DP 28  To be able to express oneself orally and in writing in English language to at least a B1 level according to the Common European Framework.

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

DP 29  To introduce English language content in the syllabus through appropriate

    teaching resources and to develop the relevant student competences.

BI 27  To become familiar with various international English as a foreign language teaching situations and strategies.

LINGUISTIC:

To develop skills in listening, speaking, reading comprehension and writing in English.

To give instructions and present activities in the foreign language classroom.

To communicate orally in English on topics within their professional area.

To participate in and to develop brief conversations on a one-to-one basis or in small groups, being able to express and defend personal opinions on different topics.

METHODOLOGICAL

to introduce students to the specific terminology that is central to CLIL

to introduce students to some the main approaches and activities in CLIL and to think about their possible uses

to offer students a wide range of resources available to CLIL teachers

to familiarise students with materials and activities that give students the opportunity to explore the concepts that have been introduced from a theoretical perspective   .

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

The contents of this subject will be mainly based on the following source:

Teaching Knowledge Test. CLIL Module developed by Cambridge ESOL (English for Speakers of Other Languages)

MODULE 1. A window on CLIL: Origins and rationale. What is CLIL? How is it a different model? What does CLIL claim to do? How many models are there? What kind of problems can we find when implementing the CLIL approach?

MODULE 2. Knowledge and principles of CLIL: communication, cognitive and learning skills across the curriculum. Evaluating, assembling and modifying CLIL materials.

MODULE 3. Lesson Preparation and Lesson Delivery. Planning a Lesson, Language Demands of Subject Content, Materials Selection and Adaptation, Classroom Language. Monitoring and evaluating CLIL in action.

MODULE 4. Assessment in CLIL. Types of assessment. Support strategies for assessment. Summary of assessment principles.

BENTLEY, K. (2010) The TKT Course. CLIL Module. Cambridge University Press.

MARSH, D. (2000) Using languages to learn and learning to use languages.

HOUSE, S. (2007) Clil: A new model for language teaching in Durán Martínez y Sánchez- Reyes Peñamaría (Eds.) El componente lingüístico en la didáctica de la lengua inglesa. Ediciones Universidad de Salamanca.

BELTRÁN LLAVADOR, F. (2010) “'Content teaching and teaching con'tent through English” in Durán Martínez y Sánchez-Reyes Peñamaría (Eds.) Linguistic Tools for Teachers of English towards a bilingual education. Ediciones Universidad de Salamanca.

BENTLEY, K. (2009) Primary Curriculum Box. Cambridge University Press.

COYLE, HOOD and MARSH (2010) CLIL. Cambridge University Press.

DAFOUZ and GERRINI (2009) CLIL across educational levels. London: Richmond.

DELLER and PRICE (2007) Teaching Other Subjects Through English. Oxford University Press.

EUROPEAN  COMMISION  (2005)  CLIL  at  Schools  in  Europe.  Directorate-General  for Education and Culture.

GUTIÉRREZ, BELTRÁN AND DURÁN (2010) Un proyecto de aprendizaje integrado de contenidos y lengua inglesa: Cristobal Colón / A content and language integrated learning project: Christopher Columbus. Ediciones Universidad de Salamanca.

HARMER, J. (2007) The Practice of English Language Teaching. Harlow: Pearson

MEHISTO, MARSCH and FRIGOLS (2008) Uncovering CLIL. Oxford: MacMillan

SCRIVENER, J. (2005) Learning Teaching. (2nd edition) London: Heinemann

References for a story-based CLIL approach:

BARRIE, J.M.(1995) Peter Pan. London: Penguin.

KIPLING, R. (1993) The Jungle Book. Hertfordshire: Wordsworth Editions.

MILNE, A.A. (1997) Winnie´the´Pooh. London: Methren Children Books.

POTTER, B. (1993) The Tailor of Gloucester. London: Frederick Warne.

TRAVERS, P.L. (1998) Mary Poppins. London: Harper Collins.

WILDE, O. (1994) "The Selfish Giant" in The Happy Prince and Other Tales. London: Penguin.

Electronic references:

http://www.cambridge.org/elt

http://www.eurydice.org

http://www.isabelperez.com/clil.htm

http://www.its-online.com

http://www.onestopenglish.com

http://www.teachers.tv

Final mark will be comprised of:

• Regular attendance and active participation: 20 %
• Class presentation (individually or in small groups): 30 %
• Final exam: 50 %

Written exams, listening practices, oral presentations and expositions, individual papers and other requirements.

Apart from the theoretical content of the subject, students will be asked to develop strategies for ongoing self-study of the English language. Regular practice of the four skills is highly recommended.