Professional Documents
Culture Documents
Methodology I (MET1)
• MET1 will specifically provide you with an overview of the role of teachers
and learners, methodologies, teaching styles and approaches relevant to
TEFL, the coverage of the language teaching subject matter and a sound
set of considerations and techniques for running and exploiting activities
for the first lessons.
As you read the book, you can make annotations about your
perceptions, feelings, etc.
Gradually, you will find meta-language (specialized terms). You are advised to keep a
list/log of these words for your constant reference. If you feel the terms are not clear to
you, ask your teacher or use the internet links provided for this purpose in the ICPNA
webpage. Keeping these terms in a list will help you remember them.
Covering the topics in this course will involve analyses, comparisons, discussions,
technique demonstrations and short demo classes, etc. , all of which will allow you to
relate your educational experiences with the teaching options you explore and
consequently, help you make better informed decisions when teaching . Make sure you
prepare yourself for the topic by reading the chapter in advance , finding information in
the library, internet and other sources of the like.
About the coverage per chapters
1. Print out a copy of the objectives sheet for this course (available through
the ICPNA website – student zone)
2. The objectives sheet shows the specific objectives of the chapter and the
ultimate and more global objective that you should reach when you finish
the unit. This will help you stay on track and focus your learning more
effectively.
3. Read and mark the objectives sheet so that you can follow up on your
progress as you cover the material in class. You might like to mark the
sheet once you finish each class. This will help you become better aware
of your strengths and focus on working on your weaknesses.
4. Read the learning objectives and make sure you understand what they
refer to.
Learning Objectives:
Chapter 1 – Classrooms at work
• To relate past educational experiences with different types of teaching
• To recognize the difference between teaching and learning (the experiential learning
cycle)
Ultimate goal:
To examine the implications regarding the role of the teacher in class
Learning Objectives:
Chapter 2 – Starting out
• To identify language teaching items related to language systems & skills (phonology,
lexis, grammar, functions, discourse, skills, sub-skills)
• To employ strategies and discuss considerations about their use for first lessons
• 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
Learning Objectives:
Chapter 3 – Classroom Activities (overview)
• To discuss and employ a set of procedures for running an activity
• To predict the aims of an activity and employ the “activity route map”
These resources are available through the ICPNA webpage (student zone). If you
wish, you can also consult the English collection in your local ICPNA library.
Responsibilities, tasks & grades
As you take the MET courses, the tasks will slightly vary. Please make sure you
carefully read what you will have to do depending on the course you are taking.
(4) A portfolio: