MET4 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 Four (MET4)

Chapter

Teaching Performance Objectives

Self-Progress
Ranking
1

10

Language Analysis

To identify grammatical items (word order & word-formation)

To examine and discuss typical problems students are likely to have with a target form
To examine and employ different techniques/considerations for illustrating a grammar form
(substitution tables, situational contexts)
To analyze the meaning of words (component parts, usage & use, collocations, relationships)
To analyze concept: grammatical meaning
To distinguish grammar focus from the specific vocabulary focus in a lesson
To make concept questions
To analyze communicative function (functional language) based on the sentence, possible context,
target listener and determine the possible meaning
To relate function and exponent
To examine language appropriacy use
Ultimate goal for unit:

To distinguish and select language items for a lesson

January 2010

11

Lexis

To differentiate lexis, vocabulary and grammar (focus & concepts)

To examine the importance and role of lexis in the classroom
To relate lexis with skills work (listening, speaking, reading, etc.)
To plan a procedure for a lexical lesson

To examine what is involved in knowing a word (lexical item)

(spelling, syllable division, phonemes, stress, part of speech, grammatically-related forms, core and
other meanings, semantic space, metaphorical meaning, collocational field, colligation, common
chunks, phrases and idioms it appears in)
To examine and employ useful ways to record, revisit and collect lexical items

12

Grammar

Ultimate goal for the unit:

To plan and teach lexis effectively

To examine and develop understanding on the concept of grammar

To examine what it takes to learn a language item
To employ restricted output activities (drill types, exercises, dialogues, games, drill variations)
To examine and effectively employ ways to deal with clarification/presentation of language items
(teacher-explanation, guided discovery, self-directed discovery)
To examine and employ the present-practice cycle
To examine and establish a balance between presentation and practice
To explore other ways to approach the teaching of grammar
(Test-Teach-Test, Strategies for beginning students, TPR, TBL, Text starts, 100% exposure)
Ultimate goal for the unit:
To plan and teach grammar 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

January 2010