Immerse yourself in the study of this complete program, in which you will find everything you need to acquire a higher professional level and compete with the best"

The knowledge of English is nowadays a necessity for individual development in different areas of daily life. As far as this program is concerned, its focus will be on English Language teaching methodologies in Primary Education. This is a challenge for teachers, which requires specific training that allows them to take advantage of all the benefits of this approach and teaches them to convert the difficulties that are also associated with it, into opportunities for growth for their students. This program will allow the student to acquire the theoretical knowledge and practical skills needed to work in this context with the capacity of an expert.

Having said that, this training aims to be a reflection and study of the methodologies that currently exist for teaching and, therefore, for the acquisition of the English Language, basing the work on the Primary Education stage. In addition, it aims to give an organic form to this teaching, so that students grow up using the English Language as a means of communication, not as a subject.

The compendium of contents designed by TECH will be the professional's main weapon to apply the most innovative knowledge and the most advanced tools in their daily teaching practice. Thus, there will be an in-depth review that will allow students of this program to know in depth the techniques of Teaching English in Primary Education. All this, through theoretical materials presented with enriched texts, multimedia presentations, exercises and guided practical activities, motivational videos, master classes, and case studies, where the student will be able to evoke knowledge in an orderly manner and train decision-making that demonstrates their training within the field of teaching. 

With a Master's Degree 100% online that will provide the student with the ease of being able to study it comfortably, wherever and whenever they want, the student will only need a device with internet access to launch his career a step further. A modality according to the current times with all the guarantees to position the teacher in a highly demanded sector. Undoubtedly, this is a unique opportunity for the teaching professional who wishes to specialize in English, with the best professionals in the sector and with the most innovative program on the market. 

Developing knowledge of English during the Primary Education stage allows children to be more receptive to other cultures and to better understand the world around them"

This Master's Degree in Teaching English in Primary Education has the most complete and updated Education program. The most important features include: 

• The development of case studies presented by experts
• The graphic, schematic, and eminently practical contents with which they are created provide scientific and practical information on the disciplines that are essential for professional practice
• Practical exercises where self-assessment can be used to improve learning
• Special emphasis on innovative methodologies in taught in Languages
• Theoretical lessons, questions to the expert, debate forums on controversial topics, and individual reflection work
• Content that is accessible from any fixed or portable device with an Internet connection

Increase your confidence in decision-making by updating your knowledge through this Master's Degree"  

It includes in its teaching staff professionals who pour into this training the experience of their work, in addition to recognized specialists belonging to reference societies and prestigious Universities.

Thanks to its multimedia content developed with the latest educational technology, it will allow the professional a situated and contextual learning, that is to say, a simulated environment that will provide an immersive learning programmed to train in real situations.

The design of this program is based on Problem-Based Learning, by means of which the Educator must try to solve the different situations of Professional Pactice that arise throughout the course. For this purpose, the educator will be assisted by an innovative interactive video system developed by recognized experts. 

You will have access to the contents from any fixed or portable device with internet connection or downloaded to work offline"

Take the step to catch up on the latest developments in Teaching English in Primary Education, from professionals with years of experience in the sector"

TECH guarantees students a quality content according to their expectations, giving them the opportunity to excel in their area of work. Additionally, the student will be able to perform the various functions related to this Master's Degree, along with the most innovative proposals in this field of action, thus guiding them towards excellence. The structure of the contents has been designed by top level professionals within the educational panorama, with a wide trajectory and recognized prestige in the profession, endorsed by their experience, and with a wide mastery of new technologies applied to teaching.

The most up-to-date contents on the teaching of English, with the most relevant aspects in methodology and highly useful tools for teachers"

Module 1. Personalized Education. Anthropological, Philosophical, and Psychological Foundations

1.1. The Human Person

1.1.1. To Educate Counting on the Person
1.1.2.Person and Human Nature
1.1.3.Attributes or Radical Properties of the Person
1.1.4.Strategies to Favor the Unfolding of the Person’s Radical Attributes or Properties
1.1.5.The Human Person as a Dynamic System
1.1.6.The Person and the Meaning That They Can Give to Their Life

1.2.Pedagogical Foundations of Personalized Education

1.2.1.The Educability of the Human Being as a Capacity for Integration and Growth
1.2.2. What Is and What Is Not Personalized Education?
1.2.3. Purposes of Personalized Education
1.2.4. The Personal Teacher-Student Encounter
1.2.5. Protagonists and Mediators
1.2.6. The Principles of Personalized Education

