1

Contents

Introduction .................................................................................................................................................. 3

Syllabus overview ........................................................................................................................................ 6

Unit descriptions .......................................................................................................................................... 8

Unit 1 Learners and teachers and the teaching and learning context ................................................ 8

Unit 2 Language analysis and awareness ............................................................................................ 10

Unit 3 Language skills: reading, listening, speaking and writing ........................................................ 12

Unit 4 Planning and resources for different teaching contexts ............................................................ 15

Unit 5 Developing teaching skills and professionalism ...................................................................... 17

Course requirements and components of assessment.................................................................................... 19

The two components of assessment .................................................................................................... 19

Certificate grades ................................................................................................................................ 19

Component One: Teaching practice ............................................................................................................ 20

Planning and practising teaching ........................................................................................................ 20

Component Two: Classroom-related written assignments.............................................................................. 22

 Introduction 3

Introduction

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

Target candidature
The Certificate in Teaching English to Speakers of Other Languages (CELTA) is an introductory course for
candidates who have little or no previous English Language teaching experience. It may also be suitable for
candidates with some experience but little previous training.

Course aims
The course enables candidates to
• acquire essential subject knowledge and familiarity with the principles of effective teaching
• acquire a range of practical skills for teaching English to adult learners
• demonstrate their ability to apply their learning in a real teaching context

Candidates who complete the course successfully can begin working in a variety of ESOL teaching contexts
around the world.

Syllabus Overview
This document outlines the syllabus and assessment criteria for CELTA.

The following syllabus is a reflection of the pre-service entry point of prospective candidates and outlines both
the subject knowledge and the pedagogic knowledge and skills required for beginner ESOL teachers.

The syllabus consists of five units of learning that deal with specific topic areas in the teaching of ESOL.
• Unit 1 Learners and teachers, and the teaching and learning context
• Unit 2 Language analysis and awareness
• Unit 3 Language skills: reading, listening, speaking and writing
• Unit 4 Planning and resources for different teaching contexts
• Unit 5 Developing teaching skills and professionalism

Units 1, 4 and 5 focus on the preparation and delivery of ESOL teaching programmes. Units 2 and 3 focus on
the content of ESOL teaching programmes as well as the pedagogic knowledge required for teaching language
and language skills.

Assessment overview
CELTA is awarded to candidates who have completed the course and who have met the assessment criteria for
all written and practical assignments.

The overall assessment aims for each unit are that candidates should be able to:
1. assess learner needs, and plan and teach lessons which take account of learners’ backgrounds, learning
preferences and current needs
2. demonstrate language knowledge and awareness and appropriate teaching strategies
3. demonstrate knowledge about language skills and how they may be acquired
4. plan and prepare lessons designed to develop their learners’ overall language competence
5. demonstrate an appropriate range of teaching skills at this level and show professional awareness and
responsibility
4 Introduction

Assessment Framework
There are two components, Component One: Planning and teaching and Component Two: Classroom-related
written assignments (of which there are four assignments in total).

CELTA is internally assessed and externally moderated by a Cambridge ESOL approved assessor who samples
portfolios and teaching practice and who discusses and agrees the grades for all candidates.

Table 1 outlines the relationship of the assessment aims to the assessed work
✔ Indicates a main assessment area
✔ indicates secondary assessment area
Table 1 Assessment grid

Component One: Component Two:

Planning and Teaching Classroom-related written assignments

Aim Lesson Plans Teaching Assignment 1 Assignment 2 Assignment 3 Assignment 4

1 ✔ ✔ ✔ ✔ ✔ ✔
2 ✔ ✔ ✔ ✔ ✔ ✔
3 ✔ ✔ ✔ ✔ ✔ ✔
4 ✔ ✔ ✔ ✔ ✔ ✔
5 ✔ ✔ ✔ ✔ ✔ ✔

Table 2 Summarises the primary assessment tasks for each unit

Units Assessment

1. Learners and teachers, and the teaching and learning context Planning and teaching
Written assignment 1
2. Language analysis and awareness Planning and teaching
Written assignment 2
3. Language skills: reading, listening, speaking and writing Planning and teaching
Written assignment 3
4. Planning and resources for different teaching contexts Planning and teaching
Written assignment 4
5. Developing teaching skills and professionalism Planning and teaching
Written assignment 4

Cambridge ESOL Teaching Awards reserves the right to request samples of any work during and up to one year
after the course.

