School language projects and
2025-2026
plurilingualism
DESIGN OF A LEARNING SITUATION FOR TEACHING ENGLISH
School Language Projects and Plurilingualism, Module 2
Description and instructions
In this assignment you will need to design a short learning situation (2-3 class sessions)
for teaching English from an integrated approach (i.e. including English and other
[curricular] languages and contents). Like module 1, you also need to teach part of your
learning situation to your peers during a micro-teaching role-play activity. Your learning
situation should be coherent with the principles of a communicative approach to language
teaching (i.e. use task or project-based learning) and mobilise students’ competences in
the foreign language and other curricular areas as defined in the Primary Education
curriculum.
You will work in groups, which will be the same ones as for the module 1 project. You
should submit the projects for modules 1 and 2 together as a single document.
The process will involve:
1. Designing the learning situation. This will involve:
a) Exploring how competences in foreign languages are defined by the Primary
Education curriculum and in other documents in the European educational context
(for example, Common European Framework of Reference for Languages). In the case
of the Primary Education curriculum, you will need to consult the specific
competences and assessment criteria for foreign languages. You should also
consult the competences and assessment criteria for Catalan and Spanish
and other relevant content areas and consider where you can make connections.
b) Looking for a children’s book in English and designing a short learning situation
(2-3 class sessions) mainly in English based on this book. The learning situation
should be designed for the same class group as the module 1 project. You
need to plan for what the students will do before, during and after the activities/tasks
your plan to allow them to complete them successfully in the foreign language. For
example, how will you prepare them for the language they need? How will you give
instructions so that students understand in English? How will you evaluate? What
connections can you make with other languages and other contents? The Bear Hunt
activity will give you an idea of what is expected. You should be able to teach part of
your learning situation to your peers in 20 minutes, although with children it would
take much longer.
c) Developing all your materials. You will need sufficient copies of handouts, etc. for up
to 6-7 students. You will be able to re-use the materials among the different members
of your group.
You must complete these sections of the learning situation model provided by the
Department of Education:
Title of the learning
situation
School year
School language projects and
2025-2026
plurilingualism
(educational level)
Brief description of the Why this learning situation? What is the context? What challenge does it
learning situation (max. pose? How are you contributing to the curricular vectors?
10 lines)
SPECIFIC COMPETENCES. This activity supports the development of the following specific
competences:
Specific competences Area
LEARNING OBJECTIVES AND EVALUATION CRITERIA
Learning objectives Evaluation criteria
What do we want students to learn and what for? How do we know students learned?
CAPACITY + KNOWLEDGE + PURPOSE ACTION + KNOWLEDGE + CONTEXT
KNOWLEDGE (‘SABERS’)
In this activity the following knowledge will be addressed:
Knowledge Area
STRATEGIES FOR SUPPORTING ALL LEARNERS
How are you supporting multiple means of engagement? How are you supporting multiple
means of representation? How are you supporting multiple means of action and expression?
See here or here for ideas.
DEVELOPMENT OF THE ACTIVITY
School language projects and
2025-2026
plurilingualism
ACTIVITY GROUPING TIMING RESOURCES
Individual, pairs,
Description of the steps and small groups,
instructions for teachers whole class
Primary Education Curriculum:
[Link]
Learning situation model and examples:
[Link]
2. Presenting your task. This will involve:
d) Practicing your teaching, concentrating on your classroom language in English.
Consider that your ‘students’ will follow your teaching as if they were the age and had
the language level that you indicate.
e) Teaching part of your learning situation to your peers during a micro-teaching role-
play activity for 20 minutes.
f) The day of the micro-teaching, you also need to submit the table “pauta per a
l’avaluació de la contribució individual dels membres al procés grupal en el treball en
equip universitari”, which you can find here (pp. 6-9):
[Link]
f.
Organisation of micro-teaching
The following images show you how we will be re-arranging the groups for the micro-
teaching.