1.3.Learning Situations in Personalized Education

1.3.1. The Personalized Vision of the Learning Process
1.3.2. Operational and Participatory Methodologies and Their General Characteristics
1.3.3. Learning Situations and Their Personalization
1.3.4. Role of Materials and Resources
1.3.5. Evaluation as a Learning Situation
1.3.6. The Personalized Educational Style and Its Five Manifestations
1.3.7. Promoting the Five Manifestations of the Personalized Educational Style 

1.4. Motivation: A Key Aspect of Personalized Learning

1.4.1. Influence of Affectivity and Intelligence in the Learning Process
1.4.2. Definition and Types of Motivation
1.4.3. Motivation and Values
1.4.4. Strategies to Make the Learning Process More Attractive
1.4.5. The Playful Aspect of School Work

1.5. Metacognitive Learning

1.5.1. What Should Students Be Taught in Personalized Education?
1.5.2. Meaning of Metacognition and Metacognitive Learning
1.5.3. Metacognitive Learning Strategies
1.5.4. Consequences of Learning in a Metacognitive Way.
1.5.5. The Evaluation of the Significant Learning of the Learner
1.5.6.  Keys to Educate in Creativity

1.6. Personalizing the Organization of the School Center

1.6.1. Factors in the Organization of a School
1.6.2. The Personalized School Environment
1.6.3. The Student Body
1.6.4. The Teaching Staff
1.6.5. The Families
1.6.6. The School Center as an Organization and as a Unit
1.6.7. Indicators to Evaluate the Educational Personalization of a School Center

1.7. Identity and Profession  

1.7.1. Personal Identity: A Personal and Collective Construction 
1.7.2. Lack of Social Valuation
1.7.3. The Cracking and the Identity Crisis
1.7.4. Professionalization Under Debate
1.7.5. Between Vocation and Expert Knowledge
1.7.6. Teachers as Artisans
1.7.7. Fast Food Behavior 
1.7.8. Unrecognized Good Guys and Unknown Bad Guys
1.7.9. Teachers Have Competitors 

1.8. The Process of Becoming a Teacher  

1.8.1. Initial Training Matters
1.8.2. At the Beginning, the More Difficult, the Better
1.8.3. Between Routine and Adaptation
1.8.4. Different Stages, Different Needs 

1.9. Characteristics of Effective Teachers  

1.9.1. The Literature on Effective Teachers
1.9.2. Value-Added Methods
1.9.3. Classroom Observation and Ethnographic Approaches
1.9.4. The Dream of Having Countries With Good Teachers 

1.10. Beliefs and Change  

1.10.1. Analysis of Beliefs in the Teaching Profession
1.10.2. Many Actions and Little Impact
1.10.3. The Search for Models in the Teaching Profession 

Module 2. Information Technologies Applied to Education

2.1. ICT, Literacy, and Digital Competencies 

2.1.1. Introduction and Objectives 
2.1.2. The School in the Knowledge Society 
2.1.3. Ict in the Teaching and Learning Process
2.1.4. Digital Literacy and Competencies 
2.1.5. The Role of the Teacher in the Classroom 
2.1.6. The Digital Competencies of the Teacher 
2.1.7. Bibliographical References 
2.1.8. Hardware in the Classroom: Pdi, Tablets, and Smartphones
2.1.9. Internet as an Educational Resource: Web 2.0 and M-Learning 
2.1.10. The Teacher as Part of Web 2.0: How to Build Their Digital Identity? 
2.1.11. Guidelines for the Creation of Teacher Profiles 
2.1.12. Creating a Teacher Profile on Twitter 
2.1.13. Bibliographical References 

2.2. Creation of Pedagogical Content With ICT and Its Possibilities in the Classroom

2.2.1. Introduction and Objectives 
2.2.2. Conditions for Participatory Learning 
2.2.3. The Role of the Learner in the Classroom With ICTs: Prosumer 
2.2.4. Content Creation in the Web 2.0: Digital Tools 
2.2.5. The Blog as a Classroom Pedagogical Resource 
2.2.6. Guidelines for the Creation of an Educational Blog 
2.2.7. Elements of the Blog to Make It an Educational Resource 
2.2.8. Bibliographical References 