Course programmes
Certificate course programmes are designed by individual centres using the syllabus and course objectives.
Courses will have a minimum of 120 contact hours including:
• Input
• Supervised lesson planning
 Introduction 5

• Teaching practice (six assessed hours)

• Feedback on teaching
• Peer observation
• Observation of experienced teachers (minimum six hours)
• Consultation time

Candidates will need to dedicate a minimum of 80 hours for the required reading, research, pre- and post-
session tasks, assignments and lesson preparation.
6 Syllabus overview

Syllabus overview

UNIT 1 – LEARNERS AND TEACHERS AND THE TEACHING AND LEARNING CONTEXT

1.1 Cultural, linguistic and educational backgrounds

1.2 Motivations for learning English as an adult

1.3 Learning and teaching styles

1.4 Context for learning and teaching English

1.5 Varieties of English

1.6 Multilingualism and the role of first languages

UNIT 2 – LANGUAGE ANALYSIS AND AWARENESS

2.1 Basic concepts and terminology used in ELT for describing form and meaning in language 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 of connected speech

2.5 The practical significance of similarities and differences between languages

2.6 Reference materials for language awareness

2.7 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 of listening

3.2.3 Features of listening texts

3.2.4 Potential barriers to listening

 Syllabus overview 7

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

3.4 Writing

3.4.1 Basic concepts and terminology used for describing writing skills

3.4.2 Sub-skills and features of written texts

3.4.3 Stages of teaching writing

3.4.4 Beginner literacy

3.4.5 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

4.1 Principles of planning for effective teaching of adult learners of English

4.2 Lesson planning for effective teaching of adult learners of English

4.3 Evaluation of lesson planning

4.4 The selection, adaptation and evaluation of materials and resources in planning (including computer
and other technology based resources)

4.5 Knowledge of commercially produced resources and non-published materials and classroom resources
for teaching English to adults

UNIT 5 – DEVELOPING TEACHING SKILLS AND PROFESSIONALISM

5.1 The effective organisation of the classroom

5.2 Classroom presence and control

5.3 Teacher and learner language

5.4 The use of teaching materials and resources

5.5 Practical skills for teaching at a range of levels

5.6 The monitoring and evaluation of adult learners

5.7 Evaluation of the teaching/learning process

5.8 Professional development: responsibilities

5.9 Professional development: support systems

8 Unit 1 – Learners and teachers and the teaching and learning context

Unit 1 – Learners and teachers and the teaching and learning context

Ref Syllabus content Learning outcomes Assessment

Successful candidates can:

1.1 Cultural, linguistic demonstrate an understanding of the range of

and educational backgrounds and experiences that adult learners bring
backgrounds to their classes

1.2 Motivations for a. demonstrate an understanding of the different

learning English as motivations and expectations that adults bring to
an adult learning English
b. identify ways in which personal factors may affect
language learning
c. make practical use of this knowledge and
understanding to plan and teach with sensitivity
d. develop and maintain motivation, identify and
respond to expectations

1.3 Learning and a. demonstrate an awareness of the different learning

teaching styles styles and preferences that adults bring to learning
English
b. demonstrate an awareness of the different roles
teachers may adopt at different stages of teaching
and in different teaching/learning contexts
c. make practical use of this awareness in planning Teaching practice:
and teaching planning and
teaching
1.4 Context for a. understand in broad terms the context in which
learning and teaching is taking place with special reference to Assignment: Focus
teaching English the learners, the physical surroundings and the on the learner
availability of resources
b. understand the broad range of learning needs
including the needs of learners with learning
difficulties and/or disabilities
c. make practical use of this understanding in
adapting teaching to contexts and learners’ needs

1.5 Varieties of a. understand the main ways that varieties of English

English differ from one another
b. demonstrate awareness of the need for teachers and
learners to make informed choices about language
models for teaching and learning
c. make practical use of this knowledge and
awareness in planning and teaching

1.6 Multilingualism demonstrate an understanding of the kinds of language

and the role of backgrounds that learners may come from (e.g.
first languages multilingual/monolingual; standard/non-standard) and
how a learner’s language background might influence
the learning of English
 Unit 1 – Learners and teachers and the teaching and learning context 9

Unit 1 Assessment

KEY ASSIGNMENT
See Focus on the learner on page 22

KEY TEACHING PRACTICE CRITERIA

See page 20 for criterion 4a and page 21 for criteria 1a–c.
10 Unit 2 – Language analysis and awareness

