IH Certificate in Advanced Methodology (IH CAM)

About The Course

To increase teachers’ theoretical knowledge of teaching, improve practical teaching ability and self-analytical skills. It is a methodology-based course and it will give you a greater insight into English language teaching.

3 Students With A Laptop In Front Of Them

Course Objectives

Who Is It For?

Qualified teachers with at least one year’s full-time experience (600 teaching hours)

Experienced teachers wanting to expand their theoretical knowledge and skill base

Teachers aiming for a Diploma level qualification such as the Cambridge DELTA.

By the end of the course participants will have

Course Content

Sessions cover theories of language learning, language learners, skills and systems.

Lesson Frameworks

The aim of this session is to revise and extend your knowledge of the lesson frameworks you may, or may not, have been introduced to on your initial Teacher Training course, such as the Cambridge CELTA.

Receptive Skills

The description of reading and listening as receptive skills is connected to the idea that involve understanding what others are trying to deliver to us rather than actively trying to communicate our ideas to others, which is what we associate with speaking and writing, the productive skills.

Productive Skills

Being able to distinguish as a teacher whether an activity primarily promotes accuracy or fluency is an important skill, as they both serve different, but complementary, purposes, in helping learners develop their English competence.


Here we look at what grammar is and invite you to think about the aims of grammar teaching. We will also look at the process of analysing grammar for teaching purposes and discuss different approaches to teaching grammar


The session examines the assumptions of what extra value the wealth of materials adds to the curriculum.iters, the principles to consider when evaluating materials, and the strategies for adapting materials to learners’ needs.


Formal exams? Informal tests? Discrete item tests? Direct tests? Indirect tests? Formative tests? Summative tests? Reliability? Practicality? Validity? Backwash? This session unpacks the different types of tests and questions the principles behind them.

Error and Correction

The teacher’s views of error and how to deal with it determine their teaching approach to a large extent. The student’s view of error in turn determines their expectations from the teaching approach.


Discourse is any connected piece of speaking or writing. It follows that discourse analysis is the study of how the separate ‘bits’ of language which make up the discourse are connected in such a way that the discourse makes sense


Writing still often remains ‘a neglected skill, This module should help you build confidence about different aspects of writing by understanding processes involved better and by considering different popular teaching approaches.

Speaking and Spoken Interaction.

We will analyse the features of spoken interaction, give practice in recognising the features in action and consider how to address features of spoken interaction in teaching.


In which situations can they use a word? What other words can be formed from it? How important is the word to know? These are just some of the questions that come to mind if we start to consider more fully the extent of the question, ‘What does it mean to know a word?’

The Theories of Learning and Teaching 1

the main aim is that you should be able to critique these approaches, so that you can make informed and principled judgements of how, when and why to include them – or not – in your repertoire of teaching techniques.


Phonology is the study of how sounds function within a given language and can often be divided into two broad approaches: segmental and suprasegmental. Here we will look at these two approaches and the different features of phonology they entail.

Recent Approaches

We will look at the reasons behind the development of different approaches/ techniques and critically evaluate new ideas and developments in order to help you make principled decisions about your own teaching.

Advanced Planning

In this session, we will highlight the key features of principled decision making for lesson planning and practice making planning decisions using coursebooks materials. This session will also be crucial for anyone considering planning for the Delta M2.

The Theories of Learning and Teaching 2

This session continues to go deeper in examining the factors that are involved in second language learning and acquisition. We will review the theories of the most influential linguistic thinkers of the past 50 years and provide an overview of current SLA thinking.

Course Info

Participants are assessed on a portfolio comprising of homework tasks and a final assignment. They are also expected to follow and contribute to the CAM course programme. The grading of the course is Pass or Fail.

The IH CAM course is moderated by Cambridge Assessment English and therefore successful course participants will receive a certificate that includes the Cambridge Assessment English logo.

The certificate is awarded to teachers who have followed and contributed to the CAM course programme and satisfactorily completed the assessed portfolio (a collection of homework tasks and a final assignment).


There is no grading of coursework but participants should fulfill the assessment criteria, which is moderated by the Assessment Unit of International House World Organisation. There is also no teaching component to the course.

  • The course consists of 30 hours teaching, it runs on a part-time and full-time basis
  • On each day there will be a mixture of input sessions, workshops and tutor-supported research sessions that explore various teaching theories, approaches and ideas to language learning. 
  • The sessions are supported by pre-session reading, which candidates will have to undertake during the week.  After the sessions the participants will have a series of reflective tasks to complete and submit in order to understand further how these ideas work in practice.  
  • During the course time, you will be in regular contact with your trainers and we will set up regular discussion to ensure that you are on top of the work and deal with any queries you have. 
  • Fill in the application form below
  • Our team will contact you if they have any questions about your application.
  • Once your application is approved, we will be in touch to let you know how to pay.
  • The course is offered face-to-face and online through Zoom
  • You can choose between our part-time and full-time course

Course Fees: 8000 EGP


Course fees must be paid in full prior to the start date.

If you have any questions please send to: teachertraining@ihcairoeg.com

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