The purpose of this paper is to formulate objectives pertaining to knowledge, thinking, attitudes, and skills for a methods course for prospective teachers of English in desegregated high schools, to discuss the selection and organization of course content, to illustrate the principle that prospective teachers learn to teach by performing and discovering, to identify techniques in the evaluation of the prospective teacher's ability to apply what has been learned, and to raise questions that are external to the methods course but may affect its components. The first appendix lists morphological differences between standard and Negro nonstandard English; the second provides a lesson plan model, learning activities, and teaching procedures for concept development and word recognition. (Author/VM)