Instituto Cultural Peruano Norteamericano (ICPNA)

Course Syllabus

Course name: Methodology for EFL Teachers II

Course code: MET2

Course description:

Methodology for EFL Teachers consists of 6 courses (MET1 - MET6), each of which, offers a solid preparation
for anyone interested in teaching English as a foreign language. MET2 seeks to help trainees develop the
skills to manage a class effectively, to design an effective lesson plan and teach speaking skills.

Class activities and tasks constantly appeal to the trainees’ previous experiences as students and promote
critical thinking and reflection. Trainees are involved in analyses, comparisons, discussions, technique
demonstrations and demo classes, all of which will allow them to relate their educational experiences with the
teaching options they explore so that they can make informed decisions and apply the theory and research
covered in the course in their teaching practice. A more detailed list of the teaching skills/sub-skills developed
can be found in the Objectives forms.

Core training material:

The core training material for the course is the book “Learning Teaching” by Jim Scrivener and published by
Macmillan (ICPNA split edition – 6 parts). You may refer to the internet links for additional information about
the book and the author. The structure along each chapter consists of (1) introductory information to provide
background information on the topic and to clarify relevant specialized terms, (2) a task that stimulates critical
thinking and reflection on the topic, and (3) commentary to provide guidance and conclusions, respectively.
For trainees’ easier reference, chapter tasks appear shaded in the ICPNA edition books.

Parallel course:

As a plus, the ELT Advantage course “Introduction to Teaching English to Young Learners (TEYL)” will offer
further additional specialized preparation for dealing with young learners. The course will be taken by
students in parallel manner from MET4 to MET5. Please coordinate with your local supervisor for access
codes and make sure you allocate some time during the class to keep up with your trainees’ progress. You
can discuss the topics covered and make clarifications as needed. Please do not forget to explain to your
trainees how to proceed with the course (mechanics). Upon successful completion, trainees should be
receiving their certificate. Remember that ELT Advantage certificates are TESOL-endorsed. Failing the TEYL
course does not entail failing the MET course in progress. You can find a correlation between the TEYL
course and the Learning Teaching book in the Virtual assistant, and the Teacher zone in the ICPNA Web
portal. A hard copy of the course chapters will be available in the Academic Department in your site.

Course Themes:

 Chapter 5 – Classroom management: This chapter aims at providing trainees with tools and practices
for managing a class effectively. It covers topics such as classroom interaction, seating arrangement,
giving instructions, roles of the teacher in different class tasks, the use of gestures, using the blackboard
(organizing information, writing, drawing), eliciting, the use of L1 in class. Additionally, it examines some
popular techniques that inadvertently “prevent learning.”
 Chapter 6 – Planning lessons and courses: This chapter examines the important elements and
considerations regarding formal lesson planning (specifying aim and focus of a lesson, writing lesson plan
procedures, selecting the content of a lesson, alternatives to formal planning, etc.) It also deals with

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 Instituto Cultural Peruano Norteamericano (ICPNA)

theories about how people learn languages, ways to plan a course, different types of work plans (topic-
based, task-based, etc.), and choosing the type of English variety to teach.
 Chapter 7 – Speaking: This chapter addresses teaching speaking skills. Here trainees will learn how to
organize a discussion, ways to develop spoken fluency, make effective use of communicative activities,
use role-plays, real-plays and simulations, assess and correct students’ work after a fluency activity,
balance fluency, accuracy and communication, employ scaffolding techniques, overview speech genres
and examine factors involved in “speech acts.”

Learning Objectives:

There are two documents specifying the objectives to be met for each of the methodology courses. One
version is for trainees to follow up on their progress on a regular basis and the other for the trainer to record
the overall progress of the class and plan actions to be taken along the course.

Make sure you explain to your trainees how to use the forms as soon as they start the course. The forms will
also be available through the ICPNA web portal (teacher zone & student zone) and the virtual assistant so
that you can use them in class. Please go over the specific forms with your trainees every time a specified
objective is met. Remember that trainees assigning themselves a ranking of 3 does not necessarily mean that
is the grade they will get. The trainee’s form is meant specifically for self-assessment. The ultimate evaluator
of their true progress will be the trainer.