2.3. Personal Learning Environments for Teachers 

2.3.1. Introduction and Objectives 
2.3.2. Teacher Training for the Integration of ICTs
2.3.3. Learning Communities 
2.3.4. Definition of Personal Learning Environments 
2.3.5. Educational Use of PLE and NLP
2.3.6. Design and Creation of Our Classroom Ple 
2.3.7. Bibliographical References 

2.4. Collaborative Learning and Content Curation 

2.4.1. Introduction and Objectives 
2.4.2. Collaborative Learning for the Efficient Introduction of Ict in the Classroom
2.4.3. Digital Tools for Collaborative Work 
2.4.4. Content Curation 
2.4.5. Content Curation as a Didactic Practice in the Promotion of Students’ Digital Competences
2.4.6. The Content Curator Teacher. Scoop.it 
2.4.7. Bibliographical References 

2.5. Pedagogical Use of Social Networks. Safety in the Use of Icts in the Classroom

2.5.1. Introduction and Objectives 
2.5.2. Principle of Connected Learning 
2.5.3. Social Networks: Tools for the Creation of Learning Communities 
2.5.4. Communication in Social Networks: Management of the New Communicative Codes 
2.5.5. Types of Social Networks 
2.5.6.How to Use Social Networks in the Classroom: Content Creation 
2.5.7. Development of Digital Competencies of Students and Teachers With the Integration of Social Media in the Classroom 
2.5.8. Introduction and Objectives of Security in the Use of Icts in the Classroom
2.5.9. Digital Identity 
2.5.10. Risks of Minors on the Internet 
2.5.11. Education in Values With Ict: Service-Learning Methodology (APS) With Ict Resources  
2.5.12. Platforms for Promoting Safety on the Internet 
2.5.13. Internet Safety as Part of Education: Centers, Families, Students, and Teachers.and Objectives of the Safety in the Use of Icts in the Classroom 
2.5.14. Bibliographical References 

2.6. Creation of Audiovisual Content With ICT Tools. PBL and ICT

2.6.1. Introduction and Objectives 
2.6.2. Bloom’s Taxonomy and ICT
2.6.3. The Educational Podcast as a Didactic Element 
2.6.4. Audio Creation 
2.6.5. The Image as a Didactic Element 
2.6.6. ICT Tools With Educational Use of Images 
2.6.7. The Edition of Images With the Ict: Tools for Its Edition 
2.6.8. What Is PBL? 
2.6.9. Process of Working With PBL and ICT
2.6.10. Designing PBL With ICT 
2.6.11. Educational Possibilities in Web 3.0 
2.6.12. Youtubers and Instagramers: Informal Learning in Digital Media 
2.6.13. The Video Tutorial as a Pedagogical Resource in the Classroom 
2.6.14. Platforms for the Dissemination of Audiovisual Materials 
2.6.15. Guidelines for the Creation of an Educational Video 
2.6.16. Bibliographical References 

2.7. Regulations and Legislation Applicable to ICT

2.7.1. Introduction and Objectives 
2.7.2. Data Protection Laws 
2.7.3. Guide of Recommendations for the Privacy of Minors on the Internet 
2.7.4. The Author’s Rights: Copyright and Creative Commons 
2.7.5. Use of Copyrighted Material 
2.7.6. Bibliographical References 

2.8. Gamification: Motivation and ICT in the Classroom 

2.8.1. Introduction and Objectives 
2.8.2. Gamification Enters the Classroom Through Virtual Learning Environments
2.8.3. Game-Based Learning (GBL) 
2.8.4. Augmented Reality (AR) In the Classroom 
2.8.5. Types of Augmented Reality and Classroom Experiences 
2.8.6. Qr Codes in the Classroom: Generation of Codes and Educational Application 
2.8.7. Classroom Experiences 
2.8.8. Bibliographical References 

2.9. Media Competency in a Classroom With ICTs

2.9.1. Introduction and Objectives 
2.9.2. Promoting the Media Competence of Teachers 
2.9.3. Mastering Communication for Motivating Teaching 
2.9.4. Communicating Pedagogical Content With ICTs
2.9.5. Importance of the Image as a Pedagogical Resource 
2.9.6. Digital Presentations as a Didactic Resource in the Classroom 
2.9.7. Working in the Classroom With Images 
2.9.8. Sharing Images on Web 2.0
2.9.9. Bibliographical References 

