Student Guide for

Methodology I (MET1)

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).

• MET1 will specifically provide you with an overview of the role of teachers
and learners, methodologies, teaching styles and approaches relevant to
TEFL, the coverage of the language teaching subject matter and a sound
set of considerations and techniques for running and exploiting activities
for the first lessons.

• 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 1 - Classrooms at work:

The main purpose of this chapter is to help you relate your previous
educational experiences with your job in EFL teaching. It helps you reflect
on the role of the teacher, classroom settings, traditional and entertaining
teaching, the experiential learning cycle, the use of explanations, learners’
expectations, creating a positive learning atmosphere and 3 major types of
teachers.

• Chapter 2 – Starting out:

This chapter focuses on the coverage of the subject matter of language
teaching (systems and skills, their balance and other relevant areas), hints
and strategies for planning your first lessons and major methods and
approaches in language teaching.
About the coverage per chapters(cont.)

• Chapter 3 – Classroom activities:

This chapter aims at providing you with useful tools for your first classes
such as running an activity, using course book material, using an activity
route map, exploiting an activity, analyzing a lesson description, pair work
and information gaps, deciding on aims of an activity, and carrying out
small group discussions.

• Chapter 4 – Who are the learners?

The purpose of this chapter is to help you explore the importance of
knowing the learners. The topics covered are: Individual differences, the
character of groups, motivation, multiple intelligences, sensory
preferences, proficiency levels, mixed-level classes, learners’ needs, needs
analysis, getting feedback from learners and learner training.
 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 1 – Classrooms at work
• To relate past educational experiences with different types of teaching

• To discuss the role of a teacher

• To recognize the difference between teaching and learning (the experiential learning
cycle)

• To examine the “usefulness” of explanations in a class

• To devise ways to create/maintain rapport and a positive learning environment

• To recognize and compare the 3 major types of teacher (based on Underhill’s

classification – explainer, involver, enabler)

Ultimate goal:
To examine the implications regarding the role of the teacher in class
Learning Objectives:
Chapter 2 – Starting out
• To identify language teaching items related to language systems & skills (phonology,
lexis, grammar, functions, discourse, skills, sub-skills)

• To examine and discuss the communicative purpose of language teaching

• To employ strategies and discuss considerations about their use for first lessons

• To review and make the most of useful features of major language teaching
methods & approaches (Grammar-translation, ALM, CA, TPR, CLL, NA, TBL, Silent
Way, Person-centered, Lexical, Dogme, Principled Eclecticism)

Ultimate goal:
To relate elements relevant to the language teaching subject matter
Learning Objectives:
Chapter 3 – Classroom Activities (overview)
• To discuss and employ a set of procedures for running an activity

• To discuss and interpret a lesson description

• To discuss the importance of “information gap” in group/pair work

• To predict the aims of an activity and employ the “activity route map”

Ultimate goal: To discuss considerations for running a class activity

Learning Objectives:
Chapter 4 – Who are the Learners?
• To identify differences/similarities in individuals and groups based on character,
multiple intelligences and sensory preferences

• To discuss the importance of motivation in class

• To discuss the importance of organizing students according to common levels

structures in schools (language proficiency levels, age, etc.)

• To identify learners’ needs (needs analysis)

• To examine ways to obtain useful “feedback” and make the most of it

• To identify ways to implement “learner training”

Ultimate goal: To foster learner-centered instruction

 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 MET1, 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

(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 MET1 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
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.)
 If you have any questions, do not hesitate to ask your
teacher. Do your best and make the most of the course!