Unit 2 – Language analysis and awareness

Ref Syllabus content Learning outcomes Assessment

Successful candidates can:

2.1 Basic concepts understand key terminology used in ELT to talk about
and terminology language and apply this terminology to planning and
used in ELT to teaching
discuss language
form and use

2.2 Grammar a. demonstrate understanding of a range of the rules

and conventions relating to words, sentences,
Rules and Assignment:
paragraphs and texts
conventions Language related
relating to words, b. demonstrate a basic working knowledge of how
tasks
sentences, the verb phrase and the noun phrase are formed
paragraphs and and used in English, for example: Language analysis
texts tense and aspect for teaching

Formation and voice

usage of modality including the expression of hypothetical
grammatical meaning
features relating finite and non-finite forms
to the noun the adverbial element
phrase and verb
countability
phrase

2.3 Lexis a. demonstrate familiarity with basic principles of

word formation and lexical meaning for example:
Word formation,
meaning and use meaning and definition
in context pronunciation Assignment:
spelling Language related
affixation and compounding tasks
synonomy and hyponymy Language analysis
b. demonstrate understanding of the effect on word for teaching
choice of factors such as
co-text (e.g. collocation)
context of situation (style)

2.4 Phonology a. demonstrate a working knowledge of the sounds of

English
The formation Assignment:
and description of b. demonstrate understanding of some features of
Language related
English phonemes connected speech. For example:
tasks
linking
Features of Language analysis
connected speech assimilation and elision
for teaching
word and sentence stress
intonation patterns
 Unit 2 – Language analysis and awareness 11

Ref Syllabus content Learning outcomes Assessment

Successful candidates can:

2.5 The practical identify some significant differences between their

significance of own language and a foreign language and demonstrate
similarities and in practice their understanding of the relevance of Assignment: Focus
differences some of these differences for the teacher and learner on the learner
between
languages

2.6 Reference use a range of reference material to analyse and

Assignment:
materials for describe language for teaching purposes
Language related
language
tasks
awareness

2.7 Key strategies and use a limited range of strategies, approaches and
approaches for techniques to develop learners’ language knowledge
developing e.g inductive and deductive presentations Teaching practice
learners’ language
knowledge

Unit 2 Assessment

KEY ASSIGNMENT
See Language related tasks on page 23

KEY TEACHING PRACTICE CRITERIA

See pages 20 and 21 for criteria 4a–c, 4i–k and 2a–2g.
12 Unit 3 – Language skills: reading, listening, speaking and writing

Unit 3 – Language skills: reading, listening, speaking and writing

Ref Syllabus content Learning outcomes Assessment

Successful candidates can:

3.1 Reading

3.1.1 Basic concepts demonstrate an awareness of basic concepts and

and terminology terminology used for describing reading skills, and
used for apply this to planning and teaching
describing
reading skills Teaching practice:
planning and
3.1.2 Purposes of demonstrate an awareness of how approaches to teaching lessons to
reading reading texts vary depending on the purpose of develop reading
reading, and make practical use of this in teaching skills
Assignment:
3.1.3 Decoding identify some of the features which help learners Language skills
meaning decode meanings of words, sentences and whole related tasks
texts, and make practical use of this in teaching

3.1.4 Potential barriers a. identify some of the difficulties learners may face
to reading when trying to understand texts
b. identify ways of making reading texts more
intelligible to learners

3.2 Listening

3.2.1 Basic concepts demonstrate an awareness of basic concepts and

and terminology terminology used for describing listening skills, and
used for apply this to practical teaching
describing
listening skills
Teaching practice:
3.2.2 Purposes of demonstrate an awareness of how approaches to planning and
listening listening texts vary depending on the purpose of teaching lessons to
listening, and make practical use of this in teaching develop listening
skills
3.2.3 Features of a. identify some of the features which indicate the Assignment:
listening texts purpose of utterances and listening texts and Language skills
which help convey meaning related tasks
b. make practical use of this knowledge and
awareness in teaching

3.2.4 Potential barriers a. identify some of the difficulties learners face

to listening when listening
b. demonstrate ways of helping learners understand
listening texts and improve their listening skills
 Unit 3 – Language skills: reading, listening, speaking and writing 13

Ref Syllabus content Learning outcomes Assessment

Successful candidates can:

