Guía Docente 2020-21


Id.: 32507
Subject type: OPTATIVA
Year: 4 Teaching period: Primer Cuatrimestre
Credits: 6 Total hours: 150
Classroom activities: 68 Individual study: 82
Main teaching language: Inglés Secondary teaching language: Castellano
Lecturer: Email:


The main aim of this course, which will constantly integrate theory with practice, is to enable you to function with confidence and enthusiasm as a more than competent teacher of English to young learners during their pre-school and primary school education.

This will entail becoming familiar with the main current approaches and practices relating to teaching English as a foreign language (TEFL) and the theories of language and learning that they are based upon, with a view to making informed decisions about which, why, how, whether and when to use them.

You will also deepen your linguistic knowledge and know-how by analysing and using  the appropriate metalanguage  to describe  different elements of language and the skills involved in learning the L2.

You will  develop key young learner (YL) language classroom competencies, techniques and strategies in English so that you become prepared to enter the language classroom and tell stories,  give instructions and feedback, correct errors, explain language, manage the class and encourage your learners more confidently in English.

We will practise these techniques and strategies in different ways via the creation of lesson plans and mini teaching slots using currently available teaching materials, adapting them when necessary to different contexts and circumstances.

The course may also involve applying knowledge acquired in class through teaching and observation at a primary school.



General programme competences G01 Capacity to analyse and synthesise information from different sources.
G03 Capacity to organise, plan and self-assess the work undertaken.
G04 Capacity to apply information technologies critically and constructively as tools to promote learning.
G05 Capacity to work in a team and cooperate with other professionals from the same or a different sector.
G07 Capacity for interpersonal communication in English (oral and written) at a minimum B2 level (per the Common European Framework of Reference for Languages) to adapt to the academic and professional requirements of the Degree.
G10 Capacity to generate new ideas through initiative, innovation and creativity for effective adaptation to educational needs and the job market.
G12 Capacity to self-assess, nurturing learning, scientific research, practice based on evidence and scientific and social progress.
Specific programme competences E01 Understand the educational and learning processes for the 0-6 age group in family, social and school contexts.
E02 Know the advances in childhood psychological development for the 0-3 and 3-6 age range.
E03 Know the basics of early care.
E04 Recognise the identity of this stage and its cognitive, psychomotor, communicative, social and affective characteristics.
E28 Know of international experiences and examples of innovative practices in preschool education.
E42 Know the language and literacy curriculum at this stage as well as the theories on acquisition and development of the corresponding material learned.
E43 Encourage speaking and writing capacities.
E44 Know and master techniques in oral and written expression.
E46 Understand the change from orality to writing and know the different language registers and usage.
E47 Know the learning process and methodology for reading and writing.
E48 Address language learning situations in multilingual situations.
E49 Recognise and assess suitable usage of verbal and non-verbal language.
E50 Know and use resources suitably to encourage reading and writing.
E51 Obtain literary training and be particularly aware of children's literature.
E52 Be able to initiate a first look at a foreign language.
E67 Capacity to understand the main ideas of complex texts which cover specific and abstract topics, even if they are technical - as long as they remain within the person's field of specialisation. In addition, capacity to understand the pedagogical bases in the holistic learning of content and foreign language.
E68 Capacity to interact with native speakers with sufficient fluency and ease that the communication occurs with minimal effort on the part of either speaker.
E69 Capacity to work as a Preschool English Teacher using the CLIL (Content and Language Integrated Learning) method.
E70 Capacity to produce clear, detailed texts and design didactic units in line with the pedagogical principles for learning content and foreign languages.
Regulated profession competences P01 Know the objectives, curricular content and assessment criteria for Preschool Education.
P02 Promote and enable learning in early childhood - from an overall inclusive perspective - of the various cognitive, emotional, psychomotor and volitional aspects.
P03 Design and regulate learning areas, in the context of diversity, which cleave to the individual educational needs of the pupils, gender equality and respect for human rights.
P07 Promote the independence and individuality of each pupil as educational factors in early childhood emotions, feelings and values.
P09 Effectively address language learning situations in multicultural and multilingual situations.
P10 Express oneself orally and in writing and master the use of different expressive techniques.
P15 Accept that teaching is a matter of getting better and adapting to scientific, pedagogical and social changes over the course of the career.
P17 Reflect on classroom practices to innovate and improve teaching. Acquire the habits and skills to learn alone or with others and foster this among the pupils.
P19 Find quality improvement models that can be applied to educational establishments.
Learning outcomes R01 Know the various focuses that exist as regards teaching English as a foreign language.
R01 Know the various focuses that exist as regards teaching English as a foreign language.
R02 Critically assess didactic proposals for the teaching of English as a foreign language.
R02 Critically assess didactic proposals for the teaching of English as a foreign language.
R03 Design a specific teaching-learning proposal adapted to Preschool Education.
R03 Design a specific teaching-learning proposal adapted to Preschool Education.
R04 Create simple material in English adapted to specific classroom needs.
R04 Create simple material in English adapted to specific classroom needs.


