MET5 – Trainer’s copy

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

Methodology for EFL Teachers V (MET5)

Class
Chapter Knowledge/Skills trainees must demonstrate Progress
1 2 3
 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,
the sound of English

diphthongs)
 To plan and use activities to work on ‘phoneme(s)’
Phonology:

 To review concepts regarding ‘word-stress’ (stress marking, stressed syllables, stress patterns)

13  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)
 To plan and use activities to work on ‘connected speech’
 To review concepts regarding ‘intonation’ (intonation patterns: rise, fall, rise-fall, fall-rise)
 To plan and use activities to work on ‘intonation’

Ultimate goal for the unit : To teach major pronunciation features effectively

September 2017 1/2

  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)
Focusing on language
 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
14  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)
 To discuss ways to use ‘Cuisenaire rods’
 To plan and employ activities to foster dictionary-using skills
 To examine ways to use ‘timelines’
 To examine ways to use ‘fingers as a correction technique’
Ultimate goal for the unit: To correct and test language effectively

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 a class

September 2017 2/2