Guía Docente 2020-21


Id.: 32559
Subject type: OPTATIVA
Year: 4 Teaching period: Primer Cuatrimestre
Credits: 6 Total hours: 150
Classroom activities: 72 Individual study: 78
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.
G06 Capacity for oral or written interpersonal communication in Spanish to different audiences and using suitable means.
G08 Capacity to absorb social and humanistic concepts within a rounded university education which allows the development of ethical values such as solidarity, interculturality, equality, commitment, respect, diversity, integrity, etc.
G09 Capacity to formulate social transformation proposals, considered ethically, based on democracy and basic rights.
G11 Capacity to establish and fulfil the most suitable quality criteria and to employ work methods and strategies oriented towards continuous improvement.
Specific programme competences E13 Foster group work and individual work and effort.
E15 Know how to tackle multicultural school situations.
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.
E70 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.
E71 Capacity to interact with native speakers with sufficient fluency and ease that the communication occurs with minimal effort on the part of either speaker.
E72 Capacity to work as a Primary School English Teacher using the CLIL (Content and Language Integrated Learning) method.
E73 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 curriculum areas of Primary Education, the interdisciplinary relationship between them, evaluation criteria and the body of didactic knowledge for the teaching and learning procedures, respectively.
P02 Define, plan and assess teaching and learning processes, both individually and in collaboration with other teachers and professionals at the school.
P03 Effectively address language learning situations in multicultural and multilingual situations.
P07 Stimulate and value the effort, persistence and personal discipline of the pupils.
P08 Know the organisation of primary schools and the variety of activities of which they are comprised.
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 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.




The subject is organized 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 organized in a way that combines theory and practice, although the approach will be mainly practical. 

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 - Using Stories
    3.2 - Using Songs, Chants and Nursery Rhymes
    3.3 - Using Drama
    3.4 - Using Games
    3.5 - ICT Materials
    3.6 - Using Phonics
    3.7 - Using Films and Videos
    3.8 - Teaching the Four Skills: Speaking and Writing
    3.9 - Teaching the Four Skills: Listening and Reading
    3.10 - Theme-based Teaching and Learning
    3.11 - 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.


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 attend any activities outside the classroom which may be of interest to them such as Learning Space sessions, workshops, talks or visits to schools.  


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 (


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. The assessment criteria will be explained later in this syllabus.


Student work load:

Teaching mode Teaching methods Estimated hours
Classroom activities
Master classes 15
Practical work, exercises, problem-solving etc. 18
Debates 1
Coursework presentations 5
Films, videos, documentaries etc. 2
Workshops 5
Participation in seminars, conferences etc. 4
Other practical activities 6
Assessment activities 5
Extra-curricular activities (visits, conferences, etc.) 4
Written assignments 4
Oral defense 3
Individual study
Tutorials 2
Individual study 20
Individual coursework preparation 12
Group cousework preparation 6
Project work 4
Research work 4
Compulsory reading 4
Recommended reading 4
Portfolio 20
Extra-curricular activities (visits, conferences, etc.) 2
Total hours: 150


Calculation of final mark:

Final exam: 20 %
Oral defense: 30 %
Portfolio: 50 %
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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