1. Student Guide for Methodology II (MET2)
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).
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.

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 sources of the like.

4. 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.”

5. 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.

6. 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”

7. 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

8. 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

9. 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.

10. 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

11. 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.

12. 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.)

13. 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.

14. 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!