6. IB CEFR ACTFL
• HLLanguage A: literature
HL Language A: language and
literature
• SLLanguage A: literature
SLLanguage A: language and
literature SLLiterature and
performance
• SLLanguage B HL
• Language B SL
• Language ab initio
C2 Mastery
C1 Effective
operational
proficiency
B2 Vantage
B1 Threshold
A2 Waystage
A1 Breakthrough
Distinguished
Superior
Advanced
Intermediate
Novice High
Novice Mid
Novice Low
7. NEW IB 2011-2014
• Syllabus SLHL A
• Part 1 Language in cultural
context
– Texts are chosen from a variety
of sources, genres and media
• Part 2 Language and mass
communication
– Texts are chosen from a variety
of sources, genres and media
• Part 3 Literature—texts and
contexts
– Two or three literary works, one
of which is a work in translation
• Part 4 Literature—critical study
Syllabus B NL/SL
Core
Social relationships
Communication and media
Global issues
2 options
Health
Customs and traditions
Leisure
Cultural diversity
Science and technology
Literature (HL)
2 works
8. Current Issuesと言語教育での捉え方とその21世紀的意義
• AP Japanese や IB Japanese B で
現れた近年の課題言語教育
の社会化
– 地球規模の課題
– 社会関係の課題
– コミュニケーションとメデア
– 継承語教育と外国語教育の区分
けの変化:出口(遂行能力による
基準化)
– 継承語的基準の遂行能力によ
る変更
– 継承語教育から一般言語教育
– クリティカルシンキングの要
請
• 初級から中級(下、中)から
中級(下、中)から中級
(上)上級(下、中、上)
– 遂行能力による基準化と上昇
化
OPI cefr IB AP
Ex C2 HA lit
HA lag
Super C1 SA lit
SA lag
Advanced B2 HB
Inter mid
High-Mid
B1 SB AP
Inter mid
Low-Mid
A2 Ab initio
Novice
High
A1
Novice
Low
13. Standards for Foreign Language Learning
by Japan Foundation Language Center
National
Standards
Goals (5C’s)
Standards
Sample
Progress
Indicators
(K-16)
Learning
Scenarios
State
Framework
Goals for
Instruction
Standards
Content
Unit types
Assessment
procedures
Learning
Scenarios
District
Framework
Goals for
Instruction
Content
Suggested units
& sequence
Unit Specifics
Methods/resourc
es
Lesson/
Unit
PlanSpecific Objectives
for learning
Learning
Scenarios
Assessment
techniques
Specific
projects
Specific
assessment
s
Content
Lesson
specifics
Methods
Resources
14. Learning Scenario Based Model
Comparing Three Models
Pre-communicative ( may include
communicative activities
Chapter 1*
Minipro 1
Communicative activities
Mini pro 2.1
Mini pro 2.2
Mini Pro 3/4
Mini Pro 5
Chapter 2
Chapter 3
Chapter 5
Chapter 6
Chapter 4
*Each chapter includes new vocabulary and gramma
items, various input and output activities, culture
information, reading, writing and listening
Chapter 7
Chapter 1*
Chapter 2
Chapter 3
Chapter 5
Chapter 6
Chapter 4
Chapter 7
Project 1
Project 2
Step1. 1
Step1. 2
Step2. 1
Step2. 2
Step3. 1
Step3. 2
Project 3
Project 4
Project modelText book model Mini Project model
15. Educational points of view 1
(Understanding by Design:Grant Wiggins and Jay McTughe. ASCD)
Identify desired results 予
測される結果の見極め
Determine acceptable evidence容
認できる証拠の決定
Plan learning experiences and
instruction 学習経験や教授法の計画
16. Educational points of view 12
3.Plan Learning Experiences and Instruction
Worth being familiar with
親近的な価値
Important to know and do
知識と行為の重要性
“Enduring”understan
ding恒久的な理解
Assessment Types
Traditional quizzes and test
伝統的なクイズやテスト
paper/pencil
selected-response
constructed-response
Performance tasks and projects
パフォーマンス・タスクやプロ
ジェクト
open-ended
complex
authentic
23. Unit Organizer 3:Learning Plan
1。設定
2。インプット アクティビテー
3。ガイディッド プラクティス
アクティビテー
4。グループ/独立アクティビテー
5。アセスメント タスク
What learning activities and teaching
promote
understanding, knowledge, skill, stude
nt interest, and excellent
Engaging and effective, using the
elements of WHERETO
• Where is it going?
• Hook the students
• Explore and equip
• Rethink and revise
• Exhibit and evaluate
• Tailor to student
needs, interests, and styles
• Organize for maximum engagement
and effectiveness
24. Step 1-a: 恒久的理解/本質的質問
• 町の紹介:紹介文を作る
• Enduring Understandings:
•
• You will be practicing paragraph development by writing about some aspect of your town. You will
learn about the basic structure that you will follow at this time in order to create logical and
coherent paragraphs. You may find the structure easy to follow since it is quite similar to what you
may follow when constructing descriptive or expository paragraphs in English.
•
• エッセンシャル クエッション
• MT Standard Japanese:
•
• 1. Why does people became a skillful writer?
• 2. What factors does a good paragraph have?
• 3. What ways does a good paragraph be involved?
• 4. What is the structure of a good paragraph?
• 5. What do you reflect your study habits after studying a good paragraph systematic writing?
• 6. What is the long-term impact of the paragraph systematic writing?