Course Advance:

Please refer to the respective Suggested Teaching Schedule attached. Make sure you read the additional
notes provided and proceed accordingly. Remember that the course advance (Suggested Teaching
Schedule) will help you maintain a safe pace for the course by giving you a specific number of hours for each
chapter, but allowing you to use flexible time to cover the sub-topics.

Evaluation Criteria (exams, course tasks and class lists):

The two major areas you will be focusing on for assessment and evaluation during the course comprise (1)
understanding relevant TEFL concepts and their implications and (2) the ability to apply them to teach English
in a Foreign Language context.

 In-class ongoing assessment:

For practical reasons, the regular class list will be used until a special one is put together. Based on the
quality and quantity of the trainee’s work and/or compliance with the tasks below, kindly assign 5 grades
as explained below.

* Whenever a grade is not applicable for one of the courses, please assign an additional grade based on
class tasks.

1. Class participation in tasks: Along the chapters, trainees will be involved in different tasks
(discussions, comparisons, opinions, recognition, reflection, etc.). Please assign an overall grade
based on the success in participating in these tasks in class.

2. Recognition video task: The purpose is to make sure trainees are able to recognize different elements
covered in the course in an actual class (you can use the videos/video links available in the next
sections). This ability is similar to the receptive skills, in which students may be able to identify the
element, but not necessarily be able to produce it. Depending on the MET course, trainees will be
asked to recognize elements, techniques, characteristics, types of behavior, etc. To meet this
purpose, on the board you may want to number 3 - 5 items to be identified. Choose the items based
on what you have covered in class. Have students check the items on an individual slip of paper with
their names on and collect the papers. It is advisable not to grade the first viewing so trainees can
become familiar with this task. As time permits, you may show a number of viewings (one for each
chapter is the maximum number).

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3. Focused class observation: The purpose is to provide trainees with the opportunity to see a real class
within an EFL context. Depending on the topics/skills covered in the current MET course, a relevant
observation task must be assigned. Trainees are to observe one entire session. Please make the
arrangements with the due Supervisor as they have been doing it with previous methodology
courses. These arrangements will be based on the availability of the courses in your site and the
specifications in the chart below. Please bear in mind that the purpose is for trainees to benefit from
seeing a real class, not to supervise it or evaluate it. A special effort must be made to avoid making
the teacher and class observed uncomfortable in any way. Trainees are to be advised accordingly to
be the least intrusive they can, but the most polite, grateful and understanding. Teachers to be visited
may be let known in advance. Trainees can write a short composition (1 or 2 paragraphs) to be filed
in their portfolio based on the observation tasks.

Course Level to observe Sample task depending on course content

MET1 No observation x
What is the most challenging aspect you find
MET2 Basic (1 to 12) class about teaching this level? What can be done
about it?
What major difficulties did you notice about
MET3 Intermediate class (I01 – I12) learners engaging in a listening, reading, writing
activity? How could we help students?
Advanced 3rd Phase How was teaching a pronunciation class different
MET4
(e.g. Pronunciation) from a regular integrated-skills class?
What considerations are important when teaching
MET5 YSP class or Basic class young learners or elementary level? How is it
different from teaching adults?
MET6 No observation x

4. Ability to convey message clearly: As trainees engage in varied tasks (discussions, demonstrations,
demo-classes, etc.), they will need to demonstrate an acceptable command of the language that can
allow them to make themselves understood. Though native-like command of the language is not a
requirement, trainees are expected to communicate their ideas without any major difficulty in an
articulate manner. Please assign a grade based on the overall ability of the trainee to communicate
effectively.

5. Remedial classes/tutoring for B01 and B02: The purpose is to make sure trainees have the
opportunity to work with real students in an EFL context. These are hardly whole classes of 25
individuals, but small groups, instead. Trainees will basically offer support to B01/B02 groups.
Please, make the arrangements with the due Supervisor for MET4, MET5 and MET6. Trainees are to
teach two sessions, one for B01 and one for B02 depending on the availability of these courses in the
site. As it would be logistically difficult to create the conditions for micro-teaching, please assign a
grade based on the compliance with this task and the lesson plans, materials and/or reports you can
ask the trainees to present before/after their B01/B02 class, respectively.

