Guías Docentes Electrónicas
1. General information
ECTS credits:
Academic year:
First quarter
Main language:
Second language:
Use of additional languages:
English Friendly:
Web site:
Lecturer: ARSENIO MOYA GUIJARRO - Group(s): 30 
Phone number
Office hours
Facultad de Educación Desp. 2.22
969179100 Ext. 4721

2. Pre-Requisites
Not established
3. Justification in the curriculum, relation to other subjects and to the profession
Not established
4. Degree competences achieved in this course
Course competences
Code Description
CB04 Transmit information, ideas, problems and solutions for both specialist and non-specialist audiences.
MLI.01 Be able to successfully communicate, with fluency and accuracy, at the B2 level of the Common European Framework of Reference (Independent User: Vantage) and develop the five communicate skills of the foreign language: listening, speaking, oral interaction, reading and writing.
MLI.04 Acquire the lexical, semantic, grammatical and discursive bases of the English language, to allow students to understand the function of different linguistic units in communication and, thus, acquire the necessary linguistic background to manage a foreign language class in Primary Education.
MLI.06 Select and elaborate relevant and interesting oral and written texts for pupils, which allow learning of the English language.
MLI.11 Be able to plan what is going to be taught and evaluated, as well as be able to select, elaborate and implement different teaching strategies and several types of activities.
5. Objectives or Learning Outcomes
Course learning outcomes
Acquire the necessary phonetic, grammatical and discursive tools so as to use the English language autonomously.
Be able to make an oral description or maintain a conversation on a wide range of topics of general interest or related to their specialty.
Delve into pupils' development of the communicative competence in the English language, by reading literary texts in their original language, presenting and discussing their characteristics and through written expression.
Use songs, games and storytelling to practise the most relevant grammar aspects of the English language in the foreign language classroom from a communicative and functional perspective.
Be able to write coherent and cohesive texts on a wide range of topics related to their personal or professional life by using different elements in a linear sequence.
Additional outcomes
6. Units / Contents
  • Unit 1:
  • Unit 2:
    • Unit 2.1:
    • Unit 2.2:
    • Unit 2.3:
  • Unit 3:
    • Unit 3.1:
    • Unit 3.2:
    • Unit 3.3:
  • Unit 4:
    • Unit 4.1:
    • Unit 4.2:
7. Activities, Units/Modules and Methodology
Training Activity Methodology Related Competences ECTS Hours As Com Description
Class Attendance (theory) [ON-SITE] Lectures CB04 0.75 18.75 Y N
Project or Topic Presentations [ON-SITE] Assessment tests MLI.01 0.4 10 Y N
Study and Exam Preparation [OFF-SITE] Self-study MLI.11 2 50 Y N
Writing of reports or projects [OFF-SITE] Guided or supervised work MLI.06 1.6 40 Y N
Final test [ON-SITE] Assessment tests MLI.04 0.25 6.25 Y Y
Practical or hands-on activities MLI.04 1 25 Y N
Total: 6 150
Total credits of in-class work: 1.4 Total class time hours: 35
Total credits of out of class work: 3.6 Total hours of out of class work: 90

As: Assessable training activity
Com: Training activity of compulsory overcoming (It will be essential to overcome both continuous and non-continuous assessment).

8. Evaluation criteria and Grading System
Evaluation System Continuous assessment Non-continuous evaluation * Description
Progress Tests 20.00% 0.00%
Oral presentations assessment 10.00% 20.00%
Final test 70.00% 80.00%
Total: 100.00% 100.00%  
According to art. 4 of the UCLM Student Evaluation Regulations, it must be provided to students who cannot regularly attend face-to-face training activities the passing of the subject, having the right (art. 12.2) to be globally graded, in 2 annual calls per subject , an ordinary and an extraordinary one (evaluating 100% of the competences).

Evaluation criteria for the final exam:
  • Continuous assessment:
    Evaluation criteria not defined
  • Non-continuous evaluation:
    Evaluation criteria not defined

Specifications for the resit/retake exam:
Evaluation criteria not defined
Specifications for the second resit / retake exam:
Evaluation criteria not defined
9. Assignments, course calendar and important dates
Not related to the syllabus/contents
Hours hours

Unit 1 (de 4):
Activities Hours
Class Attendance (theory) [PRESENCIAL][Lectures] 2
Study and Exam Preparation [AUTÓNOMA][Self-study] 1
Group 30:
Initial date: 12-09-2022 End date: 28-09-2022
Group 33:
Initial date: 12-09-2022 End date: 28-09-2022

Unit 2 (de 4):
Activities Hours
Class Attendance (theory) [PRESENCIAL][Lectures] 7
Project or Topic Presentations [PRESENCIAL][Assessment tests] 5
Study and Exam Preparation [AUTÓNOMA][Self-study] 24
Writing of reports or projects [AUTÓNOMA][Guided or supervised work] 20
Group 30:
Initial date: 03-10-2022 End date: 03-11-2022
Group 33:
Initial date: 03-10-2022 End date: 03-11-2022

