Tribunal titular

Cargo

Departamento

Profesor

Presidente

FILOLOGIA MODERNA

GUTIERREZ LANZA , MARIA DEL CAMINO

Secretario

FILOLOGIA MODERNA

PEREZ DIEZ , MARIA DEL CARMEN

Vocal

FILOLOGIA MODERNA

DIEZ FERNANDEZ , MARIA DE LOS ANGELES

Tribunal suplente

Cargo

Departamento

Profesor

Presidente

FILOLOGIA MODERNA

MORENO FERNANDEZ , ANA ISABEL

Secretario

FILOLOGIA MODERNA

MARTIN JUNQUERA , IMELDA

Vocal

FILOLOGIA MODERNA

RAMON GARCIA , NOELIA

Description

Qualification

Presentations / expositions

Oral presentation: report on virtual exchange

10%

Portfolios/Learning folder

Portfolio to account for all the activities carried out during the virtual exchange:
A. Telecollaborative tasks (Escape rooms)
B. Learning evidences (synchronous and asynchronous communications)
C. Essay (on your experience about the virtual exchange)
D. Design of a digital Escape
Room addressed to young learners.

A. 5%
B. 10%
C. 10%

Personal tuition

Homework submitted through Moodle

Mixed tests

A. Didactics (Writing)
B. Didactics (Test)
C. Use of English
D. Listening comprehension
E. Reading comprehension

1A. 10%
1B. 10%
1C. 10%
2A. 10%
2B. 10%
2C. 10%

Other comments and second call

Requirements:

- In order to pass the course, it is necessary to pass each part of the exam, the presentation and the portfolio.

- If the average mark is over 5 but one or more marks are below 5, the final mark will be the average mark of those below 5.

- At the second call, students will only have to retake the parts that they failed. All the other marks will be kept. To replace the portfolio and the presentation about the virtual exchange, they will have to do some other assignments/ tests.

- The use of any electronic devices during the examinations is strictly forbidden. A candidate who is suspected of cheating in examinations is liable to disciplinary action.

Code
A9065
A9067
A9068
A9069
B999
B1002
B1004
B1011
B1014
B1017
B1018
B1020
B1023
B1024
C2
C3
C4

	Competences
By the end of the course, the students will be able to demonstrate they have reached a C1 level in reading and listening comprehension in English.	A9065 A9067	B1002 B1017
By the end of the course, the students will be able to demonstrate they have reached a B2 level in speaking and written production in English.	A9065 A9067 A9069	B1002 B1017	C4
By the end of the course, the students will be able to outline key methodological principles, methods, techniques and strategies which should be taken into account when teaching EFL to Primary school learners.	A9065	B999 B1011	C2
By the end of the course, the students will be able to solve practical cases related to the teaching of English in Primary Education.		B999 B1004 B1014 B1020 B1023	C2 C3
By the end of the course, the students will be able to create a portfolio of oral and written learning evidences after participating in a telecollaborative project.	A9067 A9068	B1018 B1020 B1023 B1024	C4
By the end of the course, the students will be able to design a digital escape room for the teaching of English in Primary Education.	A9068	B1004 B1011 B1023	C4