2.10. Assessment for Learning Through ICT

2.10.1. Introduction and Objectives 
2.10.2. Assessment for Learning Through Ict 
2.10.3. Evaluation Tools: Digital Portfolio and Rubrics 
2.10.4. Building an Eportfolio With Google Sites 
2.10.5. Generating Evaluation Rubrics 
2.10.6. Design Evaluations and Self-Evaluations With Google Forms 
2.10.7. Bibliographical References 

Module 3. General Didactics 

3.1. Foundations of Didactics as an Applied Pedagogical Discipline 

3.1.1. Foundations, Origin, and Evolution of Didactics 
3.1.2. The Concept of Didactics 
3.1.3. The Object and the Purpose of Didactics 
3.1.4. Personalization of the Teaching-Learning Process 
3.1.5. Didactics as Theory, Practice, Science, and Art 
3.1.6. Didactic Models 

3.2. Learning to Learn. Contributions From the Theory of Multiple Intelligences, Metacognition, and Neuroeducation 

3.2.1. An Approach to the Concept of Intelligence 
3.2.2. Metacognition and Its Application in the Classroom 
3.2.3. Neuroeducation and Its Application to Learning 

3.3. Didactic Principles and Methodology 

3.3.1. Didactic Principles 
3.3.2. Didactic Strategies and Types 
3.3.3. Didactic Methods

3.4. Educational Design and Planning 

3.4.1. Approach to the Concept of Curriculum 
3.4.2. Levels of Curricular Concreteness 

3.5. Competence Objectives and Contents 

3.5.1. Educational Objectives 
3.5.2. Objectives in the Linear Model. What Is the Purpose of Teaching? 
3.5.3. Objectives in the Process Model 
3.5.4. Competencies. Why Teach? 
3.5.5. Contents. What to Teach?

3.6. Didactic Procedures and Teaching Techniques 

3.6.1. Representation Procedures and Codes 
3.6.2. Teaching Techniques

3.7. Activities, Didactic Means, Didactic Resources and ICTs

3.7.1. Activities 
3.7.2. Means and Resources From a Curriculum Perspective 
3.7.3. Classification of the Resources and Didactic Means 
3.7.4. Didactic Means and ICT

3.8. Motivation in the Classroom and Strategies for Its Achievement

3.8.1. What Does Motivation in the Classroom Consist Of? 
3.8.2. Different Types of Motivation 
3.8.3. Main Theories of Motivation

3.9. Educational Evaluation 

3.9.1. Approach to the Concept of Evaluation 
3.9.2. Evaluation Systems 
3.9.3. Content of the Evaluation: What to Evaluate? 
3.9.4. Evaluation Techniques and Instruments: How to Evaluate? 
3.9.5. Evaluation Moments 
3.9.6. Evaluation Sessions 
3.9.7. Curricular Adaptations

3.10. Communication in the Teaching-Learning Process 

3.10.1. The Communication Process in the Classroom 
3.10.2. Communication From the Learner’s Perspective 
3.10.3. Communication From the Teacher’s Perspective 

Module 4. Innovation and Improvement of Teaching Practice

4.1. Innovation and Improvement of Teaching Practice 

4.1.1. Introduction 
4.1.2. Innovation, Change, Improvement, and Reform 
4.1.3. The School Effectiveness Improvement Movement 
4.1.4. Nine Key Factors for Improvement 
4.1.5. How Is Change Made? The Phases of the Process 
4.1.6. Final Reflection 

4.2. Teaching Innovation and Improvement Projects 

4.2.1. Introduction 
4.2.2. Identification Data 
4.2.3. Project Justification 
4.2.4. Theoretical Framework 
4.2.5. Objectives 
4.2.6. Methodology 
4.2.7. Resources 
4.2.8. Timing 
4.2.9. Results Evaluation 
4.2.10. Bibliographical References 
4.2.11. Final Reflection 

4.3. School Management and Leadership 

4.3.1. Objectives 
4.3.2. Introduction 
4.3.3. Different Concepts of Leadership 
4.3.4. The Concept of Distributed Leadership 
4.3.5. Approaches to Distributed Leadership 
4.3.6. Resistance to Distributed Leadership 
4.3.7. The Distribution of Leadership in Spain 
4.3.8. Final Reflection 

