MET1 Trainees copy

The list below will help you follow up on your achievement. Please put a check (
) in the box that in your opinion shows your
progress in this course. Make sure you demonstrate you can do the following when finishing the respective chapter.

Methodology for EFL Teachers One (MET1)

Self-Progress
Ranking
Chapter Teaching Performance Objectives
1 2 3

 To relate past educational experiences with different types of teaching

Classrooms at work

 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
1  To devise ways to create/maintain rapport and a positive learning environment
 To recognize and compare the 3 major types of teacher
(based on Underhills classification explainer, involver, enabler)
Ultimate goal: To examine the implications regarding the role of the teacher in class
 To identify language teaching items related to language systems & skills
(phonology, lexis, grammar, functions, discourse, skills, sub-skills)
Starting out

 To examine and discuss the communicative purpose of language teaching

 To employ strategies and discuss considerations about their use for first lessons
2  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

January 2010 (b) 1/2

  To discuss and employ a set of procedures for running an activity

Classroom
activities
 To discuss and interpret a lesson description
 To discuss the importance of information gap in group/pair work
3  To predict the aims of an activity and employ the activity route map
Ultimate goal: To discuss considerations for running a class activity
 To identify differences/similarities in individuals and groups based on character, multiple
intelligences and sensory preferences
 To discuss the importance of motivation in class
Who are the
learners?

 To discuss the importance of organizing students according to common levels structures in schools
(language proficiency levels, age, etc.)
4  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

Self-assessment scoring scale:

During the course, it is natural to gradually move from 1 to 3. Remember to go

over your ranking regularly. Make sure you move from 1 to 3 as soon as you can.

1 = I know little/something about the topic/skill

2 = I know the topic well
3 = I can think of ways the topic can be applied in class

January 2010 (b) 2/2