Guía Docente 2020-21


Subject: ENGLISH I
Id.: 32526
Subject type: OBLIGATORIA
Year: 1 Teaching period: Anual
Credits: 9 Total hours: 225
Classroom activities: 102 Individual study: 123
Main teaching language: Inglés Secondary teaching language: Castellano
Lecturer: Email:


The subject takes into consideration the knowledge and competences Primary school teachers will need in order to use English effectively through focusing on the key issues involved in learning and teaching English in the 21st century. Throughout the course students will play the role of learner and teacher with the aim of improving their English skills, learning about teaching through English and applying the knowledge acquired in their future teaching practice. During the first semester, students will work intensively on improving their English skills (listening, speaking, reading and writing), which will help them with the demands of other subjects taught through English. During the second semester, the focus will be on exploring the teaching of English as an additional language: teaching methodologies and approaches; learning how to teach listening, speaking, reading and writing to primary learners; developing a lesson plan and learning how to assess young learners. Learning will be reinforced through visits to schools where students can acquire first-hand experience regarding the joys and challenges of teaching young learners.


General programme competences G01 Capacity to analyse and synthesise information from different sources.
G03 Capacity to organise, plan and self-assess the work undertaken.
G07 Capacity to communicate in English 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 E13 Foster group work and individual work and effort.
E44 Understand the basic principles of the science of language and communication
E45 Acquire literary training and be aware of children's literature.
E46 Know the school curriculum for languages and literature.
E47 Speak, read and write correctly and adequately in the official languages of the corresponding Autonomous Region.
E48 Know the learning process and methodology for written language.
E49 Encourage reading and stimulate writing.
E50 Be aware of the difficulties in learning the official languages for pupils from other countries.
E51 Address language learning situations in multilingual situations.
E52 Communicate in a foreign language in the spoken and written form.
E53 Develop and assess curriculum content through suitable didactic resources and further the corresponding competences among the pupils.
Regulated profession competences P03 Effectively address language learning situations in multicultural and multilingual situations.
P07 Stimulate and value the effort, persistence and personal discipline of the pupils.
P10 Accept that teaching is a matter of getting better and adapting to scientific, pedagogical and social changes over the course of the career.
P12 Take on the educational side of teaching and foment democratic education for an active citizenry.
P16 Acquire the habits and skills to learn alone or with others and foster this among the pupils.
Learning outcomes R01 Communicate in a foreign language (English) in the spoken and written forms.
R02 Know the different registers and use of English.
R03 Design educational material from children's literature and audiovisual and written press material in English.
R04 Develop a unit of didactic material for English (competences, content, procedures, assessment).
R05 Be aware of the general orientation and organisation of foreign languages at the primary level.
R06 Assess the foreign language (English) learning strategies.


Having a B1 level is a pre-requisite for this degree programme and the course will start at an inital B2 level. If you have a low B1 level, it is your responsibility to reach the level required through independent study and language support courses, either at the Instituto de Lenguas Modernas or other centres. The Instituto de Lenguas Modernas provides language support classes for those students who have not reached the required B1 level. Please speak to your lecturer regarding how you can enrol in these courses.

It is also highly recommended to take advantage of academic tutorial sessions regarding other resources and materials you can use to help you reach the required level.

Returning students (students who are repeating the course) must contact the lecturer by 16 September in order to arrange a tutorial and devise a study plan to help them deal with the demands of the subject. Class attendance for returning students is compulsory (unless students can justify non-attendance) and students must submit the same continuous assessment assignments (individual work, group work, Written tests, ePortfolio) as new students. Any returning student must commit to attending at least 4 tutorials during the course (2 in the first semester and 2 in the second semester). It is the responsibility and obligation of the student to contact the lecturer and arrange times for tutorials. Students who do not attend tutorials or submit assessment tasks will not be able to sit the Final Exam.


Subject contents:

1 - Unit 1 Eating in...and out; modern families
    1.1 - Developing listening, speaking, reading and writing skills
    1.2 - Academic skills: Listening skills: Identifying main ideas in a presentation Speaking skills: Giving an introduction to a presentation
2 - Unit 2 Spending money; changing lives
    2.1 - Developing listening, speaking, reading and writing skills
    2.2 - Academic skills: Reading skills: Main and supporting ideas; making notes Writing skills: Topic sentences
3 - Unit 3 Survive the drive; men, women and children
    3.1 - Developing listening, speaking, reading and writing skills
    3.2 - Academic skills: Identifying different points of view; Recognising turn-taking language Speaking skills: Putting forward different points of view
4 - Unit 4 Bad manners; Yes, I can!
    4.1 - Developing listening, speaking, reading and writing skills
    4.2 - Academic skills: Listening skills: Predicting and listening; listening for key detail Speaking skills: Giving examples in presentations
5 - Unit 5 Sporting supersticions; #thewaywemeet
    5.1 - Developing listening, speaking, reading and writing skills
    5.2 - Academic skills: Reading skills: Interpreting factual data; Understanding logical connections Writing skills: Summarising from factual data; Showing logical connections
6 - Unit 6 Behind the scenes; every picture tells a story
    6.1 - Developing listening, speaking, reading and writing skills
    6.2 - Academic skills: Listening skills: Using visual information to help with listening; using visual clues to predict Speaking skills: Referring to visual support; moving to a new topic
7 - Unit 7 Live and learn; the hotel of Mum and Dad
    7.1 - Developing listening, speaking, reading and writing skills
    7.2 - Academic skills: Reading skills: Following a narrative Writing skills: Writing a case study narrative
8 - Unit 8 The right job for you; have a nice day!
    8.1 - Developing listening, speaking, reading and writing skills
    8.2 - Academic skills: Listening skills: Following a discussion; distinguishing main points made by speakers Speaking skills: Checking understanding; Confirming a point
9 - Teaching English as a Second Language
    9.1 - How de we learn languges?
    9.2 - What is bilingualism, multilingualism, plurilingualism and ELF?
    9.3 - ESL teaching approaches and methodologies
    9.4 - Class Management
10 - Teaching listening and speaking skills
    10.1 - Comparison of listening in L1 outside class and listening to English in class
    10.2 - Analysing different listening tasks
    10.3 - Evaluating different listening techniques
    10.4 - Designing and microteaching a listening activity
    10.5 - Experiencing a speaking activity
    10.6 - Analysing speaking activities for early childhood classes
    10.7 - Evaluating speaking activities and dealing with related problems
    10.8 - Designing and microteaching a speaking activity
11 - Teaching Reading and Writing skills
    11.1 - Comparing reading in L1 and reading English in infant and primary contexts
    11.2 - Evaluating different reading activities
    11.3 - Different ways to teach reading
    11.4 - Designing and microteaching a reading activity
    11.5 - Analysing writing activities and creating pre- and post- writing activities
    11.6 - Microteaching a pre- and post writing activity
12 - Developing a Lesson Plan
    12.1 - Deciding on key elements of a lesson plan
    12.2 - Deducing a lesson plan
    12.3 - Defining the learning outcomes of a lesson plan
    12.4 - Putting a lesson plan together
    12.5 - Evaluating lesson plans
    12.6 - Assessing Young Learners

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:

Learning and teaching methodologies are based on a socio-constructivist approach in which learners construct and co-construct their understanding of the knowledge and concepts acquired. Classes will normally be based on a communicative approach with students interacting through a wide range of class activities, which will include problem-solving, debates, micro-teaching and role-playing some of the situations that may arise in the classroom. This approach enables maximum student participation and talking time in class. It also encourages cooperative learning and meaningful interaction between students and the development of the professional competences of this degree programme. The Learning Space will be used throughout the course to focus on those areas which are not covered in the syllabus but are considered to be relevant for improving English skills and teaching practice. Students will notified at the start of the course regarding when we will be using the Learning Space and the activities we will focus on.

Students are encouraged to avail of tutorial sessions as during these sessions, students can ask questions, clarify concepts, ask for additional bibliography, etc. Some tutorial time will be devoted to assistance with group work. Your lecturer will inform you about tutorial times.
Independent Study
Students are expected to complete all independent study tasks mentioned in this syllabus. These tasks are focused on the development of reading, writing and listening skills along with vocabulary extension. As regards Evaluated Tasks all students are required to upload their completed tasks on the PDU on the submission date. No late submissions will be excepted unless there is a justified reason which must be communicated to the lecturer. All tasks must be completed as they will be evaluated directly or indirectly (through participation, individual work or group work). It is therefore very important to check the PDU every week.

Student work load:

Teaching mode Teaching methods Estimated hours
Classroom activities
Master classes 21
Practical exercises 13
Practical work, exercises, problem-solving etc. 33
Debates 5
Coursework presentations 16
Films, videos, documentaries etc. 6
Assessment activities 8
Individual study
Tutorials 3
Individual study 30
Individual coursework preparation 20
Group cousework preparation 20
Project work 8
Research work 8
Compulsory reading 9
Recommended reading 5
Portfolio 20
Total hours: 225


Calculation of final mark:

Written tests: 10 %
Individual coursework: 20 %
Group coursework: 20 %
Final exam: 30 %
Portfolio: 20 %
TOTAL 100 %

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


Basic bibliography:

LARSEN-FREEMAN, Diane.Techniques and Principles in Language Teaching, 2nd ed. Oxford: Oxford University Press, 2000.
RICHARDS, Jack, C., David Bohlke. Creating Effective Lesson Plans. Cambridge: Cambridge University Press, 2011.
UR, Penny. A Course in Language Teaching: Practice of Theory (Cambridge Teacher Training and Development). Cambridge: Cambridge University Press, 2012.
SCRIVENER, Jim. Learning Teaching. The Essential Guide to English Language Teaching, 3rd ed. London: Macmillan, 2011.
Students must buy this book as you will be using it in class and form individual study: LATHAM-KOENIG, Christina, Clive Oxenden, Jerry Lambert. English File. Fourth Edition. Student's book and workbook with online practice for speakers of Spanish. Fourth edition. B1 intermediate. Oxford: Oxford University Press, 2019.

Recommended bibliography:

HARMER, Jeremy. The Practice of English Language Teaching, 3rd ed. Essex: Longman ELT, 2001.
CAMERON, Lynne, Penny McKey. Bringing Creative Teaching into the Young Learners' Classroom. Oxford: Oxford University Press, 2010.
IOANNOU-GEORGIOU, Sophie, Paulo Pavlos. Assessing Young Learners. Oxford: Oxford University Press, 2003.

Recommended websites:

British Council Learning English
British Council Teaching English
Improving English skills
Practising for B2
Listening exercises
BBC Learning English
For learning and teaching English
Spanish-English Dictionary

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