4.4. The Training of Teaching Professionals 

4.4.1. Introduction 
4.4.2. Initial Teacher Training 
4.4.3. The Training of Novice Teachers 
4.4.4. Teacher Professional Development 
4.4.5. Teaching Competencies 
4.4.6. Reflective Practice 
4.4.7. From Educational Research to the Professional Development of Educators

4.5. Formative Creativity: The Principle of Educational Improvement and Innovation 

4.5.1. Introduction 
4.5.2. The Four Elements That Define Creativity 
4.5.3. Some Theses on Creativity Relevant to Didactics 
4.5.4. Formative Creativity and Educational Innovation 
4.5.5. Didactic or Pedagogical Considerations for the Development of Creativity 
4.5.6. Some Techniques for the Development of Creativity 
4.5.7. Final Reflection 

4.6. Towards a More Autonomous and Cooperative Learning (I): Learning How to Learn 

4.6.1. Introduction 
4.6.2. Why Is Metacognition Necessary? 
4.6.3. Teaching to Learn 
4.6.4. Explicit Teaching of Learning Strategies 
4.6.5. Classification of Learning Strategies 
4.6.6. The Teaching of Metacognitive Strategies 
4.6.7. The Problem of Evaluation 
4.6.8. Final Reflection 

4.7. Towards a More Autonomous and Cooperative Learning (II): Emotional and Social Learning. 

4.7.1. Introduction 
4.7.2. The Concept of Emotional Intelligence
4.7.3. Emotional Competencies 
4.7.4. Emotional Education and Social and Emotional Learning Programs 
4.7.5. Techniques and Concrete Methods for the Training of Social Skills 
4.7.6. Integrating Emotional and Social Learning Into Formal Education  
4.7.7. Final Reflection

4.8. Towards a More Autonomous and Cooperative Learning (III): Learning by Doing 

4.8.1. Introduction 
4.8.2. Active Strategies and Methodologies to Encourage Participation 
4.8.3. Problem-Based Learning 
4.8.4. Project Work  
4.8.5. Cooperative Learning 
4.8.6. Thematic Immersion 
4.8.7. Final Reflection 

4.9. Evaluation of Learning 

4.9.1. Introduction 
4.9.2. A Renewed Assessment 
4.9.3. Modalities of Evaluation 
4.9.4. The Procedural Evaluation Through the Portfolio 
4.9.5. The Use of Rubrics to Clarify the Evaluation Criteria  
4.9.6. Final Reflection 

4.10. The Role of the Teacher in the Classroom 

4.10.1. The Teacher as Guide and Orientator 
4.10.2. The Teacher as Class Director 
4.10.3. Ways of Directing the Class 
4.10.4. Leadership in the Classroom and in the Center 
4.10.5. Coexistence in the Center 

Module 5. Didactics of the English Language

5.1. Theories and Learning Styles: Towards the Teaching-Learning of Foreign Languages

5.1.1. Piaget: The Child and the Interaction With the Social Environment
5.1.2. Vygotsky: The Importance of Social Interaction 
5.1.3. Bruner and the Concept of “Scaffolding”  
5.1.4. Gardner and the Theory of Multiple Intelligences 
5.1.5. The Emotional Dimension in Learning 
5.1.6. Learning Styles 

5.2. Foreign Language Teaching and Learning 

5.2.1. Introduction to Foreign Language Teaching and Learning 
5.2.2. The Influence of Age on Foreign Language Learning 
5.2.3. The Influence of Mother Tongue on Foreign Language Learning 
5.2.4. Individual Differences and Their Influence on Foreign Language Learning 
5.2.5. Bilingual Education and Multilingual Education 
5.2.6. English as an International Language or Lingua Franca 

5.3. Spoken Language Learning in English 

5.3.1. The Importance of Spoken Language in the Foreign Language Learning Process 
5.3.2. Basic Principles on the Teaching-Learning of Spoken Language
5.3.3. The Development of Oral Speech in Children 
5.3.4. Promoting Interaction in English: Cooperation in the Classroom
5.3.5. Written Language as a Support for Spoken Language Development 
5.3.6. Use of “Authentic” Materials 
5.3.7. Non-threatening Atmosphere: Verbal and Non-verbal Communication and the Role of the Teacher 