3.3 Speaking

3.3.1 Basic concepts demonstrate an awareness of basic concepts and

and terminology terminology used for describing speaking skills, and
used for apply this to practical teaching
describing
speaking skills
Teaching practice:
3.3.2 Features of a. identify some key features of spoken English planning and
spoken English teaching lessons to
b. identify some ways in which spoken English
develop speaking
differs from written English
skills
c. make practical use of this knowledge and
awareness in planning and teaching

3.3.3 Language a. identify a wide range of language functions and

functions the forms used to express them
b. apply knowledge of language functions to
planning and teaching

3.3.4 Paralinguistic demonstrate awareness of the role of paralinguistic Assignment: Focus

features features (e.g gesture, gaze) in communication on the learner

3.3.5 Phonemic identify and describe some differences in phonemic

systems systems of languages spoken by learners

3.4 Writing

3.4.1 Basic concepts demonstrate an awareness of basic concepts and

and terminology terminology used for describing writing skills, and
used for apply this to practical teaching
describing writing
skills

Teaching practice:
planning and
3.4.2 Sub-skills and a. identify some of the sub-skills of writing
teaching lessons/
features of written b. identify some features of written texts parts of lessons to
texts
develop writing
skills
3.4.3 Stages of teaching a. identify the stages of producing written text
writing b. make practical use of knowledge about writing Assignment: Focus
sub-skills, features of written language and stages on the learner
of producing written text in planning and
teaching

3.4.4 Beginner literacy a. demonstrate awareness of some issues relating to

beginner literacy
b. apply awareness of beginner literacy issues to
practical teaching situations
14 Unit 3 – Language skills: reading, listening, speaking and writing

Ref Syllabus content Learning outcomes Assessment

Successful candidates can:

3.4.5 English spelling a. identify some English spelling patterns and some
and punctuation strategies to help learners develop their spelling
skills Teaching practice
b. identify some ways in which punctuation Assignment: Focus
contributes to meaning in written text on the learner
c. apply a basic understanding of English spelling
and punctuation to practical teaching

3.5 Key strategies and use a limited range of strategies, approaches and
approaches for techniques to develop learners’ receptive and
developing productive skills
Teaching practice
learners’ receptive
and productive
skills

Unit 3 Assessment

KEY ASSIGNMENT
See Language skills related tasks on page 23

KEY TEACHING PRACTICE CRITERIA

See pages 20 and 21 for criteria 4a–c and 4l, and page 21 for 3a–3c.
 Unit 4 – Planning and resources for different teaching contexts 15

Unit 4 – Planning and resources for different teaching contexts

Ref Syllabus content Learning outcomes Assessment

Successful candidates can:

4.1 Principles of a. understand the purpose and principles of planning

planning for for effective teaching of adult learners
effective teaching b. distinguish between different kinds of teaching and
of adult learners different kinds of lessons and select the kinds of
of English lessons that are most appropriate for particular
learners

4.2 Lesson planning a. demonstrate the ability to plan logically sequenced

for effective lessons that are appropriate to the needs of the
teaching of adult learners
learners of English b. devise lesson plans which include:
i. a statement of aims
ii. a class profile
iii. anticipation of difficulties and suggested
solutions
iv. description of teacher and learner interactions
v. details of resources to be used Lesson planning
vi. staged description of procedures including
anticipated timings Teaching practice
c. relate, where appropriate, the learners’ language Assignment: Lessons
needs to learning in other areas, showing from the classroom
awareness of the broader educational context in
which the teaching/ learning of English is situated

4.3 Evaluation of a. evaluate their own lesson preparation before and

lesson planning after teaching through reflection and by taking note
of comments from tutors, colleagues and learners
b. take account of this evaluation in planning future
lessons

4.4 The selection, a. select and evaluate materials and resources

adaptation and (including computer and other technology based
evaluation of resources)
materials and b. understand the need for and begin to put into
resources in practice with due regard for the provisions of
planning copyright, the adaptation of resources and materials
(including to meet the requirements of specific groups of adult
computer and learners
other technology
based resources)
16 Unit 4 – Planning and resources for different teaching contexts

Ref Syllabus content Learning outcomes Assessment

Successful candidates can:

4.5 Knowledge of develop a basic working knowledge of some

commercially commercially produced and non-published materials
produced and classroom resources for teaching English to adults
resources and
non-published
materials and
classroom
resources for
teaching English
to adults

