Cambridge CELTA

understand the range of backgrounds and experiences that adult learners bring to their classes

understand the different motivations and expectations that adults bring to learning English; identify ways in which personal factors may affect language learning; make practical use of this knowledge and understanding to plan and teach with sensitivity; develop and maintain motivation, identify and respond to expectations

demonstrate an awareness of the different learning preferences that adults bring to learning English; demonstrate an awareness of the different roles teachers may adopt at different stages of teaching and in different teaching/ learning contexts; make practical use of this awareness in planning and teaching

understand in broad terms the context in which teaching is taking place with special reference to the learners, the physical or online environment and the availability of resources; understand the broad range of learning needs including the needs of learners with learning difficulties and/or disabilities; make practical use of this understanding in adapting teaching to contexts and learners' needs

understand the main ways that varieties of English differ from one another; demonstrate awareness of the need for teachers and learners to make informed choices about language models for teaching and learning; make practical use of this knowledge and awareness in planning and teaching

understand the kinds of language backgrounds that learners may come from (e.g. multilingual/monolingual; standard/non-standard) and how a learner's language background might influence the learning of English

understand key terminology used in ELT to talk about language and apply this terminology to planning and teaching

understand a range of the rules and conventions relating to words, sentences, paragraphs and texts; demonstrate a basic working knowledge of how the verb phrase and the noun phrase are formed and used in English; tense and aspect; voice; modality, including the expression of hypothetical meaning; finite and non-finite forms; the adverbial element; countability

understand basic principles of word formation and lexical meaning; meaning and definition; pronunciation; spelling; affixation and compounding; synonymy and hyponymy; understand the effect on word choice of factors such as; co-text (e.g. collocation); context of situation (style)

demonstrate a working knowledge of the sounds of English; understand some features of connected speech; linking; assimilation and elision; word and sentence stress; intonation patterns

identify some significant differences between their own language and a foreign language, and demonstrate in practice their understanding of the relevance of some of these differences for the teacher and learner

use a range of reference material to analyse and describe language for teaching purposes

use strategies, approaches and techniques to develop learners' language knowledge, for example inductive and deductive presentations

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; identify some of the features which help learners decode meanings of words, sentences and whole texts, and make practical use of this in teaching; identify ways of making reading texts more intelligible to learners

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; identify some of the features which indicate the purpose of utterances and listening texts, and which help convey meaning; identify some of the difficulties learners face when listening

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; identify a wide range of language functions and the forms used to express them; understand the role of paralinguistic features (e.g. gesture, gaze) in communication; identify and describe some differences in phonemic systems of languages spoken by learners

3.4.1 Basic concepts and terminology used for describing writing skills; 3.4.2 Subskills and features of written texts; 3.4.3 Stages of teaching writing; 3.4.4 Adult literacy; 3.4.5 English spelling and punctuation; identify the stages of producing written text; understand some issues relating to adult literacy and use of non-Roman script; identify some English spelling patterns and some strategies to help learners develop their spelling skills

3.5.1 Key strategies and approaches for developing learners' receptive and productive skills; use strategies, approaches and techniques to develop learners' receptive and productive skills

understand the purpose and principles of planning for effective teaching of adult learners; distinguish between different kinds of teaching and different kinds of lessons, and select the kinds of lessons that are most appropriate for particular learners

plan logically sequenced lessons that are appropriate to the needs of the learners; a statement of aims; a class profile; anticipation of difficulties and suggested solutions; description of teacher and learner interactions; details of resources to be used; staged description of procedures including anticipated timings; relate, where appropriate, the learners' language needs to learning in other areas, showing awareness of the broader educational context in which the teaching/learning of English is situated

evaluate their own lesson preparation before and after teaching through reflection and by taking note of comments from tutors, colleagues and learners; take account of this evaluation in planning future lessons

select and evaluate materials and resources (including use of technology and digital tools etc.); understand the need for and begin to put into practice, with due regard for the provisions of copyright, the adaptation of resources and materials to meet the requirements of specific groups of adult learners

develop a basic working knowledge of some commercially produced and non-published materials and classroom resources for teaching English to adults

arrange the classroom to suit the learners and the type of lesson, and ensure safety regulations are taken into account; set up and manage whole-class work, pair and group work, and individual work as appropriate

establish and maintain a good rapport with learners at all times and foster a constructive learning atmosphere

use their own English language skills and L1 where appropriate to enhance the effectiveness of their teaching; adjust their own use of language to the level of the class; give clear instructions; choose appropriate moments, and appropriate strategies for correcting learners' language

make appropriate use of a range of materials and resources, including digital, in relation to specified aims; understand the implications of teaching with limited resources

work successfully with learners at different levels, using appropriate types of classroom activity to develop learners' language and skills; involve learners of different ability levels in the work of the class and enable them to feel a sense of progress

monitor learner behaviours in class time and respond appropriately; incorporate into their lessons some basic assessment procedures; make planning decisions on the basis of assessment

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

demonstrate professional responsibility by following any institutional code(s) of practice and implementing institutional requirements including; health and safety procedures; equal opportunities policies; record-keeping and time-keeping requirements; 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

respond appropriately to relevant aspects of professional development by finding out about opportunities for further professional development in teaching English to adults; appropriate professional associations; magazines; digital resources; journals and publications for teachers entering the field of teaching English language to adults