Herbert Puchta, Günter Gerngross & Peter Lewis-Jones
Primary Education
Teaching Programme 2
1 Methodology
1.1 Philosophy
1.2 What does Quick Minds offer?
1.3 Components
2 Objectives
3 Key Competences
3.1 Introduction
3.2 How Quick Minds helps pupils acquire the Key Competences
3.3 The Key Competences in Quick Minds
3.4 Learning styles
4 Contents
4.1 Content blocks
4.2 Core contents
5 Learning standards
6 Assessment
6.1 Introduction
6.2 Assessment criteria
6.3 Assessment in Quick Minds
6.4 Evaluation in Quick Minds
7 Individual needs
8 Development of units of teaching
8.1 Contents
Block 1. Comprehension of oral texts (Listening)
Block 2. Production of oral texts (Speaking)
Block 3. Comprehension of written texts (Reading)
Block 4. Production of written texts (Writing)
- Communicative functions
- Vocabulary
- Syntactic-discursive contents:
- Graphic patterns and sounds
- Classroom language
Learning strategies
Sociocultural and sociolinguistic aspects
8.2 Key Competences: Descriptors – Activities
8.3 Social awareness
8.4 Cross-curricular links
8.5 Assessment criteria
8.6 Contents - Assessment criteria – Key Competences
Annex - Key Competences Assessment Rubric
1 METHODOLOGY
1.1 Philosophy
Quick Minds introduces pupils to the pleasures of learning English and enables them to consistently improve their level throughout the six books in the series: Quick Minds 2 to 6.
Quick Minds has been designed specifically for schools in Spain, taking the Spanish syllabus into account, and so that the linguistic competences taught are appropriate for the pupils' age groups and their cognitive development.
The course has been written taking into account the proposals included in the Common European Framework. The CEF objectives coincide with those of the Cambridge ESOL (English for Speakers of Other Languages) Cambridge English: Young Learners Tests:
Cambridge English: Starters (below Level A1)
Cambridge English: Movers (at Level A1)
Cambridge English: Flyers (at around Level A2 of the CEF)
Quick Minds follows the syllabus for the YLE tests so that each cycle of two levels corresponds to one of the tests. Thus, the material covered in the first three levels coincides with that which is required for the Starters test, and the rest of levels (Quick Minds 4, 5 and 6) with the Movers test and part of the Flyers test.
All the levels include examples of the task-types from the tests.
All six levels develop pupils’ abilities in the four skills, listening, speaking, reading and writing, as well as challenging them cognitively and helping them to feel a real sense of achievement in learning. This is very important since meaningful learning is one of the main principles in this course.
As Plutarch reminds us, ‘The mind is not a vessel to be filled, but a fire to be ignited’, and this concept of learning underpins Quick Minds. As pupils learn the most when they are interested and involved, one of the proposals of Quick Minds is the continuous use of attractive materials and engaging activities where pupils will feel physically and mentally active and are encouraged to make sense of the language themselves.
Quick Minds is an exceptionally flexible method which can be used at different schools, in which the number of teaching hours for English may vary. Each unit of Quick Minds is divided into eight lessons, distributed between the Pupil's Book and the Activity Book.
The first six lessons present new language structures, including a chant, a song, an illustrated story (a picture story) with matching activities. Sessions 7 and 8 deal with specific work on the various skills along with a section designed to develop and encourage pupils' creativity and develop an cross-curricular subject (CLIL).
For groups with more teaching hours of English each week, there is extra material included the exercises in the Teacher's Resource Book.
1.2 What does Quick Minds offer?
The materials in Quick Minds have been put together with the attitude that the pupils are not mere language learners. The pupils are taken to be, at all times, explorers who are investigating every facet of the process of learning. The method allows the pupils to sharpen their wits in three ways:
· There is a methodological basis that develops reasoning skills which are marked with the Think! symbol along with activities connected with this aim. These reasoning or thinking skills are the basis on which learning is based. Contents and activities will become increasingly complex as the pupils gain in maturity during each school year.
· This method also offers CLIL (Content and Language Integrated Learning), which will lead to greater thinking skills, presenting contents which are directly connected with the other subjects in the syllabus.
One of the reasons integrated learning offers such good results is that English is increasingly not just another subject: it is also becoming the language in which Natural Sciences and Social Sciences are taught. This change means that pupils are exposed to the new language and can start to use it in a natural way at the same time as they acquire non-linguistic knowledge.
· Games and work in pairs are used to improve pupils' memory and concentration skills.
In Quick Minds 2 activities are presented which contribute to the development of different skills, from observation to more complex reasoning activities such as memorizing, sequencing, categorizing and deciphering coded messages.
Other strategies which Quick Minds use to awaken pupils' interest and enthusiasm include:
· Practical tasks such as songs, games, chants, activities in pairs, etc, related to pupils' surroundings. To make language learning a satisfying experience, pupils need activities which are contextualised and relevant to their surroundings. Quick Minds offers numerous opportunities to practice the language actively.
· Creativity and learning through action and activity. Drawing, colouring, ‘make and do’, songs, games and chants are all activities which might initially appear to have suspiciously little teaching value with regards to language acquisition. However, these activity types form an integral part of the learning process by enabling pupils to be creative and to help them anchor knowledge more effectively.
· Connecting the world outside to the classroom so that pupils learn about the world around them as they learn English. This helps them understand that English is more than a classroom subject and lets them realise ways in which English can be used as a tool for knowledge.
· Discovery and development of learner autonomy. So pupils are able to learn effectively, and continue their own process of learning. Children are encouraged to find things for themselves.
Quick Minds awakens and feed pupils' imagination. To do so, as well as telling the method's characters' adventures in each unit (the pupils are superheroes), contexts related to the pupil's lives and experiences are introduced along with specific activities.
