SUGGESTED TEACHING SCHEDULE

METHODOLOGY FOR EFL TEACHERS II (MET2)

Textbook: LEARNING TEACHING

DAY HOUR CHAPTERS Contents / tasks

1 1. What is classroom management?
1
2 2. Classroom interaction
3 3. Seating
2 4. Giving instructions
4 5. Participate, monitor or vanish?
5 6. Gestures
3
6 5 7.
8.
Using the board well
Board drawing
7 9. Eliciting
4 10. Students using their own language
8
11. Intuition
9 12. How to prevent learning – some popular techniques
5
10 1. Planning is a thinking skill
11 2. How do people learn a language
6 3. Sequencing lesson components
12 4. Formal lesson planning
13 5. Lesson aims
7 A very short section on “challenge”
14 6 6.
7. Alternatives to formal planning
15 8. Planning a course
8 9. Unrealistic requirements
16
10. English and teaching in the world
17
9
18
19
10
20
21
11 1. Conversation and discussion classes
22 2. Communicative activities

12
23 7 3.
4.
Role-play, real-play and simulation
Fluency , accuracy and communication
24
5. Different kinds of speaking
25
13
26
27
14
28 Short demo class in pairs or groups
29 Short demo class in pairs or groups
15
30 Short demo class in pairs or groups
31 Short demo class in pairs or groups
16
32 Short demo class in pairs or groups
33 Final Written Exam (from office)
17
34 Final Portfolio feedback
35
18 Exam review & course wrap-up
36

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1. This is a suggested teaching schedule. The trainer will determine the time allotted to each
part of the chapter depending on trainees' needs and responses. However, the trainer is
expected to begin the new chapter on the indicated day.

2. Do not forget to introduce the textbook to the class and explain how it will serve as a
resource in helping them to achieve their TEFL goals. In doing so, review
contents/appendices/objectives and show the learners the topics and skills included. Walk
them through one chapter so that they can see how the book is laid out.

3. Help your students become familiarized with the material found at the end of the book
(observation tasks, resource sheets and key terminology).

4. For trainees’ easy reference, make sure they use the Help Index (at the beginning of the
book) corresponding to the material covered this month.

5. As much as time permits, when a new topic is introduced, make sure you activate your
trainees’ schema by having them think back on their experiences as students. Much of
the students’ view of what a teacher is and what a teacher should do can often be traced
back to the many years of lesson observation they had from their student’s seat.

6. Please assign homework as needed (web search, on-line progress quizzes, etc.)

7. Please assign ahead of time the teaching points (pronunciation, grammar, listening, etc.) for
trainees to prepare and give their demo class depending on the aims of the course being
taught.

* If you consider it appropriate, you may alternate Chapter 4 with the short demo classes.

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