MET5 – 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 Five (MET5)

Self-Progress
Chapter Teaching Performance Objectives Ranking
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)
the sound of EnglishPhonology:

 To discuss ‘starting points for pronunciation’

 To review concepts regarding ‘phonemes’ (consonant sounds, vowel sounds, phonemic charts,
diphthongs)
 To plan and use activities to work on ‘phoneme(s)’
 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

March 2010
  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

March 2010