All students must be registered in the degree programme and possess a B2/ C1 level of English  in order to be able to take full advantage of the course.



The course is divided into 4 blocks or units. In all of the blocks theory will go hand in hand with practice and you will also be required to prepare for class by reading short texts and completing straightforward tasks.

The first block is devoted to Language . In this block you will become more familiar with the metalanguage (language used to talk about language and language learning) of Teaching English as a Foreign  Language (TEFL), so that your communication on the subject of Teaching English as a Foreign Language will become more professional.We will  also look at elements of phonology and phonetics to increase your awareness of sounds, stress and intonation systems and the four skills in the context of young learners.

The second block is devoted to Language learning theory and practice. How we learn languages, the function of errors, learning styles and strategies.

In the third block we look at the background of TEFL and some of its many approaches and methods both in the present and the past.

In block 4 we will be looking more closely at managing the classroom and what happens before, during and after class. This involves  different classroom techniques, forms of assessment and  feedback, lesson planning , and modifying your use of language to suit your learners.




Subject contents:

1 - Language
    1.1 - Metalanguage
    1.2 - Phonology
    1.3 - Teaching language skills.
2 - Language Learning
    2.1 - Language acquisition
    2.2 - Errors and Correction
    2.3 - Language Learning strategies and Styles
3 - Background to Teaching English
    3.1 - A brief history of TEFL
    3.2 - Current trends in TEFL
4 - Managing the Language Learning/Teaching Process
    4.1 - Classroom techniques
    4.2 - Assessment and feedback
    4.3 - Modification of Language
    4.4 - Lesson Planning

Subject planning could be modified due unforeseen circumstances (group performance, availability of resources, changes to academic calendar etc.) and should not, therefore, be considered to be definitive.


Teaching and learning methodologies and activities applied:

In line with current teaching/ learning theory and given the maturity and motivation of participants on the course, learners will  play an active part in the learning process, being expected to complete tasks outside class that recycle,  consolidate and extend previous work and prepare for subsequent classes by completing   reading and research tasks and preparing brief presentations, mini teaching slots or demonstrations and other problem solving tasks. There will be both obligatory and recommended reading texts on the PDU so that you can read about subjects in more depth when they particularly interest you. Active participation in class is both desired and expected. 

There will be an eclectic approach to teaching and learning methodologies as we will be describing, demonstrating, analysing and discussing the relative merits of the  major trends in  methodology in language teaching/ learning.

The learning process will include 1 or 2 visits to a primary school during which you will participate in, observe, reflect on and write about aspects of teaching and learning covered during the course. 

In order to promote both linguistic and content learning there will be tolerance of errors and opportunities given for editing and re-editing work to be included in the portfolio. There will however be zero tolerance for plagiarism in any form. Please reference all written work correctly according to the APA style manual.


Student work load:

Teaching mode Teaching methods Estimated hours
Classroom activities
Master classes 5
Other theory activities 5
Practical exercises 10
Practical work, exercises, problem-solving etc. 10
Debates 4
Coursework presentations 6
Films, videos, documentaries etc. 5
Workshops 8
Other practical activities 6
Assessment activities 6
Extra-curricular activities (visits, conferences, etc.) 3
Individual study
Tutorials 3
Individual study 12
Individual coursework preparation 14
Group cousework preparation 9
Research work 14
Compulsory reading 10
Portfolio 20
Total hours: 150


Calculation of final mark:

Final exam: 30 %
Portfolio: 40 %
Oral presentations: 30 %
TOTAL 100 %

*Las observaciones específicas sobre el sistema de evaluación serán comunicadas por escrito a los alumnos al inicio de la materia.


Basic bibliography:

RICHARDS, Jack, C. Approaches and Methods in Language Teaching. Cambridge: Cambridge University Press, 2014
CAMERON, Lynne. Teaching Languages to Young Learners. Cambridge: Cambridge University Press, 2001
LIGHTBOWN, Patsy. How Languages are learned. Oxford. Oxford Universitey Press, 2013

Recommended bibliography:

SPRATT Mary. The TKT (Teacher Knowledge Test) Course. Cambridge. Cambridge University Press, 2011

Recommended websites:

BRITISH COUNCIL Resources (lesson plans, materials, articles)
SIR KEN ROBINSON. Changing paradigms - changing education
GLOSSARY of ESL language teaching terminology
LITERACY at primary school in Finland
Open access (free) ESL and EFLjournals
stories for primary
Song lyrics
TKT (Teacher Knowledge Test)

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