Unit 3 (de 4):
Activities Hours
Class Attendance (theory) [PRESENCIAL][Lectures] 8
Project or Topic Presentations [PRESENCIAL][Assessment tests] 5
Study and Exam Preparation [AUTÓNOMA][Self-study] 20
Writing of reports or projects [AUTÓNOMA][Guided or supervised work] 15
Group 30:
Initial date: 07-11-2022 End date: 30-11-2022
Group 33:
Initial date: 07-11-2022 End date: 30-11-2022

Unit 4 (de 4):
Activities Hours
Class Attendance (theory) [PRESENCIAL][Lectures] 8
Project or Topic Presentations [PRESENCIAL][Assessment tests] 5
Study and Exam Preparation [AUTÓNOMA][Self-study] 5
Group 30:
Initial date: 05-12-2022 End date: 21-12-2022
Group 33:
Initial date: 05-12-2022 End date: 21-12-2022

Global activity
Activities hours
10. Bibliography and Sources
Author(s) Title Book/Journal Citv Publishing house ISBN Year Description Link Catálogo biblioteca
Carter, R. and McCarthy, M. Cambridge Grammar of English Cambridge University Press 2006 Gramatical aspects of the English Language  
Downing, A. and Ph. Locke A University Course in English Grammar London John Benjamins 2006 Description of the English grammar from a functional perspective  
Duran, E. and G. Ozón English Words and Sentences. An Introduction Cambridge Cambridge University Press 2013 Introduction to English Grammar  
Foley, M. and D. Hall My Grammar Lab. Intermediate B1/B2 Pearson 2013  
Harmer, Jeremy The Practice of English Language Teaching Harlow Pearson 2015 Chapters 2, 3 and 15 dealt with teaching grammar to young learners  
Lewis, G. and H. Mol Grammar for Young Learners Oxford University Press 2009  
Moya Guijarro A. Jesús. 2017 Processing Reality in Picture Books Frankfurt and Main Peter Lang Verlag, 431-458.  
Moya Guijarro, A. Jesús The Role of Semiotic Metaphor in the Verbal-Visual Interplay of Three Children¿s Picture Books. A Bimodal Systemic-Functiona lApproach. 2016 Relación texto-imagen en libros álbum  
Moya Guijarro, A. Jesús A Multimodal Analysis of Picture Books for Children. A Systemic Functional Approach UK Equinox 9781908049780 2014 A multimodal analysis of nine picture books intented for children in three different stages of cognitive development. The nine picture books can be used to teach English to young children  
Moya Guijarro, A. Jesús y Cristina Cañamares (Ed.) LIBROS ÁLBUM QUE DESAFÍAN LOS ESTEREOTIPOS DE GÉNERO Y EL CONCEPTO DE FAMILIA TRADICIONAL. ANÁLISIS SEMIÓTICO Y MULTIMODAL Libro de la Colección Arcadia Cuenca Servicio de Publicaciones de la UCLM 2020 Análsis verbal y visual de libros álbum que rompen con estereotipos de género. Albacetización visual.  
Moya-Guijarro, A. J and E. Ventola A Multimodal Approach to Challenging Gender Stereotypes in Children¿s Picture Books Libro editado New York Routledge 978-0-367-70361-5 22 This collection offers a thorough treatment of the ways in which the verbal and visual semiotic modes interrelate toward promoting gender equality and social inclusion in children¿s picture books. Drawing on cutting-edge theoretical work in multimodality, including multimodal cognitive linguistics, multimodal discourse analysis, and visual social semiotics, the book expands on descriptive-oriented studies to offer a more linguistically driven perspective on children¿s picture books. The volume explores the choice afforded to and the lexico-semantic and discursive strategies employed by writers and illustrators in conveying representational, interpersonal, and textual meanings in the verbal and non-verbal components in these narratives in order to challenge gender stereotypes and promote the social inclusion of same-sex parent families. This book will be of particular interest to students and scholars in multimodality, discourse analysis, social semiotics, and children¿s literature. Chapters 1 & 8 of this book are freely available as downloadable Open Access PDFs under a Creative Commons Attribution-Non Commercial-No Derivatives 4.0 license available at  
Murphy, R. English Grammar in Use. Thrid Edition Cambridge University Press 2013  
Nixon Caroline and M. Tomlinson Primary Grammar Box Cambridge University Press 2008 Grammar games and activities for young learners  
Parrot, M. Grammar for English Language Teachers Cambridge Cambridge University Press 2010  
Ramos, I., J. Moya and. J. Albentosa (eds.) New Trends in English Teacher Education Cuenca Ediciones de la UCLM 2008 Selection of papers dealing with linguistic and didactic aspects related to the teaching of English as a FL  
Ventola, Eija and A. Jesús Moya (Eds.) The World Told and the World Shown: Multisemiotic Issues London Palgrave Macmillan 2009 Tools to analyse the meaning of visual language in context.  

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