Unit 4 Assessment

KEY ASSIGNMENT
See Lessons from the classroom on page 23

KEY TEACHING PRACTICE CRITERIA

See pages 20 and 21 for criteria 4a–n.
 Unit 5 – Developing teaching skills and professionalism 17

Unit 5 – Developing teaching skills and professionalism

Ref Syllabus content Learning outcomes Assessment

Successful candidates can:

5.1 The effective a. arrange the physical features of the classroom to

organisation of suit the learners and the type of lesson, and ensure
the classroom safety regulations are taken into account
b. set up and manage whole class work, pair and
group work and individual work as appropriate

5.2 Classroom establish and maintain a good rapport with learners at

presence and all times and foster a constructive learning atmosphere
control

5.3 Teacher and a. use their own English Language skills to enhance
learner language the effectiveness of their teaching
b. adjust their own use of language to the level of the
class
c. give clear instructions
d. choose appropriate moments, and appropriate
strategies for correcting learners’ language

5.4 The use of a. make appropriate use of a range of materials and Teaching practice
teaching materials resources in relation to specified aims
and resources b. understand the implications of teaching with
limited resources

5.5 Practical skills for a. work successfully with learners at different levels,
teaching at a using appropriate types of classroom activity to
range of levels develop learners’ language and skills
b. involve learners of different ability levels in the
work of the class and enable them to feel a sense
of progress

5.6 The monitoring a. demonstrate the ability to monitor learner

and evaluation of behaviours in class time and to respond
adult learners appropriately
b. incorporate into their lessons some basic
assessment procedures
c. make planning decisions on the basis of
assessment
18 Unit 5 – Developing teaching skills and professionalism

Ref Syllabus content Learning outcomes Assessment

Successful candidates can:

5.7 Evaluation of the a. demonstrate the ability to make balanced and

teaching/learning constructive self-appraisal of their own teaching
process b. respond appropriately to feedback from tutors,
peers and learners
c. assess their own strengths and development needs,
make practical use of that assessment and set goals
and targets for future development
d. make constructive appraisals of the lessons of their
colleagues

5.8 Professional a. demonstrate professional responsibility by

development: following any institutional code(s) of practice and
responsibilities implementing institutional requirements including
i. health and safety procedures, Teaching practice
ii. equal opportunities policies, Assignment:
iii. record keeping and time-keeping requirements Lessons from the
classroom
b. understand the limits of their responsibility with
regard to the welfare, health, safety and
supervision of learners and know when to assume
responsibility themselves or refer responsibility,
ensuring that it has been assumed by someone else

5.9 Professional In recognition of the initial nature and scope of their

development: training so far, respond appropriately to relevant
support systems aspects of professional development by finding out
about opportunities for further professional
development in teaching English to adults, including
appropriate professional associations
magazines
journals and publications for teachers entering the
field of teaching English Language to adults

Unit 5 Assessment

KEY ASSIGNMENT
See Lessons from the classroom on page 23

KEY TEACHING PRACTICE CRITERIA

See pages 21 and 22 for criteria 5a–n.
 Course requirements and components of assessment 19

Course requirements and components of assessment

Assessment requirements

To meet the assessment requirements, candidates are required to attend a course and to:
• practice teach classes of the relevant age group and size for a total of six hours
• observe experienced teachers teaching classes of adult learners for a total of six hours, two of which may
be on video
• maintain and submit a portfolio of all course work including all written assignments and materials related
to teaching practice.

Mode of assessment

Assessment is continuous and integrated.

continuous here means that
• assessment takes place throughout the course.

integrated here means that

• both assessed components contribute to the overall grade.

The two components of assessment

Component One: Planning and teaching

In this component, candidates are required to practice teach for a total of six assessed hours, working with
adult learners at a minimum of two levels in classes of the required size. (Please refer to the Administration
Handbook for regulations regarding Teaching Practice.)

By the end of the six hours of assessed teaching practice, candidates should have demonstrated successful
achievement of all the teaching practice assessment criteria, detailed on pages 20–22.

Component Two: Classroom-related written assignments

This component consists of four written assignments:
• one assignment focuses on adult learners and learning contexts
• one assignment focuses on an aspect of the language system of English
• one assignment focuses on an aspect of language skills
• one assignment requires reflection on classroom teaching and the identification of action points

The centre is responsible for designing the written assignments, which should each be between 750 and 1,000
words. The assignments are internally assessed and externally moderated. Two assignments may be conflated
into one larger assignment provided that all the assessment criteria are met.

