1. Student Guide for Methodology V (MET5)
Make sure you read this guide carefully
as soon as you start the course

2. 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.
MET5 seeks to provide you with the background and skills necessary to address major pronunciation needs. This course also focuses on ways to tackle error correction, test design, testing techniques, using L1, Cuisenaire rods, dictionaries, timelines and fingers.
MET5 is especially dedicated to making use of your knowledge of the subject of phonology. Make sure you review your former textbooks, pronunciation reference books, dictionaries and internet resources to this purpose.

3. 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.

4. About the coverage per chapters
Chapter 13 – Phonology: the sound of English: This chapter covers major aspects of teaching pronunciation. It discusses issues such as the type of pronunciation to teach, starting points and ideas to teach pronunciation, working with phonemes (consonants and vowels), word-stress, marking stress, finding stressed syllables, prominence, effects of changing stress, the use of connected speech, weak forms, the schwa, stress and unstress, transcribing pronunciation, intonation, and analyzing connected speech.
Chapter 14 – Toolkit 2: focusing on language: This chapter addresses key aspects of error correction (what kind of error, whether to deal with it or not, when to deal with it, who will correct it, and which correction technique to use, and how to correct errors.) Another focus of the chapter lies in discussing testing principles and techniques (3 criteria of a good test, categorizing test questions, common discrete-item testing techniques, how to design discrete/integrative questions, assessing speaking.) Additionally, Chapter 14 deals with using the learner’s first language, community language learning, using Cuisenaire rods, using dictionaries, timelines and fingers to meet different teaching correction purposes.

5. 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.

6. Chapter 13 – Phonology the sound of English
Learning Objectives:
Chapter 13 – Phonology the sound of English
To discuss pronunciation ideas (modeling new words in context, modeling intonation, recognizing the feeling, using dialogs, chants, shadow reading, voice settings)
To discuss which pronunciation variety to teach (Received pronunciation, General American English, others)
To discuss ‘starting points for pronunciation’
To review concepts regarding ‘phonemes’ (consonant sounds, vowel sounds, phonemic charts, diphthongs)
To plan and use activities to work on ‘phoneme(s)’
To review concepts regarding ‘word-stress’ (stress marking, stressed syllables, stress patterns)
To plan and use activities to work on ‘word-stress’
To review concepts regarding ‘prominence’ (sentence stress, tone units, tonic syllables, secondary stresses, effects of changing sentence stress, stress and meaning)
To plan and use activities to work on ‘prominence’
To review concepts regarding ‘connected speech’ (weak forms, rhythm, the use of the schwa, stress and unstress, transcribing pronunciation, citation forms, elision, assimilation, linking)
Ultimate goal: To teach major pronunciation features effectively

7. Chapter 14 – Toolkit: focusing on language
Learning Objectives:
Chapter 14 – Toolkit: focusing on language
To distinguish different types of errors (pronunciation, grammar, lexis)
To deal with errors (whether to correct, when, who will do the correction, which error to correct, how to correct?)
To discuss general concepts in testing (testing purposes, internal/external tests, discrete item tasks, integrative tasks, subjective, objective marking)
To examine 3 major criteria of a good test (fairness & appropriateness, not troublesome to mark, providing clear results to serve the testing purpose)
To categorize test questions (discrete, integrative, objective, subjective)
To discuss ‘criteria based assessment’ in contrast to ‘marks’
To test using discrete-item testing and integrative questions
To discuss considerations for assessing ‘speaking’
To discuss the uses of L1 in class
To examine ways L1 may be used in class (Community Language Learning, mediation, English whispers, diplomatic affairs, diplomatic incident, translation role-plays)
Ultimate goal: To correct and test language effectively

8. 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.

9. 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 MET5, 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

10. 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 MET5 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 / test items and quizzes designed
(F) Useful ideas from your class observation
(G) 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.

11. 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.)

12. Responsibilities, tasks & grades (cont.)
(7) Focused class observation of Young Learners courses:
The purpose of this task is to provide you with the opportunity to see a real class with young learners 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.

13. Teaching remedial Classes for B01/B02
(7) 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.

14. ELT Advantage course (complete the course on line)
As additional preparation for 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 have any problems, let your teacher know and write about your problem using the same webpage.

15. 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!