MET1 – Trainee’s 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 Underhill’s 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

September 2017 1/2

  To discuss and employ a set of procedures for running an activity
Classroom
activities
 To discuss and interpret a lesson description

3  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
 To identify differences/similarities in individuals and groups based on character, multiple
Who are the learners?

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.)
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

September 2017 2/2