This document contains information about an online TESOL methodology course, including the course instructor's background and learning goals. It discusses getting to know the participants, introducing the course topics and schedule, the roles of teachers and learners, examples of language levels, and potential issues in the classroom. The course will use the Zoom platform on Tuesdays and Thursdays and assignments will be on Google Classroom. It aims to explore teaching techniques and strategies through discussion and activities.

1. Welcome to
TESOL Methodology
course

2. Teacher Trainer: Zeynep Sulaimankulova
English language teacher (17 years)
Certified TESOL Teacher
Lingva Teacher Trainer
US Alumna TEA 2020
(Teaching excellence and Achievement program)

3. Learning goals:
Think about what you hope to gain from this course.
• Do you want to explore new teaching techniques and strategies?
• Are you looking for ideas to address specific needs, such as
increasing learners’ oral fluency or motivating students?
• Would you like to interact with English teaching colleagues from
your country, your region, and so on?
• Do you wish to improve your academic English?
Take a minute to write or type your goals for this course

4. Getting to know each other
What is your most
memorable moment in
teaching or learning a
language?
2-4 words you would use to
describe professional
development (When you think
about professional
development, what are the first
–four words you can think of?)
Introduce yourself (where you are
from, what you teach, years of
experience in English teaching or
learning).
What do you like to
do in your free time?

5. Introduction to the
course
1. Teachers and learners
2. Theories, methods and
techniques
3. The ESA methodology
4. Instructional strategies for
teaching Reading, Writing &
Vocabulary
5. Classroom management
6. Lesson planning
7. Teaching receptive skills
8. Teaching productive skills
9. ESA demonstration class
10. Equipment and teaching aids
Digital tools

6. We are going to study on
Tuesday and Thursday from 15:00-16:00
on the Zoom platform
And you will get your assignments and
tests on our Google classroom platform

7. What makes a good teacher?
What is the role of the
teacher?
Can you name at least 4 roles
What makes a good learner?
What language level of
students do you know?

8. It may be possible to describe a teacher in different
ways, but which of the following BEST describes the
teacher when acting as a:

9. Prompter:
1. The teacher provides a correct example of English language
pronunciation.
2. The teacher sets up an activity to allow the students to practice
language use, themselves.
3. The teacher gives feedback and correction in addition to
evaluation.
4. The teacher encourages the students’ to give further information by
asking a follow up question.
5. The teacher takes control of a class or activity.

10. Facilitator:
1. The teacher provides a correct example of English language
pronunciation.
2. The teacher sets up an activity to allow the students to practice
language use, themselves.
3. The teacher gives feedback and correction in addition to
evaluation.
4. The teacher encourages the students’ to give further information by
asking a follow up question.
5. The teacher takes control of a class or activity.

11. Manager:
1. The teacher provides a correct example of English language
pronunciation.
2. The teacher sets up an activity to allow the students to practice
language use, themselves.
3. The teacher gives feedback and correction in addition to
evaluation.
4. The teacher encourages the students’ to give further information by
asking a follow up question.
5. The teacher takes control of a class or activity.

12. Model:
1. The teacher provides a correct example of English language
pronunciation.
2. The teacher sets up an activity to allow the students to practice
language use, themselves.
3. The teacher gives feedback and correction in addition to
evaluation.
4. The teacher encourages the students’ to give further information by
asking a follow up question.
5. The teacher takes control of a class or activity.

13. Assessor:
1. The teacher provides a correct example of English language
pronunciation.
2. The teacher sets up an activity to allow the students to practice
language use, themselves.
3. The teacher gives feedback and correction in addition to
evaluation.
4. The teacher encourages the students’ to give further information by
asking a follow up question.
5. The teacher takes control of a class or activity.

14. Which of the following would NOT be considered a characteristic
of a good learner?:
1. Willingness to ask questions
2. Desire to learn
3. Asking for advice
4. Only listening during class discussions
5. Accepting error correction

15. Which of the following would NOT be considered a characteristic
of a good teacher?:
1. Knowledge of subject
2. Patient and kind
3. Able to establish rapport
4. Should be able to motivate
5. Cares more about teaching than the learners

16. The student has a very good knowledge of both grammar and
vocabulary, and is now studying more subtle parts of speech.
1. Advanced
2. Upper-Intermediate
3. Beginner
4. Elementary
5. Intermediate

17. The student’s knowledge of English ranges from zero to very
basic.
1. Advanced
2. Upper-Intermediate
3. Beginner
4. Elementary
5. Intermediate

18. The student lacks general fluency but is able to understand and
communicate a wide variety of topics.
1. Advanced
2. Upper-Intermediate
3. Beginner
4. Elementary
5. Intermediate

19. The student still lacks some accuracy but is able to discuss a very
wide range of topics.
1. Advanced
2. Upper-Intermediate
3. Beginner
4. Elementary
5. Intermediate

20. Match the effect with its most likely cause.
The teacher has difficulty monitoring all students because…
1. The teacher’s talk time in the lesson is about 90% of the total talk time of
the class.
2. The teacher remarks that the male Saudi Arabian students should ask
their colleagues more questions about each other’s family relationships.
3. The teacher arrives late for a series of lessons.
4. The teacher always corrects every error and mistake the students make in
all stages of the lesson.
5. The teacher joins in all class activities.

21. Match the effect with its most likely cause.
The students are embarrassed on a cultural level because…
1. The teacher’s talk time in the lesson is about 90% of the total talk time of
the class.
2. The teacher remarks that the male Saudi Arabian students should ask
their colleagues more questions about each other’s family relationships.
3. The teacher arrives late for a series of lessons.
4. The teacher always corrects every error and mistake the students make in
all stages of the lesson.
5. The teacher joins in all class activities.

22. Match the effect with its most likely cause.
The students lack concentration and motivation because…
1. The teacher’s talk time in the lesson is about 90% of the total talk time of
the class.
2. The teacher remarks that the male Saudi Arabian students should ask
their colleagues more questions about each other’s family relationships.
3. The teacher arrives late for a series of lessons.
4. The teacher always corrects every error and mistake the students make in
all stages of the lesson.
5. The teacher joins in all class activities.

23. Match the effect with its most likely cause.
The students become nervous about answering questions
because…
1. The teacher’s talk time in the lesson is about 90% of the total talk time of
the class.
2. The teacher remarks that the male Saudi Arabian students should ask
their colleagues more questions about each other’s family relationships.
3. The teacher arrives late for a series of lessons.
4. The teacher always corrects every error and mistake the students make in
all stages of the lesson.
5. The teacher joins in all class activities.