 Written Exams:
Formal written evaluation is done through the official standardized final written exam from the office. The
exam focuses on testing (1) knowledge and understanding of the relevant TEFL topics covered and (2)
their practical application for a class. The exam uses different assessment formats (charts to complete,
true-false sections, sample activities from real textbooks to specify class procedures, etc.).
Do not forget to check when you need to administer the exam in the suggested teaching schedule. The
date was chosen to give you sufficient time to correct.

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 Instituto Cultural Peruano Norteamericano (ICPNA)

 Oral Exams:

Oral exams will seek to give you evidence that the trainees are able to (1) plan a coherent class and (2)
conduct effective instruction. Please assign a relevant area (pronunciation, grammar, listening,
communicative activity, etc.) for trainees to prepare and give a demo class depending on the aims of the
course being taught. Based on the number of hours in the Suggested Teaching Schedule, allocate
reasonable time for individuals, pairs or small groups to perform in front of the class. In MET1, it is
compulsory for trainees to work in teams. Trainees must be advised accordingly and with sufficient time in
advance so they can prepare themselves. This demo-class is different from what they will have to teach in
the remedial classes.

 Autonomous Learning Projects (portfolio):

Written products from tasks such as summaries, reflection paragraphs, material design, lesson plans, test
items/test designs, collected information from the web, etc. are to be archived in a trainee’s portfolio. This
will serve as the evidence of the trainee’s relevant artifacts and ongoing learning progress. Please assign
an overall grade based on the quality and quantity for all the work done by the trainee along the course.

Supplementary training material & resources:

To supplement the book and help you meet the course objectives more easily, you may use the materials
listed below. Unless specified otherwise, the video materials are not linked to a particular chapter or course.
Their choice of use will depend on the tasks designed or selected by the trainer in order to meet the pertinent
objectives. You will certainly find the video materials useful to address the ‘video recognition tasks” or you can
also use them to support/supplement the topics covered along the book. Make sure your video tasks and not
the video itself use the most productive time.

1. Powerpoint presentation files:

For each of the book chapters, a powerpoint file summarizing the main points has been put together. You
can use these files as wrap-up, introductory, or ongoing presentation material. The powerpoint (PPT) files
will be available through the Virtual assistant for you to use them in class and the ICPNA Web Portal
(teacher zone) so that you can view it in advance and decide how you wish to best use it to meet your
course objectives.

2. Progress Quizzes on line:

In order to facilitate review material and self-progress assessment, progress quizzes on line have been
designed for trainees. The quizzes test knowledge and practical application of the TEFL topics covered in
the core book. There will be at least 2 quizzes for each of the book chapters. The quizzes make use of
true/false, multiple choice and task-based formats. The quizzes are available to trainees through the
ICPNA Web Portal (student zone). Please advise your trainees of this valuable resource.

3. Shaping the Way we teach Videos and Manual:

Created from a joint project between the US government and the University of Oregon, this resource
provides you with a set of videos where English classes in the US are shown. These videos have all been
digitalized like the World Link videos. Through the Virtual assistant (class computers), you will be able to
access them directly as videos, the Oregon University website http://oelp.uoregon.edu/shaping.html , or
the approved Utube links. The official manual will be available to you in the Academic Department in your
site. There is also a short guide available through both the ICPNA web portal (teacher zone) and the
Virtual assistant. This material is suitable for the video recognition task.

4. Cambridge Teacher-Training Video and manual:

This video shows different class segments to teach multi skills using the Interchange book series. The
manual contains additional activities for TEFL training. This resource is available through the Academic
Department in your site in VHS tape format. Feel free to browse through it and please make sure you
request the VHS tape and equipment with due time. This material is suitable for the video recognition
task.

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 Instituto Cultural Peruano Norteamericano (ICPNA)

5. TEFL Videos and manual:

Each video provides practical, how-to instructions on designing and executing activities in the classroom.
A professional teacher guides you through the planning step by step, and then demonstrates it with real
students so you can see it in practice-not just theory. These videos are available in DVD format with their
respective manual in the Academic Department in your site. Please make sure you request the equipment
with due time.