When working in your groups (numbered 1, 2, 3, 4…):
A3, B3, C3, A4, B4, C4,
A2, B2, C2, D3, E3 D4, E4
A1, B1, C1, D2, E2
D,1 E1
A7, B7, C7,
D7, E7
A6, B6, C6, A8, B8, C8,
A5, B5, C5, D6, E6 D8, E8
D5, E5
School language projects and
2025-2026
plurilingualism
When micro-teaching (groups reorganised so there is one person from each project group):
B1, B2, B3,
C1, C2, C3,
B4, B5, B6,
C4, C5, C6,
B7, B8
C7, C8
D1 D2, D3,
D4, D5, D6,
D7, D8
A1, A2, A3,
A4, A5, A6, E1, E2, E3,
A7, A8 E4, E5, E6,
E7, E8
Micro-teaching sample schedule:
5mins Set-up
20mins A1 B8 C7 D6 E5
5mins Evaluations and set-up
20mins A2 B1 C8 D7 E6
5mins Evaluations and set-up
20mins A3 B2 C1 D8 E7
5mins Evaluations and set-up
20mins A4 B3 C2 D1 E8
5mins Evaluations and set-up
20mins A5 B4 C3 D2 E1
5mins Evaluations and set-up
20mins A6 B5 C4 D3 E2
5mins Evaluations and set-up
20mins A7 B6 C5 D4 E3
5mins Evaluations and set-up
20mins A8 B7 C6 D5 E4
5mins Evaluations
You need to be in class punctually and have all materials ready. Before each presentation
there will be a 5-minute gap to allow for set-up and evaluation of the previous presenter.
Evaluation will be based on the criteria below.
Due dates and assessment criteria
School language projects and
2025-2026
plurilingualism
Your final grade for this assignment (20% of the grade for the subject) will be calculated as
follows:
Peer evaluation of learning situation design and delivery based on micro-teaching
(individual grade): 5%
Teacher’s evaluation of learning situation design, based on written submission (group
grade): 15%
In case of non-attendance on the day and time convened for the oral presentations, you
will not be assessed. If one of the elements of the written assignment and the grid
evaluating the groupwork process are not included, the written assignment will not be
graded. The teacher may adjust groupwork grades considering individual contributions
to the process. The teacher will circulate among the groups while you teach and will make
corrections to the grades given by your peers if they are not deemed to reflect your
performance.
The maximum delivery date for the written of the assignment is the final week of class, as
per the assessment calendar for your group (one document, together with the project
for module 1). Anyone who wants can deliver it sooner.
The micro-teaching will be done on the last day of module 2 for your group.
Criteria for assessment of learning situation design and delivery (5%, peers)
Stimulating tasks/activities (1.25 points)
The task/activity focuses on meaningful 0 0.25 0.5 0.75 1 1.25
content/language goals/use.
The task/activity is clearly introduced /
explained / modelled / demonstrated.
The task/activity includes all learners actively
at all times.
The task/activity provides opportunities for
genuine language use of the learners. Generally no Generally yes
The task/activity is based on authentic
materials.
Teacher’s verbal production (1.25 points)
The teacher has sufficient proficiency in 0 0.25 0.5 0.75 1 1.25
English L2 (C1 = Pass in group 71, B1 = Pass
in other groups).
The teacher speaks in English as much as
possible.
The teacher articulates and enunciates clearly
and speaks at a good pace and volume. Generally no Generally yes
The teacher uses verbal strategies such as
repetitions of key words and phrases /
intonation for stress / slows down speech rate /
pauses to engage students and aid their
comprehension.
The teacher uses comprehension checks to
check students are following.
Teacher’s use of non-verbal resources (1.25 points)
The teacher uses body language effectively. 0 0.25 0.5 0.75 1 1.25
School language projects and
2025-2026
plurilingualism
The teacher uses visual, manipulative, and Generally no Generally yes
digital resources effectively.
The uses eye contact effectively.
The teacher uses the class space effectively.
Teacher’s support of learners (1.25 points)
The teacher asks questions which promote 0 0.25 0.5 0.75 1 1.25
open answers.
The teacher waits for learners' reactions /
answers.
The teacher encourages learners to use
English and helps them to do so.
The teacher appreciates the learners’
production in English.
The teacher allows learners to use other
languages appropriately. Generally no Generally yes
The teacher reacts to verbal and non-verbal
cues from students effectively (e.g.
distractions, confusion).
The teacher uses correction appropriately and
supports learners' self-correction.
