• BP 11 To become familiar with the processes of interaction and communication in the classroom.
  DP 28 To be able to express oneself orally and in writing in the 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. Foundations of Planning
2. Types of Planning
3. Components of a Lesson Plan
4. Methodologies & Topic Webs
5. Sequencing & Inclusion
6. Resource Selection & Planning Integration
7. Assessment & Evaluation
8. Microteaching & Peer Review

1. Analysis of planning for early childhood vs. primary education
2. Design of lesson plans
3. Creation of topic webs and thematic units
4. Adapt lesson materials
5. Match resources to lesson plans + microteaching rehearsal
6. Design age-appropriate evaluation tools and self-assessment sheets
7. Microteaching presentations with peer and instructor feedback

Dolya, Galina (2007) Vygotsky in Action in the Early Years. The ‘Key to Learning’ curriculum. Wheathampstead: GDH Publishing.

Bland, J. (2015). Teaching English to young learners: Critical issues in language teaching with 3–12 year olds. Bloomsbury Academic.
Cameron, L. (2003). Teaching languages to young learners. Cambridge University Press.

Driscoll, A., & Nagel, N. G. (2021). Early childhood education, birth–8: The world of children, families, and educators (7th ed.). Pearson.
Eke, R., & Lee, J. (2009). Using talk effectively in the primary classroom. Routledge.

Ellis, G., & Brewster, J. (2014). Tell it again! The storytelling handbook for primary English language teachers (3rd ed.). British Council.
Garton, S., & Copland, F. (Eds.). (2022). The Routledge handbook of teaching English to young learners. Routledge.
Graham, C. (2006). Creating chants and songs. Oxford University Press.
Hughes, G., & Moate, J. (2007). Practical classroom English. Oxford University Press.
Linse, C. (2005). Practical English language teaching: Young learners. McGraw-Hill.

MacNaughton, G., & Williams, G. (2009). Techniques for teaching young children: Choices in theory and practice (3rd ed.). Pearson Education Australia.
Moon, J. (2005). Children learning English. Macmillan Education.
Pinter, A. (2017). Teaching young language learners (2nd ed.). Oxford University Press.
Read, C. (2007). 500 activities for the primary classroom. Macmillan Education.
Roth, G. (1998). Teaching very young children. Richmond Publishing.
Slattery, M., & Willis, J. (2001). English for primary teachers: A handbook of activities and classroom language. Oxford University Press.
Sion, C. (2001). Creating conversation in class. Delta Publishing.
Turnbull, M., & Dailey-O’Cain, J. (Eds.). (2009). First language use in second and foreign language learning. Multilingual Matters.

Worth, K., & Grollman, S. (2003). The essentials of early childhood curriculum. Pearson Education.

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

Curriculum resources (UK): https://www.gov.uk/government/collections/statutory-guidance-schools

OER Commons – Curriculum & project planning: https://www.oercommons.org/

Teaching English – Teacher development videos: https://www.teachingenglish.org.uk/professional-development/teachers

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 lesson plan: 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).