5.4. Learning English Vocabulary 

5.4.1. Basic Principles of Vocabulary Teaching-Learning
5.4.2. Word Categories Applied to Vocabulary Learning
5.4.3. Vocabulary Learning and Teaching Techniques
5.4.4. Selecting Vocabulary 
5.4.5. Expanding Vocabulary 
5.4.6. Examples of Exercises to Work on Vocabulary 

5.5. Introduction to Literacy in English

5.5.1. The Literacy Process 
5.5.2. Factors That Influence Literacy Learning in the English Language 
5.5.3. Creating an Environment Conducive to English Language Literacy Learning 
5.5.4. Methods for Teaching Literacy in the English Language 
5.5.5. Next Steps in the Teaching-Learning of Literacy in English

5.6. Learning English Through Literary Resources and Play 

5.6.1. The Use of Stories for English Language Learning 
5.6.2. The Organization of Discourse in Stories 
5.6.3. The Use of Language in Stories 
5.6.4. The Quality of Stories as Material for Foreign Language Teaching 
5.6.5. Development of Tasks Around a Story 
5.6.6. Use of Songs and Rhymes/Poems in the Classroom 
5.6.7. The Use of Games as Culture Maintenance. Different Concepts of Culture in the Classroom 
5.6.8. Games and the Moral and Social Development of Children. Theories of Piaget, Kohlberg, Mead, and Vygotsky 
5.6.9. Games in the Learning of the English Language 

5.7. Content and Language Integrated Learning (CLIL)

5.7.1. Definition and CLIL Principles 
5.7.2. Content Learning: Cognitive Development 
5.7.3. CLIL Curriculum Models in Early Childhood and Primary Education 
5.7.4. Planning CLIL Sessions 

5.8. Thematic Approach or Project-Based Work 

5.8.1. Holistic Approach to Language Learning: Thematic or Project-Based Approach
5.8.2. Preparing a Class Based on Thematic or Project-Based Learning 
5.8.3. Communication in the Thematic or Project Approach 
5.8.4. Results After a Lesson With a Thematic or Project-Based Approach 

5.9. ICT in English Language Teaching and Learning 

5.9.1. Advantages and Risks of Using Ict in the Classroom
5.9.2. The Role of Ict in the English Classroom 
5.9.3. Prepared Materials 
5.9.4. Interactive Whiteboards 
5.9.5. Webquests 
5.9.6. Design of Materials: Software for Language Teaching With the Internet 

5.10. Formative/Informal Evaluation of English Language Teaching and Learning 

5.10.1. Introduction to Evaluation 
5.10.2. Basic Principles of Assessment 
5.10.3. Quality Criteria in Evaluation 
5.10.4. Evaluation Planning 
5.10.5. Different Types of Evaluation 
5.10.6. Characteristics and Types of Formative/Informal Evaluation

Module 6. English Grammar

6.1. The Nominal Group

6.1.1. Nouns and Pronouns
6.1.2. Gender and Number
6.1.3. Countable and Uncountable Nouns
6.1.4. Genitive Case
6.1.5. Pronouns

6.2. Adjectives and Adverbs

6.2.1. Adjectives and Adverbs
6.2.2. Adjectival Group
6.2.3. Adverbial Group

6.3. The Verb

6.3.1. The Verbal Group
6.3.2. Auxiliaries and their Use
6.3.3. Time
6.3.4. Aspect
6.3.5. Active and Passive
6.3.6. Phrasal Verbs

6.4. The English Tense System

6.4.1. The English Tense System
6.4.2. Present Tenses
6.4.3. Past Tenses
6.4.4. Future Forms

6.5. Real and Unreal Tense Usage

6.5.1. Real and Unreal Tense Usage
6.5.2. Conditional Sentences
6.5.3. Hypothesizing

6.6. Infinitives and Participles

6.6.1. Infinitive and Participles
6.6.2. Verb Patterns

6.7. Modal Verbs

6.7.1. Introduction to Modal Verbs
6.7.2. Modal Verbs of Probability
6.7.3. Modal Verbs for Obligation
6.7.4. Other Uses of Modal Verbs

6.8. Relative Clauses

6.8.1. Introduction to Relative Clauses
6.8.2. Defining Relative Clauses
6.8.3. Non-Defining Relative Clauses
6.8.4. Relative Clauses in Context