6. Pronunciation for Success ESL Videos, Workbook and manual: (for MET5)
In each unit on the videos, students from 13 different countries demonstrate problem areas and
techniques to help learners improve specific difficulties. The teachers help learners identify incorrect
patterns, understand the strategies and steps to solve those problems, and demonstrate improvements.
These videos and audio recordings are available in DVD/CD format respectively. The DVDs, CD and
accompanying manual with additional activities can be found in the Academic Department in your site.
Please make sure you check the material in advance and request the DVD/CD equipment with due time.
You can use this material to…

7. Reference books from the Academic Department and local Library

Should you need to look for additional activities or deepen information on the topics covered in the
course, you may wish to resort to the relevant books available at the Academic Department in your site
and your local library. The book lists (one from the Academic Department and one from the regular site
Library) will provide you with useful information about the specialized literature. In addition, a collection of
practical books will be available specifically for the Methodology courses. You can refer to these book lists
in the ICPNA Web portal, teacher zone.

8. Book sets (B01, B02, I01, Kid 1, and Junior 1)

In order to make actual book material available to students, a set of B01, B02 and I01, Kids 1 and Junior
1 books will be available in the Resource Center in your site. You can use them to refer to different
skills/systems covered in the Learning Teaching book. Trainees can work out the procedures to carry out
the different activities (pronunciation, grammar, vocabulary, reading, etc.) You can also request them to go
over your trainees’ lesson plans for remedial classes. It is important that trainees can experience working
with activities aiming at different levels and types. You can also use the sets for B01 and B02 in case you
and your trainees need to go over the materials/activities for the remedial/tutoring classes.

9. A set of Focus on Pronunciation Books by Linda Lane (for MET5)

Feel free to supplement chapter 13 on Phonology with these books. The set is available in the Resource
Center in your site.

10. Macmillan Onestopenglish website:

This is a teacher’s resource site published by Macmillan English Campus, part of the Macmillan
Education Group. Available at www.onestopenglish.com , here you will find useful resources for English
teachers. All materials are written and edited by a team of teachers and authors and are organized into
core subject areas such as Skills, Grammar and Vocabulary, Business and ESP, Exams and Young
Learners. As part of this website, there is a blog where teachers from around the world exchange ideas
and techniques. The link will be available through the ICPNA Web portal (teacher zone & student zone)
and the Virtual assistant.

11. Macmillan at Youtube website:

Here you can find short talks given by well-known ELT specialists (Scott Thornbury, Pete Sharma, Adrian
Underhill, etc.) You can access the videos at www.youtube.com/macmillanelt The link will be available
through the ICPNA Web portal (teacher zone & student zone) and the Virtual assistant.

12. Macmillan webinars:

Here you can also find short talks given by well-known ELT specialists (Scott Thornbury, Pete Sharma,
Adrian Underhill, Carol Read etc.) Trainees only need to fill out a registration form on-line. Registration is
free of charge. You can access these webinars at http://www.macmillanenglish.com/BlankTemplate.aspx?
id=43108 The link will be available through the ICPNA Web portal (teacher zone & student zone) and the
Virtual assistant.

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 Instituto Cultural Peruano Norteamericano (ICPNA)

Additional support Websites:

The following internet links can be used as additional, review, and/or supplementary material for the topics
covered in the core book. If you wish to, you can assign trainees to watch/read them in advance and discuss
the information in class. You may also assign a specific task. The video links can be used for the second
objective (video viewing - recognition of TEFL elements). Make sure you revise the material before you use it
and that your tasks are useful to meet the course objectives. All the links below will be available through the
virtual assistant.

