Thanks to visit codestin.com
Credit goes to www.scribd.com

Scribd
Upload
49 views2 pages

Methodology For EFL Teachers V (MET5) : Met5 - Trainer's

The document provides a checklist for a trainer to track the progress of their class in an EFL teaching methodology course. It lists the knowledge and skills trainees must demonstrate in two chapters: 1) phonology, including pronunciation features like phonemes, word stress, prominence, and connected speech; and 2) focusing on language, including error correction, testing concepts, and classroom techniques. The trainer is to check boxes indicating the class's level of understanding for each topic, on a scale of 1 to 3, with the goal of moving from basic knowledge to practical application over the course.

Uploaded by

Johaira C. Manrique
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
49 views2 pages

Methodology For EFL Teachers V (MET5) : Met5 - Trainer's

The document provides a checklist for a trainer to track the progress of their class in an EFL teaching methodology course. It lists the knowledge and skills trainees must demonstrate in two chapters: 1) phonology, including pronunciation features like phonemes, word stress, prominence, and connected speech; and 2) focusing on language, including error correction, testing concepts, and classroom techniques. The trainer is to check boxes indicating the class's level of understanding for each topic, on a scale of 1 to 3, with the goal of moving from basic knowledge to practical application over the course.

Uploaded by

Johaira C. Manrique
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
You are on page 1/ 2

MET5 – Trainer’s copy

The list below will help you follow up on your trainees’ achievement. Please put a check () in the box that shows the progress of
your class in this course. Make sure trainees demonstrate they can do the following when finishing the respective chapter.

Methodology for EFL Teachers V (MET5)

Class
Chapter Knowledge/Skills trainees must demonstrate Progress
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)
 To discuss ‘starting points for pronunciation’
 To review concepts regarding ‘phonemes’ (consonant sounds, vowel sounds, phonemic charts,
the sound of English

diphthongs)
 To plan and use activities to work on ‘phoneme(s)’
Phonology:

 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

September 2017 1/2


 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

September 2017 2/2

You might also like