25. Step 1-b:知識理解:遂行能力
Japanese Students know and understand:
• 1. About the basic structure of a paragraph.
• 2. Two paragraph development tactics
• 3. About Japanese positional words and counters.
• 4. About Japanese cities.
• 5. Useful expressions for various aspects of town.
• 6. About Japanese dictionaries
• 7. About Japanese numerical progression and units of measurements (metric system)
• 8. New kanji and 48 recognized kanji vocabulary.
Japanese students will be able to:
• 1. Write a logical and coherent paragraph about a topic related to your town
• 2. Understand the basic structure of a paragraph
• 3. Describe basic features of your town by referring to its weather, public facilities and landscape among other things
• 4. Indicate existence of something or someone
• 5. Express levels of quantity and frequency using adverb
• 6. Create and use plain-style sentences as a noun modifier.
• 7. Make comparative statements and answer comparative questions.
• 8. Count different types of objects by using appropriate counters.
• 9. Build up substantial vocabulary that is useful in describing various aspects of a town
• 10. Learn or review vocabulary by playing bingo games.
• 11. Look up a new word in the dictionary.
• 12. Express English units of measurement in Japanese and convert between the English system and the metric system
• 13. Give numeric information including fraction.
•
26. Step 2 証拠: Assessment Task
Evidence
• What is evidence of the desired results?
• In particular, what is appropriate evidence of
the desired understanding?
27. Step-3 Learning Plan
1. 設定 と Hook & Where and Why
2. 語彙(in-put activity) と Equip
3. ガイディッド プラクティス アクティ
ビテー
4. グループ/独立アクティビテー
5. アセスメント タスク
28. 初級から中級へ :発表モード と解釈モードと対話モードの統合サイクル
初級から中級へのアセスメントの変化とスカフォルディングのあり方
Performance Assessment Units: A Cyclical
Approach By ACTFL Assessment Project 1998
1. Interpretive Communication Phase
Students listen to or read an authentic text(e.g. newspaper article, radio
broadcast , etc) and answer information as well as interpretive questions to
assess comprehension. Teacher provides students with feedback on their
performances.
3. Presentational Communication Phase
Students engage in presentational communication
by sharing their research/ideas/opinions. Sample
presentation formats: speeches, drama skits, radio
broad casts, posters, brochures, essays,websites,
etc.
2. Interpersonal Communication Phase
After receiving feedback regarding interpretive
Phase, Students engaged in personal oral
communication about a particular topic which
relates to the interpretive text. This phases should
be either audio or videotaped.
29. Current Issuesと言語教育での課題:
• 文型の積み上げによる中級への上
達の問題点:
– カテゴリー4の中級到達は1200
時間
– 高校から4年間(400−500時
間)
– 中学から6年間(600−650時
間)
– 初級の課題と中級の課題の相違の認識:
• 中級の書記、会話、口頭行為の能動的理解と段
階的発展
討論(会話)→発表(書記/口頭)→調べ(読解/
聴解)
発表(書記/口頭)→討論(会話)→調べ(読解/
聴解)
• 中級の読解と聴解の理解の原理的限界と飛躍的
段階的発展
1.
Interpretive
Communicat
ion Phase
3.
Presentationa
l
Communicati
on Phase
2.
Interpersonal
Communicati
on Phase
30.
31. Step 3-1 設定と HOOK
You will be practicing paragraph development
by writing about some aspect of your town.
This is the first chapter in Unit 4 and its theme
is the environment. In the previous unit, your
resources mainly came from your classroom or
your own personal experiences. In this
chapter, you will turn your attention to your
surrounding environment. You may have some
unexpected discoveries and renewed
appreciation about your town and community
while you think about how you want to
present them to others.
Also you will be able to build up substantial
vocabulary about such town themes as the
weather, public and entertainment
facilities, nature and landscape, as well as
stores. Furthermore, you will have an
opportunity to compare your town with some
Japanese towns. So get ready to reacquaint
yourself with your town while improving your
writing skills!
45. ストラテジー活用法1:ACTFL Integrated Performance Assessment
(2003) 1. Interpretive Communication Phase
2. Interpersonal Communication Phase Scaffolding questions
3. Presentational Communication Phase
ストラテジー活用法2:Reading scaffolding (2008)
1. Pre-reading Reading strategy Vocabulary building
2. Reading Reading strategy
3. Post –reading Reading strategy
ストラテジー活用法3: CILI Culture Integrated Language Instruction
(2009)
1. Preview closing phrase/
2. View
3. Review Language prompt
ストラテジーとその活用法
46. ストラテジー活用法 4:TPRS Total Physical Response Story(2007)
1. Establish Meaning Personalize
2. Story Use a variety of Question
3. Literacy Discuss
ストラテジー活用法 5:Arts Literacy Project (2003)
1. Building Community
2. Entering Text acdemic content and person
3. Comprehending Text Reading
4. Creating Text writing
5. Rehearsing/ Revising Text
6. performing Text
47. ストラテジー活用法 5: Spiral Project
Integrated Instruction (2009)
Pre activities
1. Pre-communicative activities
Vocabulary mapping
2. Presentational Communication
Phase
Text style scaffolding
3. Interpersonal Communication
Phase
Scaffolding questions-answers
Activities
1. Interpretive Communication
Phase
Guided reading
2. Interpersonal Communication
Phase
Essential scaffolding questions
Post Activities
3. Presentational Communication
Phase
Autonomous group questions