Chapter 5:

Text links:

http://www.ismckenzie.com/10-tips-for-giving-effective-instructions/
http://eltnotebook.blogspot.com/2006/11/giving-and-checking-instructions.html
http://poza.net/japan/basic9.html
http://www.4faculty.org/includes/108r2.jsp
http://www.docstoc.com/docs/8454962/classroom-management
http://www.theteachersguide.com/ClassManagement.htm
http://www.teachervision.fen.com/classroom-management/behavioral-
problems/26200.html
http://www.teachingexpertise.com/articles/classroom-seating-patterns-223
http://www.scribd.com/doc/2976759/CREATING-A-POSITIVE-CLASSROOM-
ENVIRONMENT
http://teaching.uchicago.edu/tutorial/blackboard.shtml
http://www.teachingenglishgames.com/Articles/Classroom_Management.htm
http://www.ferris.edu/fctl/Teaching_and_Learning_Tips/Learner-Centered
%20Teaching/RoleofTeacher.htm
http://www.uwsp.edu/Education/pshaw/Seating%20Arrangements.htm
http://classroom-
organization.suite101.com/article.cfm/the_teacher_as_a_classroom_manager
http://www.brighthub.com/education/k-12/articles/11232.aspx
http://www.teachingenglish.org.uk/blogs/quynh-my/tips-board-drawing
http://www.brighthub.com/education/k-12/articles/3318.aspx
http://ematusov.soe.udel.edu/final.paper.pub/_pwfsfp/00000181.htm

Video links:

http://www.youtube.com/watch?v=IKOuuJbSDho&feature=related Understanding
Misbehavior
http://www.youtube.com/watch?v=u_6m_bDPHfA&feature=related 11 Principles for
Character Education
http://www.youtube.com/watch?v=gHzTUYAOkPM&feature=related How to maintain classroom
discipline. Good and Bad methods.
www.youtube.com/watch?v=dCifi4mgaAc Breaking Bad Teaching Habits.
www.youtube.com/watch?v=MVMsqYX62Uo Classroom Management and Discipline.
www.youtube.com/watch?v=3OECilYtrJA Seating Arrangements.
http://www.youtube.com/watch?v=mnpimhtLRjY&feature=PlayList&p=376E8CE915C0A144&index=0
Interactive Icebreaker Activity - Name Wave (Group dynamics) http://www.youtube.com/watch?
v=fcYAcH4lD1A Authority Through Connection, Not Coercion (Establishing Authority)
http://www.youtube.com/watch?v=Ajcb4bwZQnE&feature=related Positive Discipline
http://www.youtube.com/watch?v=NObp3cYqsyk&feature=related Kids misbehaving in class
(Critical moments)

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 Instituto Cultural Peruano Norteamericano (ICPNA)

http://www.youtube.com/watch?v=hXk8WIiwWWk&feature=related Teacher Nails Class Clown

(Critical moments – going to the extreme)
http://www.youtube.com/watch?v=aOVReoe6GMk&feature=related Whole Brain
Teaching Homeschooling: 5 (Tools and techniques)
http://www.youtube.com/watch?v=1yaS3qNubMc Using Gestures to Create Context in
the Language Classroom ( Tools and techniques)
http://www.youtube.com/watch?v=qWiTgIluQLs Classroom Seating
http://www.youtube.com/watch?v=xOEMd8uenVI Giving Instructions
http://www.youtube.com/watch?v=2ODVJLtOO9o&feature=related Rapport.

Chapter 6:

Text links:

http://www.ihes.com/radio/prog2.html
http://www.language-learning-advisor.com/age-and-language-learning.html
http://www.teaching-esl-to-adults.com/best-esl-lesson-plans.html
http://en.wikipedia.org/wiki/English_language
http://www.examiner.com/x-6351-Indianapolis-Living-Abroad-Examiner~y2009m6d30-
How-to-plan-an-ESLEFL-English-as-a-Second-Language-Lesson-Plan
http://edtech.tennessee.edu/~bobannon/objectives.html
http://en.wikipedia.org/wiki/Language_learning
http://www.educationbuzz.net/articles/1188/1/Learn-Why-Children-Are-Better-At-
Learning-Languages-And-How-They-Can-Use-These-Skills-In-Creating-A-Better-
Tomorrow/Page1.html
http://www.teach-nology.com/web_tools/lesson_plan/
http://www.philseflsupport.com/lesson_planning.htm
http://www.scribd.com/doc/7955062/Lesson-Planning-Guide
http://www.adprima.com/lesson.htm
http://en.wikipedia.org/wiki/English_dialects
http://www.docstoc.com/docs/8690794/TEFL-Lesson-Plan-Template
http://www.uta.fi/FAST/US1/REF/usgbintr.html
http://www.eslbase.com/articles/english.asp

