The total teacher-training program must take into account the needs of the teacher as well as realistic expectations as to further training, school facilities, hours to be taught, etc. Within this context, the methodology course will illustrate and synthesize the general aims of the training, as well as providing specific training in technical skills appropriate to the subject to be taught. Teacher training must relate theory to specific situations. To do this the trainer must have experience with the institutions the trainee is being prepared for. In addition, it is desirable to involve the trainee in planning the training course. A suggested methodology scheme for EFL teachers in a secondary-school setting includes twenty major components (various language skills, testing, materials, etc.) against which seven possible areas of overlap are noted: history, sociology, philosophy, linguistics, psychology, statistics, and resources. The scheme includes an initial theoretical framework, followed by specific illustrations, and finally a number of general points by way of summary. The emphasis throughout the training should be on various forms of small-group activity, and cooperative student effort, with a minimum amount of lecturing on the part of the trainer. (AM)