Cambridge ESOL - CELTA(Certificate in Teaching English to Speakers of Other Languages)

Course Content – Syllabus Overview[from "Syllabus and Assessment Guidelines." University of Cambridge ESOL Examinations. 2nd edition 2004]

UNIT 1: LEARNERS AND TEACHERS AND THE TEACHING AND LEARNING CONTEXT
1.1
1.2
1.3
1.4
1.5
1.6

Cultural, linguistic and educational backgrounds
Motivations for learning English as an adult
Learning and teaching styles
Context for learning and teaching English
Varieties of English
Multilingualism and the role of first languages

UNIT 2: LANGUAGE AND ANALYSIS AND AWARENESS
2.1. Basic concepts and terminology used in ELT for describing form and meaning inlanguage and language use
2.2. Grammar – Grammatical frameworks: rules and conventions relating to words,sentences, paragraphs and texts
2.3. Lexis: What it means to "know" a word; semantic relationships between words
2.4. Phonology: The formation and description of English phonemes; features ofconnected speech 21Q
2.5. The practical significance of similarities and differences between languages
2.6. Reference materials for language awareness2.7. Key strategies and approaches for developing learners' language knowledge
UNIT 3: LANGUAGE SKILLS: READING, LISTENING, SPEAKING AND WRITING
3.1. Reading
3.1.1. Basic concepts and terminology used for describing reading skills
3.1.2. Purposes of reading
3.1.3. Decoding meaning
3.1.4. Potential barriers to reading
3.2. Listening
3.2.1. Basic concepts and terminology used for describing listening skills
3.2.2. Purposes for listening texts
3.2.3. Features of listening texts
3.2.4. Potential barriers to listening
3.3. Speaking
3.3.1. Basic concepts and terminology used for describing speaking skills
3.3.2. Features of spoken English
3.3.3. Language functions
3.3.4. Paralinguistic features
3.3.5. Phonemic systems

1Cambridge ESOL - CELTA(Certificate in Teaching English to Speakers of Other Languages)

3.4. Writing
3.4.1.
3.4.2.
3.4.3.
3.4.4.
3.4.5.

Basic concepts and terminology used for describing writing skills
Sub-skills and features of written texts
Stages of teaching writing
Beginner literacy
English spelling and punctuation

3.5. Key strategies and approaches for developing learners' receptive and productive skills
UNIT 4 – PLANNING AND RESOURCES FOR DIFFERENT TEACHING CONTEXTS
4.4.
4.5.
4.6.
4.7.

Principles of planning for effective teaching of adult learners of English
Lesson planning for the effective teaching of adult learners of English
Evaluation of lesson planning
The selection, adaptation and evaluation of materials and resources in planning(including computer and other technology based resources)
4.8. Knowledge of commercially produced resources and non-published materials andclassroom resources for teaching English to adults
UNIT 5 - DEVELOPING TEACHING SKILLS AND PROFESSIONALISM
5.1
5.2
5.3
5.4
5.5
5.6
5.7
5.8
5.9

The effective organisation of the classroom
Classroom presence and control
Teacher and learner language
The use of teaching materials and resources
Practical skills for teaching at a range of levels
The monitoring and evaluation of adult learners
Evaluation of the teaching/learning process
Professional development: responsibilities
Professional development: support systems2