Video links:

www.youtube.com/watch?v=a1wNn3fwKEM&feature=related 5 Great Ideas for All

Teachers
www.youtube.com/watch?v=yCzfNEmbl1M&feature=related Highlights from Lesson
Planning
www.youtube.com/watch?v=DkTauEKg2bo Lesson Planning
www.youtube.com/watch?v=XpjYwf0Vv3o Secrets of Great Lessons : Objectives
http://www.youtube.com/watch?v=Yk1mi1egpgk&feature=related Lesson Planning 101.
http://www.youtube.com/watch?v=RdqD7KMY3p0&feature=related Learning Objectives that Produce
Results.
http://www.youtube.com/watch?v=BjQsdoxHuFU Special Education Teaching : How to Write Special
Education Goals & Objectives.
http://www.youtube.com/watch?v=tghcBDdS3ac Creative Writing Tips for Students & Teachers : How
to Write a Lesson Plan (Lesson Plan)
http://www.youtube.com/watch?v=mjVDRISR86M Krashen and language acquisition
http://www.youtube.com/watch?v=Rg1ZC5rbc5Y Comprehensible Input: Teaching a Foreign
Language.

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 Instituto Cultural Peruano Norteamericano (ICPNA)

Chapter 7:

Text links:

http://eleaston.com/speaking.html#act
http://www.teachenglishinasia.net/efl-esl-games/efl-esl-speaking-games
http://www.eslgo.com/resources/sa.html
http://www.cambridgeesol.org/teach/ielts/speaking/aboutthepaper/develop_gen_spea
k_skills.htm
http://esl.about.com/od/esleflteachingtechnique/a/lmh_speaking.htm
http://www.onestopenglish.com/section.asp?sectionType=listsummary&catid=59410
http://esl.about.com/od/speakingenglish/a/speaking_hub.htm
http://www2.scholastic.com/browse/article.jsp?id=3749101
http://www.nclrc.org/essentials/speaking/spindex.htm
http://writing.colostate.edu/guides/teaching/esl/speaking.cfm
http://www.usingenglish.com/teachers/articles/teaching-speaking-conversation.html
http://www.slideshare.net/irwyn12/teaching-speaking-listening-236431
http://www.eslgold.com/speaking/teaching_speaking.html
http://jalt-publications.org/tlt/files/97/jan/speaking.html

Video links:

www.youtube.com/watch?v=JkHOdtGLvzY Productive skills.

www.youtube.com/watch?v=BEJ_mtQ02Bg Reading Comprehension Strategies.
www.youtube.com/watch?
v=GsYA8QibdVM&feature=PlayList&p=59A3F9672D6D82B8&playnext=1&playnext_fr
om=PL&index=33 How to Set the Style for a Speech.
www.youtube.com/watch?v=QVRN6YIDLIE Conversation and Communication in the
Classroom.
www.youtube.com/watch?v=GzoloVpNNxc How to Deliver an Interactive Lecture.
www.youtube.com/watch?v=ZjS74bf2v3A TOEFL Speaking Question 2.
http://www.youtube.com/watch?v=G53os5becKU&feature=related The Art of Discussion Leading
(Preview 8). (Organizing discussion classes).
http://www.youtube.com/watch?v=jtyj9zL38Bs&feature=related Speak English Fluently Rule 7
(Fluency)
http://www.youtube.com/watch?v=Se6a9Q_37t4&feature=related Scaffolding as a Teaching Strategy.
http://www.youtube.com/watch?v=MPl8OSCX_f8&feature=related Differentiated instruction-
Scaffolding model.
http://www.youtube.com/watch?v=HLRxIjKrd30 Varieties of Speech (Making a Business Presentation).
http://www.youtube.com/watch?v=psBTVojg_VI Varieties of Speech (Explaining medical problems).
http://www.youtube.com/watch?v=9ZNUlsD9GYc&feature=related Varieties of Speech (Telling jokes)
http://www.youtube.com/watch?v=UZ0rdZrM_Ig Avatar, Col Quaritch speech. Varieties of Speech
(Giving military orders)
http://www.youtube.com/watch?v=uVL0U5M4GPc Interaction in groups (Turn taking)

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