Criteria for assessment of learning situation design and written presentation
(15%, teacher)
Descriptors
5 3.75 2.5 0
Criteria
1. Creativity, The book selected The book selected The book selected The book selected
originality and and the content of and the content of and the content of and the content of
presentation the learning the learning the learning the task are neither
situation is very situation is mostly situation is interesting nor
(Group grade) interesting and interesting and sufficiently original. Students
original for children. original. The interesting although would be bored by
The learning is very learning situation not very original. the task. Materials
motivating for would be quite Materials are not are unattractive
students. The motivating for very attractive and full of errors.
learning situation students. Materials and/or included The learning
provides are mostly several errors. The situation does not
opportunities for attractive and error learning situation provide
genuine language free. The learning provides minimal opportunities for
use of the learners. situation provides opportunities for genuine language
The learning opportunities for genuine language use of the learners.
situation is based genuine language use of the learners. The learning
on authentic use of the learners. The learning situation is not
materials. The learning situation is not based on authentic
situation is based based on authentic materials.
on authentic materials.
materials.
2. Coherence of the The proposal clearly The proposal clearly The proposal clearly The proposal does
proposal mobilises curricular mobilises curricular mobilises curricular not mobilise
competences for competences for competences for curricular
(Group grade) the foreign the foreign the foreign competences for
language and language and language and the foreign
makes relevant makes relevant makes relevant language and and
connections with connections with connections with does not make
other other other relevant
languages/curricula languages/curricula languages/curricula connections with
r contents. The r contents. The r contents. The other
learning situation learning situation learning situation languages/curricula
reflects the reflects the reflected the r contents. The
teaching teaching teaching learning situation
methodologies methodologies methodology did not reflect the
presented in class presented in class presented in class teaching
very well. The quite well. The sufficiently. The methodology
methods used are methods used are methods used were presented in class.
very effective for quite effective for sometimes effective The methods used
School language projects and
2025-2026
plurilingualism
reaching objectives. reaching objectives. for reaching were not effective
The learning The learning objectives. The for reaching
situation is very situation was quite material is not very objectives. The
well sequenced to well sequenced to well sequenced to material was quite
ensure sufficient ensure sufficient ensure sufficient illogically
scaffolding. It is scaffolding. It was scaffolding. It is not sequenced and did
very appropriate for quite appropriate very appropriate for not ensure
the English level of for the English level the English level of sufficient
the target students. of the target the target students. scaffolding. It was
Learning objectives students. Learning Learning objectives inappropriate for
and assessment objectives and and assessment the target students.
criteria are very assessment criteria criteria are Learning objectives
adequate. are quite adequate. sufficient. and assessment
criteria are
inadequate.
3. Quality of the The assignment The assignment The assignment The assignment
written responds perfectly responds very well responds does not
presentation to the demands of to the demands of sufficiently well to adequately meet
the task (coherent the task (coherent the demands of the the demands of the
(Group grade) and very well and fairly well task (sufficiently task (incoherent or
structured, without structured, without coherent and without logical
morphosyntactic, serious structured, without structure, with
lexical or morphosyntactic, serious severe
orthographic lexical or spelling morphosyntactic, morphosyntactic,
errors). errors). lexical or spelling lexical or
errors). orthographic
errors). This
assignment can be
returned (not
evaluated) or failed
if it is considered
that it does not
meet the
requirements in this
criterion.
Observations:
1. The assignment must be written in English.
2. You must use a formal register and revise your work before submitting it. In order to
pass the subject, you must be able to express yourself fluently and correctly at level B1
(groups 21, 31 and 41) or C1 (group 71) of the Common European Framework of
Reference. This assignment will be returned (not evaluated) or failed if it is deemed to
not meet these requirements.
3. In accordance with UAB regulations, copying or plagiarism, both in the case of
assignments and in the case of examinations, is a crime that may lead to failing the
subject. If copying or plagiarism are detected your work will be penalised with a score of
zero and you will not have the possibility of re-submitting. An assignment or exam will
be considered to be ‘copied’ when it reproduces all or part of the work of a peer. An
assignment or exam will be considered to be ‘plagiarised’ when part of an author’s text
is presented as your own without citing the source, regardless of whether the original
source is in paper or in digital format. Submitting materials (notes, slides, tasks, etc.)
made available to students by teachers without referencing accordingly is also
considered plagiarism. Likewise, the possession of documents or devices potentially
used for copying in exams will be a reason for failure.
4. The assignment must be an original production by the students, resulting from their own
research, reflection, and application of the contents of the subject. Work generated by
digital applications or other tools that do not involve this process of individual creation
will be considered copying or plagiarism.