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Dades generals

Curs acadèmic:
Coneixement de l'idioma. Comprensió i expressió. Conversa. Literatura. L'aprenentatge de la llengua estrangera. Continguts, recursos didàctics i materials per a l'ensenyament de l'idioma estranger. Desenvolupament d'unitats didàctiques. Aplicació a l'aula de primària.
Idioma principal de les classes:
S’utilitza oralment la llengua anglesa en l'assignatura:
Completament (100%)
S’utilitzen documents en llengua anglesa:
Completament (100%)


Grup A


Altres Competències

  • To deepen the knowledge acquired in the subject Didàctica de la llengua estrangera I and to get the basic skills to be able to become a good professional in the teaching of English as a foreign language in primary schools. To see in some detail how Information and Communication Technologies (ICT) can be integrated into the language teaching curriculum.


1. Classroom management

2. Planning units of work.

3. Evaluating textbooks and materials. Choosing supplementary materials.

4. Using videos and songs. Evaluation of materials.

5. The integration of ICT into language teaching (wordprocessors, authoring software, cd-roms and the Internet)


Tipus d’activitat Hores amb professor Hores sense professor Total
Anàlisi / estudi de casos 0 0 0
Total 0 0 0


  • Allan, Margaret (1985). Teaching english with video. Harlow: Longman. Catàleg
  • Cameron, Lynne (2001). Teaching languages to young learners. Cambridge [etc.]: Cambridge University Press. Catàleg
  • Casanovas Catalá, Montserrat (Departament de Didáctiques Específiques). Propuestas digitales : internet en el aula de inglés de laeducación primaria. [Lleida]: Universitat de Lleida. Catàleg
  • Cooper, Richard, Lavery, Mike, Rinvolucri, Mario (1991). Video. Oxford: Oxford University Press. Catàleg
  • Dudeney, Gavin (2000). The Internet and the language classroom. Cambridge: Cambridge University Press. Catàleg
  • Dudeney, Gavin (cop. 2007 ). How to teach English with technology . Harlow: Pearson/Longman. Catàleg
  • Graham, Carolyn (2006). Creating chants and songs. Oxford: Oxford University Press. Catàleg
  • Eastment, David (1999). The Internet and ELT, : the impact of the internet on english language teaching. Oxford: Summertown. Catàleg
  • Gordon, David, Baber, Eric (2005). Teaching english with information technology. Didcot, UK: Modern English Publishing. Catàleg
  • Lewis, Gordon (2004). The Internet and young learners. Oxford: Oxford University Press. Catàleg
  • Lonergan, Jack (1984). Video in language teaching. Cambridge: Cambridge University Press. Catàleg
  • Ideas and issues in primary elt (1991). Walton-on-Thames Surrey [etc.]: Nelson [etc.]. Catàleg
  • Phillips, Diane, Burwood, Sarah, Dunford, Helen (cop. 1999). Projects with young learners. Oxford [etc.]: Oxford University Press. Catàleg
  • Reilly, Vanessa. Teaching notes (2004). Cookie's nursery rhyme video [Enregistrament vídeo]. Oxford: Oxford University Press. Catàleg
  • Sharma, Pete (2007 ). Blended learning : using technology in and beyond the language classroom . Oxford: Macmillan. Catàleg
  • Sperling, Dave (1999). Dave Sperling's Internet activity workbook. Upper Saddle River: Prentice Hall. Catàleg
  • Sperling, Dave (cop. 1997). The Internet guide, : for english language teachers. New Jersey: Prentice Hall Regents. Catàleg
  • Warschauer, Mark (cop. 1995). E-Mail for English teaching, : bringing the internet and computer learning networks into the language classrom. Alexandria: TESOL. Catàleg
  • Warschauer, Mark, Shetzer, Heidi, Meloni, Christine (cop. 2000). Internet for English teaching. Alexandria, Virginia: Teachers of English to Speakers of Other Languages. Catàleg
  • Windeatt, Scott, Hardisty, David, Eastment, David (2000). The Internet. Oxford [etc.]: Oxford University Press. Catàleg
  • Woodward, Tessa (2001). Planning lessons and courses, : designing sequences of work for the language classroom. Cambridge: Cambridge University Press. Catàleg

Avaluació i qualificació

Activitats d'avaluació:

Descripció de l'activitat Avaluació de l'activitat %


Classroom sessions will be presented in a variety of modes: lectures, experimental, discussions, creating and trying material. The course aims to be participative
Individual, pair and group-discussion work.
Use of computer aids and audiovisual material.


Practical credits will be combined with theory in most classes. A lot of classes will be held in the computer room There will be a mixture of computer activities, reading, writing, debate, workshops, video and other type of activities.

Participation in class.
It is compulsory to attend 80% of the lessons. The students not attending a minimum of 80% of the classes will have to take a final exam
Presentation in class of a primary school unit (in pairs)
Preparation of materials for school use (in pairs)
All students will be required to do some daily research assignments.
A final research paper
Evaluation criteria:
3 different sections will be evaluated during the year:
a) 5 written assigments which will be presented and shared with the rest of the class (in pairs) (30% of the mark)
b) presentation in class of a primary school unit (in pairs) (30% of the mark)
c) a final research paper based on a video to be used in primary school. (30% of the mark)(individual work)
The final paper should include:
2)A theoretical framework about the integration of ICT and video into language teaching.
3)Didactic explotation of a video (5 sessions)
4) Bibliography

The remaining 10% of the mark will be given for attendance and participation in class.
Students will need a minimum mark of 5 out of 10 in each section in order to pass the subject


Students will need a good command of English. Oral presentations and written assignments will need to be fluent and accurate