BP 11 To become familiar with the processes of interaction and communication in the classroom.

DP28 To be able to express oneself orally and in writing in English language at least at level C1 according to the Common European Framework.

DI 17 To recognize and value the importance of verbal and non verbal communication in the English classroom.

DP 24 To know the teaching and learning process of the English language.

DP 27 To be able to tackle language learning in multilingual settings.

DP 29 To introduce English language content in the syllabus through appropriate teaching resources and to develop the relevant student competences.

DI 20 To promote interest in the English language at the initial stage.

Specific competences that students will be able to develop on completion of this course:

• To acquire linguistic knowledge and competence to work confidently in the Primary classroom.

• To acquire knowledge and competence to develop activities which can promote primary students’ oral communication and interaction.
• To demonstrate familiarity with the basic teaching strategies for communication used in a Primary classroom context.

• To acquire knowledge and competence to elaborate, develop and evaluate the language of the classroom.
• To identify expectations for children’s oral language use and development.
• To get knowledge and competence to plan lessons and activities for listening and speaking practice in the Primary classroom.
• To do some basic research on specific set targets of the teaching-learning process and develop presentation skills.
• To get knowledge and competence to elaborate strategies for self-instruction, critical thinking and professional development.
• To get ICT competence to generate teaching resources and materials suitable for the Primary classroom.

BP 13 To promote cooperative work and individual effort.

BP 17 To become familiar with innovative teaching experiences in primary education and apply them.

BP 19 To become familiar with basic techniques and methodologies of educational research and be able to design innovative projects through the identification of evaluation criteria.

1. Oral Skills & Communicative Language Teaching
2. Phonetics & Phonology I: Segmental Features
3. Phonetics & Phonology II: Suprasegmentals
4. Listening & Speaking Strategies
5. Classroom English & Interaction
6. Error Correction & Oral Feedback
7. Oral Activity Design & Reflection

1. Compare videos of ECE and Primary oral interaction in class
2. Minimal pairs, phoneme awareness games, sound walls
3. Chants, songs, syllable claps, echo reading, rhythmic drills
4. Design listening/speaking activities using scaffolds for 3–6 and 6–12
5. Roleplay daily routines and transitions in ECE and Primary
6. Peer roleplay and correction routines in microteaching setup
7. Present original oral-focused mini-lesson with peer feedback

Books:

Council of Europe. (2020). Common European Framework of Reference for Languages: Companion volume with new descriptors. Council of Europe Publishing. https://www.coe.int/en/web/common-european-framework-reference-languages

Phonics Hero – Free phonics games: https://phonicshero.com/free-for-teachers-new/

BBC Bitesize – English pronunciation and speaking: https://www.bbc.co.uk/bitesize/subjects/z2n7ywx

Sounds of English – Listening and phonological awareness: https://www.uab.edu/education/esl/teacher-resources

Teaching English: Listening activities: https://www.teachingenglish.org.uk/teaching-resources/teaching-primary

Teacher Support Resources (Cambridge): https://www.cambridgeenglish.org/teaching-english/resources-for-teachers/

Additional resources will be shared in class.

Grading criteria will be distributed as follows:

• Regular attendance and active participation: 10%

• Individual assessments: 30%

• Group presentation: 20%

• Final portfolio: 40%

Written assignments, oral presentations and expositions; assessment of teaching performance

Class attendance and active participation, regular involvement in the completion of tasks, and intensive consultation of reference reading, other media learning, and teaching materials are highly recommended.

The course is designed for continuous assessment based on participation, collaboration, and applied projects. However, students who cannot attend regularly due to justified reasons may request, during the first week of class, to be evaluated through a final comprehensive exam that covers both theory and applied teaching skills. Students who do not pass the continuous assessment will also be required to take the final exam during the official resit period (segunda convocatoria).