6.9. Indirect Speech

6.9.1. Introduction to Indirect Speech
6.9.2. Indirect Statements
6.9.3. Indirect Questions
6.9.4. Indirect Commands, Requests and Service
6.9.5. Pronouns, Adjectives, and Expressions of Time and Place

6.10. Adding Emphasis, Discourse Markers and Prepositions

6.10.1. Adding Emphasis
6.10.2. Discourse Markers
6.10.3. Prepositions

Module 7. Phonetics

7.1. The Nominal Group

7.1.1. Nouns and Pronouns
7.1.2. Gender and Number
7.1.3. Countable and Uncountable Nouns
7.1.4. Genitive Case
7.1.5. Pronouns

7.2. Adjectives and Adverbs

7.2.1. Adjectives and Adverbs
7.2.2. Adjectival Group
7.2.3. Adverbial Group

7.3. The Verb

7.3.1. The Verbal Group
7.3.2. Auxiliaries and their Use
7.3.3. Time
7.3.4. Aspect
7.3.5. Active and Passive
7.3.6. Phrasal Verbs

7.4. The English Tense System

7.4.1. The English Tense System
7.4.2. Present Tenses
7.4.3. Past Tenses
7.4.4. Future Forms

7.5. Real and Unreal Tense Usage

7.5.1. Real and Unreal Tense Usage
7.5.2. Conditional Sentences
7.5.3. Hypothesizing

7.6. Infinitives and Participles

7.6.1. Infinitive and Participles
7.6.2. Verb Patterns

7.7. Modal Verbs

7.7.1. Introduction to Modal Verbs
7.7.2. Modal Verbs of Probability
7.7.3. Modal Verbs for Obligation
7.7.4. Other Uses of Modal Verbs

7.8. Relative Clauses

7.8.1. Introduction to Relative Clauses
7.8.2. Defining Relative Clauses 
7.8.3. Non-Defining Relative Clauses 
7.8.4. Relative Clauses in Context

7.9. Indirect Speech

7.9.1. Introduction to Indirect Speech 
7.9.2. Indirect Statements 
7.9.3. Indirect Questions 
7.9.4. Indirect Commands, Requests and Service 
7.9.5. Pronouns, Adjectives, and Expressions of Time and Place

7.10. Adding Emphasis, Discourse Markers and Prepositions

7.10.1. Adding Emphasis 
7.10.2. Discourse Markers 
7.10.3. Prepositions

Module 8. Morphosyntax and Semantics in the English language

8.1. Morphology: the Morpheme

8.1.1. Introduction to Morphology
8.1.2. Word and word classes
8.1.3. The Morpheme
8.1.4. Allomorphy 
8.1.5. The Root

8.2. Morphology: Affixation

8.2.1. Introduction to Affixation 
8.2.2. Suffixes
8.2.3. Prefixes
8.2.4. Infixes

8.3. Morphology: Derivation without Affixation and Compounding

8.3.1. Derivation without Affixation
8.3.2. Compounding
8.3.3. Change of Meaning of the Words

8.4. Syntax: Clause Structure

8.4.1. Introduction
8.4.2. Subject
8.4.3. Predicator
8.4.4. Objects
8.4.5. Complements
8.4.6. Adjuncts

8.5. Syntax: syntactic functions of the groups (I)

8.5.1. The Nominal Group
8.5.2. The Verbal Group
8.5.3. The Adjectival Group

8.6. Syntax: syntactic functions of the groups (II)

8.6.1. The Adverbial Group
8.6.2. Prepositional Phrase

8.7. Syntax: Clause types and Clause combination

8.7.1. Introduction: Speech acts and Clause types
8.7.2. Declarative Clause
8.7.3. Interrogative Clause
8.7.4. Imperative Clause
8.7.5. Prepositional Phrase
8.7.6. Clause combination: simple, compound, and complex sentences

8.8. Semantics: semantic roles and lexical relations

8.8.1. Introduction to Semantics
8.8.2. Semantic Meaning
8.8.3. Semantic Features
8.8.4. Semantic Roles 
8.8.5. Lexical relations: Synonymy, antonymy, homophones and homonyms, polysemy, metonymy, collocation

