Guía Docente 2021-22


Id.: 32508
Subject type: OPTATIVA
Year: 4 Teaching period: Primer Cuatrimestre
Credits: 6 Total hours: 150
Classroom activities: 64 Individual study: 86
Main teaching language: Inglés Secondary teaching language: Castellano
Lecturer: Email:


This subject aims to provide students with the skills to develop, evaluate and adapt materials for the learning and teaching of English. Students will learn how to select materials in a critical way while they will be able to create theirs using a wide range of tools. Throughout the course, students will get familiar with diverse resources which will be necessary for their teaching both in Infant and Primary Education. This subject is part of the specialization Mención Lengua Extranjera.



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 Identify sources to obtain foreign language resources and materials.
R02 Critically assess the current foreign language resources and materials.
R03 Know how to include the chosen resources and materials in the curriculum.
R04 Create simple foreign language materials applicable to classroom needs.


Having a B2 level is highly recommended to be able to cope with the course requirements. Even so, students should commit themselves to improving their level of English. Besides, an active and participative attitude is expected during the sessions, regardless the type of instruction (in-class or distance learning). 






The subject is organised in three blocks, each of them divided in different units.

-Block I:Materials Development

-Block II: The Textbook

-Block III: Developing Materials for Young Learners

The sessions will be planned in a way which combines theory and practice, although the approach will be mainly practical. Students will be expected to cooperate and work either together or individually in the creation of materials and resources. 

Subject contents:

    1.1 - Pedagogic Approaches
    1.2 - Topic Issues
    1.3 - Materials Evaluation vs Material Analysis
    1.4 - Adapting Materials
    1.5 - Where to Start
    1.6 - Practical Aspects
    2.1 - Selecting a Textbook
    2.2 - Beyond the Textbook
    3.1 - Introduction
    3.2 - Using Drama
    3.3 - Using Films and Videos
    3.4 - Using Stories
    3.5 - Using ICT Materials
    3.6 - Using Songs, Chants and Nursery Rhymes
    3.7 - Teaching the Four Skills: Speaking and Writing
    3.8 - Using Phonics
    3.9 - Teaching the Four Skills: Listening and Reading
    3.10 - Theme-based Teaching and Learning
    3.11 - Using Games
    3.12 - Task-based Teaching and Learning

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:

A wide range of teaching and learning methodologies will be used in this course. The sessions will be based mainly on both the constructivist and the communicative approach, so students will be required to participate actively in order to construct their learning and opinions on the variety of topics discussed. Students are expected to maintain their participation during the online sessions by turning on their cameras and microphones.


Different active methodologies will be also present during the course such as Cooperative Learning (by means of cooperative grouping) or the use of a varied range of applications and ICTs. As the subject will be taught through English, a CLIL approach will be implemented in the teaching of the course.  


Students will be encouraged to take part in any activities which may be of interests for the subject. 


Students will also be expected to attend tutorials. The lecturer will inform students about tutorial times. Students will be asked to make a previous appointment by email with their lecturer ( Online tutorials will be available by using Teams. 


As regards independent study, students will be expected to complete all independent study tasks mentioned in this syllabus. All students are required to upload their assessment tasks on the PDU before the submission deadline. This applies to the date and time stated by the lecturer. Otherwise, the assignments will not be accepted. The assessment criteria will be explained later in this syllabus.


Student work load:

Teaching mode Teaching methods Estimated hours
Classroom activities
Master classes 18
Other theory activities 6
Practical exercises 4
Practical work, exercises, problem-solving etc. 2
Debates 4
Coursework presentations 4
Films, videos, documentaries etc. 4
Workshops 4
Other practical activities 4
Assessment activities 3
Extra-curricular activities (visits, conferences, etc.) 2
Written assignments 4
Oral defense 3
Tutorials 2
Individual study
Individual study 20
Individual coursework preparation 25
Group cousework preparation 4
Project work 3
Research work 2
Compulsory reading 4
Recommended reading 4
Portfolio 22
Extra-curricular activities (visits, conferences, etc.) 2
Total hours: 150


Calculation of final mark:

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

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


Basic bibliography:

CAMERON, Lynne. Teaching Languages to Young Learners. Cambridge: Cambridge Univesity Press, 2001.
TOMLINSON, Brian and MASUHARA, Hitomi. The Complete Guide to the Theory and Practice of Materials Development for Language Learning. Oxford: Wiley Blackwell, 2018.

Recommended bibliography:

CAMERON, Lynne and MCKAY, Penny. Bringing Creative Teaching into the Young Learner Classroom. Oxford: Oxford University Press, 2010.
CLANDFIELD, Lindsay and HUGHES, John. ETpedia Materials Writing: 500 Ideas for Creating English Language Materials. xxxxxx Pavilion Publishing and Media Ltd, 2017.
GRAHAM, Carolyn. Creating Chants and Songs. Oxford: Oxford University Press, 2008.
HEDGE, Tricia. Teaching and Learning in the Language Classroom. Oxford: Oxford University Press, 2000.
LARSEN-FREEMAN, Diane and ANDERSON, Marti. Techniques and Principles in Language Teaching. Oxford University Press España, 2011.
MCGRATH, Ian. Materials Evaluation and Design for Language Teaching. Edinburgh: Edinburgh University Press, 2016.
MISHAN, Freda and TIMMIS, Ivor. Materials Development for TESOL. Edinburgh: Edinburgh University Press, 2015.
MOON, Jayne. Children Learning English. Oxford: Macmillan, 2005.
PUCHTA, Herbert. & ELLIOTT, Karen. Activities for Very Young Learners Book with Online Resources (Cambridge Handbooks for Language Teachers) Cambridge: Cambridge University Press, 2017.
READ, Carol. 500 Activities for the Primary Classroom. London: Macmillan, 2007.
SLATTERY, Mary and WILLIS, Jane. English for Primary Teachers: A Handbook of Activities and Classroom Language. Oxford: Oxford University Press, 2016.
WRIGHT, Andrew. Storytelling with Children. Oxford: Oxford University Press, 2008.

Recommended websites:

BBC Bitesize
Cambridge English Online. Flashcard Maker
Learn English Kids. British Council
On the Same Page
One Stop English
Teaching Kids. British Council

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