The TPR method (Total Physical Response) invites pupils to relax, listen, imagine and visualise before doing a drawing. Part of this method is to provide them with a story to be read in each unit; the language is simple and accessible to all.
Positive values such as respect and tolerance are also encouraged. Helping pupils to appreciate cultural diversity, respect differences and develop human values. Respect for and protection of the natural environment goes hand in hand with the respecting of other human beings. This theme runs throughout the whole of Quick Minds.
These values are presented with the contents of the illustrated story in each unit and, later on, the pupils are invited to discuss them and carry out activities about the meanings behind each reading; for example, the importance of following rules when playing, waiting for your turn and helping our friends and looking after them.
The teacher becomes a guide and facilitator for learning during work in pairs, groups and role plays. Communication activities such as these give the pupils the chance to work independently from the teacher. In these types of activities the teacher’s role is as a guide and facilitator. We should stand back a little from the activity and monitor and assist when necessary.
1.3 Course components
Quick Minds 2 consists of a Pupil’s Book, Online Interactive Activities, an Activity Book, Pupil's Book Audio CD and Activity Book, a Teacher’s Book, a Teacher’s Resource Book with Audio CD, 3 A1-size posters, 166 vocabulary cards (Flashcards and Wordcards) and a CD-ROM with an interactive DVD-ROM for class use with digital boards (Digital Minds) which also has an editable test generator in the style of Cambridge English Young Learners.
The Pupil's Book has 92 full colour pages and is divided into 9 units. There is an introductory unit, Friends, which introduces the method's characters and revises basic concepts which the pupils may already be familiar with such as the alphabet, greetings, colours and numbers 1-10. There are 8 pages in each of the other eight units. There is a revision section after every three units.
At the end of the Pupil's Book there are various cut-outs for the different festivities and a series of special activities (Festivals and cut-outs). There are also some stickers which will be used to carry out an activity in each unit.
The pupils' Online Interactive Activities include various games and activities, animated versions of the picture stories, animated songs and a karaoke version which the pupils can record and listen to again and activities included in the videos which pretend to be real, videos which give them the chance to record themselves playing out different roles (videokes).
The Activity Book is also an 88-page book designed to give pupils further practice with the new language and to help them consolidate their understanding. There is a Picture dictionary section for each unit which is used for Revise where the pupils can also trace the main vocabulary words.
The Teacher’s Book provides teaching notes for each lesson, including recording scripts for all listening activities and answer keys for all activities, an overview of the syllabus for each level and extra activities. Additional ideas are given in coloured boxes:
· Warm-up: ideas for starting each lesson, showing the vocabulary from the previous lesson or new structures and vocabulary.
· Reinforcement activities: simple ideas to reinforce each lesson's contents without needing to use extra materials.
· Extension activity: optional activities to make greater use of the contents of each lesson.
Flashcards and wordcards. 166 flashcards and wordcards which cover all the main vocabulary in the book's units. The flashcards give a picture on one side and the word on the other.
Posters. Quick Minds includes 3 A1-size posters for vocabulary and grammar revision every three units.
The audio CDs contain all the necessary listening material for the Pupil's Book and the Activity Book, including the songs and picture stories. The songs are also available in karaoke format.
The Teacher's Resource Book includes a wide range of activities in order to offer variety, as well as Revise and expansion activities, a page of related optional activities, notes for the teacher with suggestions for other possible activities and a test in each unit on the basic vocabulary and structures studied along with reading, writing and listening activities.
Digital Minds material includes the digital formats of the pages in the Pupil's Book and all the material in the audio CDs. It also included games and interactive activities for class use as well as a Cambridge English Young Learners style test generator.
2 OBJECTIVES
Law 8/2013, 9th December, for the Improvement of Educational Quality,
defines the syllabus as a series of objectives in each subject and educational stage; contents, or the ability to activate and apply the contents of each subject and educational stage in an integrated way, competences, or all the, abilities, skills and attitudes which help achieve the objective of each subject and educational stage and the acquisition of competences; didactic methodology, which includes the description of teaching practices and the organization of teachers' work; gradable learning standards and results ; y and criteria of evaluation of the degree of competence acquisition and the objectives of each subject and educational stage.
The general objectives at this stage refer to the capacities pupils have to develop in all subjects1[1]:
a. Learn about and appreciate the values and norms of co-existence. Learn how to function in accordance with these values and norms, prepare themselves for the active role of citizenship and show respect for human rights as well as the pluralism that is part of democratic society.
b. Develop work habits as an individual and within a team. Also promote study habits in terms of effort and responsibility, as well as self-confidence, a critical capacity, personal initiative, curiosity, interest and creativity as a learner, and entrepreneurship.
c. Acquire techniques to prevent or resolve conflicts in a peaceful manner so that learners can behave independently within their family and home life or within their social groups.
d. Learn about, understand and show respect for various cultures and the differences between people; equal rights and opportunities between men and women; and the non-discrimination of disabled people.
e. Learn about and correctly use Castilian or the co-official language, if one exists, of the Autonomous Community. Promote reading habits.
f. Acquire, in at least one foreign language, basic communicative competence that allows them to express and understand simple messages and manage in day to day situations.
g. Develop basic maths skills and begin to solve problems involving the four basic operations, geometry and estimations. Be able to apply this knowledge in everyday life.
h. Understand the basic characteristics of Natural Sciences, Social Sciences, Geography, History and Culture.
i. Gain initial practice in using information and communication technologies as a learning tool. Develop critical skills towards the messages they receive and produce.
j. Use different forms of artistic representation and expression and gain initial practice in developing visual and audiovisual proposals.
k. Value hygiene and health; accept their own and other peoples’ bodies, show respect for differences; and use physical education and sport as a way of boosting personal and social development.