Primary teacher education

General Objective The objective of this course is for students to achieve a B2 level of English language competence, as described and defined by the CEFR, across the various language skills. To this end, the specific objectives of the course are as follows: To comprehend and critically discuss articles and texts in English. To identify structural elements of a text and be able to interpret and evaluate it effectively in English. To conduct research using English-language databases, both online and in print, including journals and periodicals. To communicate effectively in English (both orally and in writing) with the appropriate level of formality in scientific communications and in interactions with children and colleagues. To prepare a lesson plan for teaching English. To understand extended speeches and follow complex arguments, including on unfamiliar topics. To use digital communication tools, including AI, effectively.

Students are expected to have attained a B1 level of proficiency in English, in accordance with the Common European Framework of Reference for Languages (CEFR) descriptors and parameters, across all relevant language skills. This prerequisite is established in consideration of the fact that the course is delivered in the fifth year of the single-cycle Master’s Degree Programme (LM-85bis), following four consecutive years of prior English language instruction within the same curriculum.

TEXTBOOK FOR LANGUAGE IMPROVEMENT LEVEL B2 Anthony Cosgrove Deborah Hobbs Open World First Student's Book with Answers with Online Practice and Workbook Or Student’s Book with Answers with Online Practice and Workbook Cambridge University Press, 2020, second edition

Attendance is recommended, considering that the language lesson - by its very nature - requires a personal and practical involvement, individual concentration and classroom rendering.

The course assessment is designed to be both summative and formative, and it encompasses written, oral, and digital components. Written Assessment: No specific questions are set for the written exam. Instead, evaluation is based on the production of an original composite portfolio, which contains texts of various genres created by the student to demonstrate their individual learning journey throughout the course. The portfolio may include compilatory, summarizing, creative, and innovative texts, including in terms of format. Oral Assessment: Students are required to condense selected content from the portfolio into a digital format and present it orally in a discursive, argumentative, and interactive manner with the instructor. The oral presentation of the project complements the written component and contributes to the overall evaluation. Evaluation Criteria: Assessment will focus on: The breadth and depth of linguistic competence demonstrated across the portfolio. The clarity, coherence, and organization of written and oral outputs. The ability to critically reflect on learning and effectively communicate ideas. Creativity and originality in the production and presentation of materials. This approach ensures that students are evaluated not only on their mastery of formal English skills but also on their ability to apply language effectively in diverse contexts and demonstrate independent learning and communicative competence.

The lesson is conducted in four phases: Presentation: a frontal teaching phase in which the instructor introduces, explains, and provides documentation on the proposed topic, addressing both formal and content-related aspects. Involvement and Discussion: a pair, group, or whole-class activity phase. Depending on the topic and lesson plan, the instructor facilitates discussion and practical application of the proposed theme. Individual Work: an individual activity phase, which may take the form of a flipped classroom task or homework. Group Work, Discussion, and Feedback: a collective activity phase in which individual contributions are compared, discussed, and potentially expanded upon as a result of class discussion.