Certificate grades

The Certificate will be awarded to candidates who meet the course requirements and whose performance
meets, or exceeds, the criteria in both assessment components. Candidates are ineligible for the award in cases
where dishonesty or plagiarism is brought to the attention of Cambridge ESOL Teaching Awards.
20 Course requirements and components of assessment

A Pass is awarded to candidates whose performance overall in the teaching practice and in the written
assignments meets the specified criteria.

They will continue to need guidance to help them to develop and broaden their range of skills as teachers in
post.
A Pass (Grade B) is awarded to candidates whose performance in the written assignments meets the specified
criteria and who have demonstrated in their teaching practice a level of achievement significantly higher than
that required to meet pass-level criteria in relation to:
• demonstration of the criteria for teaching skills and professionalism (criteria 1a – 3c and 5a – 5n).

They will continue to need some guidance to help them to develop and broaden their range of skills as
teachers in post.
A Pass (Grade A) is awarded to candidates whose performance in the written assignments meets the specified
criteria and who have demonstrated in their teaching practice a level of ability and achievement and a level of
awareness significantly higher than that required to meet pass-level criteria in relation to:
• planning for effective teaching
• teaching skills and professionalism

They will benefit from further guidance in post but will be able to work independently.
Candidates who fail to meet criteria in any or all assessed components will receive a Fail.

Component One: Teaching practice

Centres are responsible for including six hours supervised and assessed teaching practice as part of the
programme. This teaching practice will typically involve candidates working with specially arranged groups of
learners. In some colleges, candidates may be placed as an apprentice with a class teacher and work along-
side the class teacher in a supervised role.

The teaching practice is time-tabled on a continuous basis throughout the course so that opportunities are
provided for candidates to show that they can apply theory to practice in classroom teaching. In their teaching
and in their lesson plans, candidates should demonstrate an increasing ability in their achievement of the
assessment criteria which are detailed on pages 20–22. By the end of the course, candidates should be able to
plan, prepare and teach a range of lessons designed for adult learners of English.

The programme for the six hours assessed teaching practice should provide each candidate with opportunities
to teach for at least two hours at two different levels, one of which should be below intermediate level. The
number of occasions on which candidates should practice teach and the length of the assessed lessons are not
specified, but on a minimum of two occasions, opportunities to practice teach for at least 40 minutes should be
provided. Opportunities for candidates to teach a broad range of lesson types should also be included.

The overall scope and assessment criteria for teaching practice are described below. Please note that in order
to show how the assessment criteria are linked to the syllabus, each criterion is introduced by a number that
refers to a corresponding Unit of the syllabus.

Planning and practising teaching

By the end of the six hours’ assessed teaching practice, successful candidates at pass level should show
convincingly and consistently that they can:
• prepare and plan for the effective teaching of adult ESOL learners by:
4a identifying and stating appropriate aims/outcomes for individual lessons
4b ordering activities so that they achieve lesson aims/outcomes
 Course requirements and components of assessment 21

4c selecting, adapting or designing materials, activities, resources and technical aids appropriate for the lesson
4d presenting the materials for classroom use with a professional appearance, and with regard to copyright
requirements
4e describing the procedure of the lesson in sufficient detail
4f including interaction patterns appropriate for the materials and activities used in the lesson
4g ensuring balance, variety and a communicative focus in materials, tasks and activities
4h allocating appropriate timing for different stages in the lessons
4i analysing language with attention to form, meaning and phonology and using correct terminology
4j anticipating potential difficulties with language, materials and learners
4k suggesting solutions to anticipated problems
4l using terminology that relates to language skills and sub-skills correctly
4m working constructively with colleagues in the planning of teaching practice sessions
4n reflecting on and evaluating their plans in light of the learning process and suggesting improvements for
future plans.

