectives: Chapter 15: Teaching different classes: To examine ideas to work with ‘ESP and Business English classes’ To examine ideas to work with ‘Exam classes’ To examine ways to use ‘Posters’ To examine ways to use ‘Lexis box/files’ To examine ideas to work with ‘teenage classes’ To examine ways to deal with ‘Large classes’ Ultimate goal : To plan work for teaching different types of classes

Learning Objectives Chapter 16 – Toolkit 3: Tools, techniques and activities To examine ways to use ‘flashcards’ To examine ways to use flashcards for ‘Accuracy to Fluency’ and ‘Fluency to Accuracy’ work To examine ways to use ‘storytelling’ To examine ways to use ‘songs’ and ‘music’ To examine ways to use ‘getting to know a new class’ activities/techniques To examine ways to use ‘fillers’ To examine ways to use ‘lexical games’ To examine ways to use ‘TV, DVD, Video’ To examine ways to use ‘computers and the Internet’ To examine ways to use ‘dictation’ Ultimate goal: To examine and employ varied tools, techniques and activities to meet different teaching purposes

Chapter 17 - Learning Teaching Learning Objectives: Chapter 17 - Learning Teaching To discus what involves “Learning Teaching” To discuss ways to continue “Teacher Development” To examine and discuss types of “Observation” (training, developmental, assessment, data collection, peer observation, formal observations) To discuss ways to study ‘your own teaching’ (feedback, reflection and action research) Ultimate goal: To address ‘learning teaching’ and ‘teacher development’

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 MET6, your grades will be based on : (1) 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.) (2) 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) (3) 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 MET6 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 plan (E) Teaching materials for your lesson (F) Report on your personal experience teaching a remedial class 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.

Teaching remedial Classes for B01/B02 (4) Remedial classes for B01/B02 ICPNA students: To complete your training experience, you will have the chance to work with real students. The students may either come from B01 or B02 depending on the availability of students in your center. The students will come from all available schedules in your site. The purpose of this task is to provide you with the opportunity to work towards meeting the learning needs of actual students within an EFL context. You may have already experienced being in a class as a student, so this experience will help you to be more sensitive to the needs of your students and understand them more easily. Ask your teacher about the date(s) and place you will have to go teach (outside your MET schedule). Remember to prepare everything you need in advance (lesson plan, materials, etc.). Your teacher will give you useful advice and additional details about what you re expected to do..

Responsibilities, tasks & grades (Exams) (6) 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. There is an observation form that your teacher will use to assess your class. You may review it so you will be better aware of the aspects you will be tested on. (7) 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.)

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!