Topic	Sub-topic
Unit 1. LEARNERS’ NEEDS.	DIDACTICS FOCUS: - Teaching English to young learners in the context of primary school; characteristics of YL. - Catering for learner diversity; SEN; learning styles; multiple intelligences; creativity; the 7 Rs; the C-Wheel. LANGUAGE AND COMMUNICATION FOCUS: - Describing personality and emotions. Commonly confused adjectives. - The Language of Quotes; figures of Speech.
Unit 2. THE WORLD AROUND THEM.	DIDACTICS FOCUS: - Learning by doing, pretend play, role-playing, hypothetical situations based on real life; realia. LANGUAGE AND COMMUNICATION FOCUS: - Describing objects, food, meals, people, places and pictures. - The senses; physical description; materials. - Measurement: length, width, height, thickness, depth. - Purpose function; process function. - Conditional tense; modal verbs of deduction.
Unit 3. LEARNING AND TEACHING ENGLISH AS A FOREIGN LANGUAGE.	DIDACTICS FOCUS: - Nature vs nurture; the critical period hypothesis; feral children; language acquisition and language learning; the learning process; learning strategies; principle of distributed practice; types of motivation. - Sociolinguistics and variation in English. - Foreign language teaching methods; LSP; CLIL; EMI; planning: approaches>methods>procedures>techniques; curriculum>syllabus>unit>lesson>task. LANGUAGE AND COMMUNICATION FOCUS: - Specialized vocabulary related with Foreign Language Teaching. - Academic language to express cognitive functions: defining, describing, classifying, exemplifying, contrasting.
Unit 4. CLASSROOM MANAGEMENT, ERROR CORRECTION AND ASSESSMENT.	DIDACTICS FOCUS: - Classroom management; grouping techniques; the role of questions; eliciting language; prompts; discipline problems. - Formative assessment; diagnostic and summative evaluation. - Corrective feedback; teacher-, peer- and self-correction. - Thinking skills – RBT (Revised Bloom’s Taxonomy) - Krashen’s comprehensible input hypothesis, Vygotsky’s Zone of Proximal Development - Bruner: scaffolding and spiral curriculum LANGUAGE AND COMMUNICATION FOCUS: - Classroom language - Biding and language used in auctions. - Some problems with word order, commonly confused words, prepositions, collocations, false friends.
Unit 5. ACTIVITIES, TASKS, TECHNIQUES.	DIDACTICS FOCUS: - Activities vs tasks; Types of tasks (decision-making & production); techniques and thinking skills involved; grading and combining techniques; scaffolding; guided writing; modelling; adaptations of traditional games; dictations; carousel (work stations). - Designing tasks. Practical cases. LANGUAGE AND COMMUNICATION FOCUS: - Use of the –ing form, conditional sentences, reason sentences, the passive, indirect questions, relative clauses, modal verbs, quantifiers, articles, reported speech. - Compounds - Narrative structure, vocabulary, expressions and repetitive patterns in stories
Unit 6. MATERIALS AND RESOURCES.	DIDACTICS FOCUS: - The textbook (pros and cons). - Authentic and adapted materials. - Verbal and non-verbal language. - Games and gamification. Learning by playing. - The use and design of materials: - Visual aids: charts, graphs, grids, mathematical notations, pictures, comic strips, flashcards, posters, maps, slide presentations, handouts, images, written text. - Audio aids: songs, rhymes, chants, recordings, podcasts. - Audio-visual aids: real-world videos and language learning videos. Online apps. - Kinesthetic aids: realia, puppets, costumes, toys, puzzles, mockups. LANGUAGE AND COMMUNICATION FOCUS: - Describing graphs and trends. - Adjectives and adverbs of manner. - Vocabulary related with figures, surveys, statistics and presentations.

Methodologies :: Tests
	Class hours	Hours outside the classroom	Total hours
Problem solving, classroom exercises	26	14	40

Presentations / expositions	8	2	10
Portfolios/Learning folder	1	36	37
Personal tuition	1	2	3

Lecture	20	6	26

Mixed tests	4	30	34

(*)The information in the planning table is for guidance only and does not take into account the heterogeneity of the students.

	Description
Problem solving, classroom exercises	Task-based lessons with both a language and a didactic focus applying different teaching methods and techniques.
Presentations / expositions	Presentation of the students' experience and opinion of the virtual exchange, including using and creating Escape Rooms and interacting with American students to solve puzzles collaboratively and to discuss intercultural topics.
Portfolios/Learning folder	Portfolio including learning evidences (synchronous and asynchronous communications), an essay, the completion of a number of activities in Escape Rooms and the design of an Escape Room for Young Learners.
Personal tuition	Feedback of homework submitted through Moodle, as part of the formative assessment.
Lecture	Lectures on methodological topics concerning the Teaching of English as a Foreign Language to Primary-school children.

Basic

Complementary
	Foreign Language Methodology Textbooks Legutke, M., Mueller-Hartmann, A. & Schoker-v. Ditfurth, M. (2009). Teaching English in the Primary School. Stuttgart, Germany: Klett. Nunan, David. (2011). Teaching English to young learners. Anaheim: Anaheim University Press. Read, C. (2007). 500 Activities for the Primary Classroom. Macmillan Books for Teachers. Slattery, M. & Willis, J. (2001). English for Primary Teachers. Oxford: Oxford University Press. Watkins, Peter. (2012). Learning to teach English. Peaslake (Surrey): Delta. Willis, D. and J. (2007). Doing Task-Based Teaching (Oxford Handbooks for Language Teachers) Grammar, Vocabulary and Writing Resource Books Eastwood, John (2005). Oxford Learner’s Grammar. Oxford: Oxford University Press. Mccarthy, M. and F. O'Dell. (2002). English vocabulary in use. Upper-intermediate. Cambridge: Cambridge University Press. Murphy, R. (2002). English Grammar in Use. A Self-Study Reference and Practice Book for Intermediate Students, with answers. Cambridge: Cambridge University Press Shintani, Natsuko. 2016. Input-based Tasks in Foreign Language Instruction for Young Learners. Amsterdam: John Benjamins. Sowton, Chris. (2012). 50 steps to improving your academic writing: study book. Reading, UK: Garnet Pub.