• demonstrate professional competence as teachers by:

1a teaching a class with an awareness of the needs and interests of the learner group
1b teaching a class with an awareness of learning styles and cultural factors that may affect learning
1c acknowledging, when necessary, learners’ backgrounds and previous learning experiences
1d establishing good rapport with learners and ensuring they are fully involved in learning activities

2a adjusting their own use of language in the classroom according to the learner group and the context
2b identifying errors and sensitively correcting learners’ oral and written language
2c providing clear contexts and a communicative focus for language
2d providing accurate and appropriate models of oral and written language in the classroom
2e focusing on language items in the classroom by clarifying relevant aspects of meaning and form (including
phonology) for learners to an appropriate degree of depth
2f showing awareness of differences in register
2g providing appropriate practice of language items

3a helping learners to understand reading and listening texts

3b helping learners to develop oral fluency
3c helping learners to develop writing skills

5a arranging the physical features of the classroom appropriately for teaching and learning, bearing in mind
safety regulations of the institution
5b setting up whole class and/or group or individual activities appropriate to the lesson type
5c selecting appropriate teaching techniques in relation to the content of the lesson
5d managing the learning process in such a way that lesson aims are achieved
5e making use of materials, resources and technical aids in such a way that they enhance learning
5f using appropriate means to make instructions for tasks and activities clear to learners
5g using a range of questions effectively for the purpose of elicitation and checking of understanding
5h providing learners with appropriate feedback on tasks and activities
5i maintaining an appropriate learning pace in relation to materials, tasks and activities
5j monitoring learners appropriately in relation to the task or activity
22 Course requirements and components of assessment

5k beginning and finishing lessons on time and, if necessary, making any relevant regulations pertaining to the
teaching institution clear to learners
5l maintaining accurate and up-to-date records in their portfolio
5m noting their own teaching strengths and weaknesses in different teaching situations in light of feedback
from learners, teachers and teacher educators
5n participating in and responding to feedback.

Component Two: Classroom-related written assignments

Centres are responsible for designing four written assignments which relate directly to the course programme.
The scope and assessment criteria for each written assignment are described below and on page 23. Each
assignment should be between 750 and 1,000 words.

A variety of formats may be used but two of the assignments must be written in academic prose. Assignments
may consist of a series of tasks. It is also possible for centres to conflate two assignments into one longer
assignment with two discrete parts; in this case, the assignment is still assessed as two separate pieces of work
and each section of the assignment must be graded separately.

Assignment 2.1 Focus on the learner

The design of the assignment to include: Candidates can demonstrate their learning by:

Length 750–1,000 words a. showing awareness of how a learner’s/learners’

background(s), previous learning experience and
• investigation of the learning context and
learning style(s) affect learning
assessment of learner needs with reference to a
specific learner or group of learners b. identifying the learner’s/learners’ language/skills
needs
• identification of sources for language
development and, where appropriate, personal c. correctly using terminology relating to the
support description of language systems and language
skills
• suggestions for specific language/skill focussed
activities and an explanation/rationale for the use d. selecting appropriate material and/or resources to
of these activities with the specific learners aid the learner’s/learners’ language development
outlined e. providing a rationale for using specific activities
with a learner/learners
f. finding, selecting and referencing information
from one or more sources using written language
that is clear, accurate and appropriate to the task
 Course requirements and components of assessment 23

Assignment 2.2 Language related tasks

The design of the assignment to include: Candidates can demonstrate their learning by:

Length 750–1,000 words a. analysing language correctly for teaching

purposes
• identification of significant features of the form,
phonology, meaning and use of language b. correctly using terminology relating to form,
items/areas and the use of relevant information meaning and phonology when analysing
from reference materials language
c. accessing reference materials and referencing
information they have learned about language to
an appropriate source
d. using written language that is clear, accurate and
appropriate to the task

Assignment 2.3 Language skills related tasks

The design of the assignment to include: Candidates can demonstrate their learning by:

Length 750–1,000 words a. correctly using terminology that relates to

language skills and sub-skills
• evidence of the candidate's background reading
in the topic area b. relating task design to language skills
development
• identification of the receptive language skills
and/or sub-skills that could be practised and c. finding, selecting and referencing information
developed using course book material or from one or more sources using written language
authentic text that is clear, accurate and appropriate to the task
• identification of productive language skills that
could be practised and developed in relation to
that text
• task design in relation to the text with brief
rationale

Assignment 2.4 Lessons from the classroom

The design of the assignment to include: Candidates can demonstrate their learning by:

Length 750–1,000 words a. noting their own teaching strengths and

weaknesses in different situations in light of
• candidates' identification of their own teaching
feedback from learners, teachers and teacher
strengths and development needs
educators
• reflections on their own teaching
b. identifying which ELT areas of knowledge and
• reflections on the implications for their own skills they need further development in
teaching from the observations of experienced
c. describing in a specific way how they might
ELT professionals and colleagues on the course
develop their ELT knowledge and skills beyond
the course
d. using written language that is clear, accurate and
appropriate to the task