8.9. Semantics: Pragmatics and Discourse Analysis

8.9.1. Pragmatics
8.9.2. Discourse Analysis

8.10. Semantics: Language, Society, and Culture

8.10.1. Sociolinguistics: Social Dialectsand Styles
8.10.2. Language and Culture
8.10.3. Second language acquisition

Module 9. ICT Tools applied to the learning of English language

9.1. Already-created materials for Preschool Education

9.1.1. Online resources for practicing oral skills
9.1.2. Games for acquiring vocabulary
9.1.3. Cross-curriculum resources in English language
9.1.4. Preparation of preschoolers for enhancing written skills

9.2. Evaluation of online resources

9.2.1. Evaluation of online resources
9.2.2. How to organise and bookmark materials?

9.3. Creativity and genuine resources

9.3.1. Online worksheets
9.3.2. Online worksheet creators

9.4. Tools for creating authentic materials for preschoolers

9.4.1. Tools for creating authentic materials for preschoolers
9.4.2. Sites for sharing materials

9.5. Web 2.0 for ESL

9.5.1. Social software: creativity for collaborative materials
9.5.2. Social networks for keeping updated

9.6. Educational networks

9.6.1. Educational networks
9.6.2. Cooperation and collaboration in e-learning: c-learning

9.7. ICT tools for enhancing oral skills (I)

9.7.1. Commercial ICT tools
9.7.2. Examples of Commercial ICT tools

9.8. ICT tools for enhancing oral skills (II)

9.8.1. Freeware ICT tools
9.8.2. Examples of Freeware ICT tools

9.9. ICT for enhancing written skills

9.9.1. Commercial ICT tools for written skills
9.9.2. Examples of Commercial ICT tools for written skills
9.9.3. Freeware ICT tools for written skills
9.9.4. Examples of Freeware ICT tools for written skills

9.10. Current trends in e-learning

9.10.1. The digital era
9.10.2. Digital natives: the new generation
9.10.3. Learning environments (VLE-PLE)
9.10.4. The use of tablets in e-learning
9.10.5. The future of the learning environments

Módulo 10. Advanced didactics of English language

10.1. Motivation in the EFL preschool classroom

10.1.1. Introduction and objectives
10.1.2. What is motivation?
10.1.3. Internal and external factors of motivation
10.1.4. Intrinsic and extrinsic motivation in EFL preschool classroom

10.2. Motivational teaching practice

10.2.1. Introduction and objectives
10.2.2. Meaningful learning
10.2.3. Basic motivational conditions
10.2.4. Generating initial motivation
10.2.5. Maintaining and protecting motivation

10.3. Oral skills: decoding

10.3.1. Introduction and objectives
10.3.2. Decoding messages
10.3.3. Decoding and meaning building

10.4. Oral skills: listening and speaking in the EFL preschool classroom

10.4.1. Introduction and objectives
10.4.2. The listening lesson
10.4.3. Different types of listening and appropriate responses
10.4.4. Integrating speaking and listening

10.5. Written skills: written materials for the EFL preschool classroom

10.5.1. Introduction and objectives
10.5.2. Different ways of using texts in the EFL preschool classroom
10.5.3. Combining oral and written skills

10.6. The role of culture in EFL preschool classroom

10.6.1. Introduction and objectives
10.6.2. Englishes
10.6.3. Languages and culture
10.6.4. Interculturalism
10.6.5. How to promote intercultural competence in the EFL preschool classroom?

10.7. Folklore and history as teaching resources: the British Isles

10.7.1. Introduction and objectives
10.7.2. Geographical and historical details
10.7.3. Customs and traditions of the British Isles
10.7.4. Interesting facts of the British Isles

10.8. Folklore and history as teaching resources: the USA

10.8.1. Introduction and objectives
10.8.2. Geographical and historical details
10.8.3. Customs and traditions of the USA
10.8.4. Interesting facts of the USA

10.9. Folklore and history as teaching resources: Commonwealth

10.9.1. Introduction and objectives
10.9.2. Geographical and historical details
10.9.3. Customs and traditions of Commonwealth countries

10.10. Literature, music and rhymes as a teaching resource

10.10.1. Introduction and objectives
10.10.2. Why using stories in the EFL preschool classroom?
10.10.3. Types of books in the EFL preschool classroom
10.10.4. The role of rhythm in language learning
10.10.5. Popular songs and rhymes

You will study with a methodology created for professionals in order to achieve the greatest impact in the shortest possible time"