8. IB CEFR ACTFL
• HL Language 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
9. 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
10. 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
15. Standards for Foreign Language Learning 1
by National Standards for Foreign Language Education Project
• Communication コ
ミュニケーション
• Cultures文化
• Connections学際
• Comparisons比較
• Communities社会
16. Standards for Foreign Language Learning 2
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
17. 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
18. 1. 初級と内容重視: 教室言語 対 生活言語と 学習言
語
ナショナルスタンダ−ドの背景
National
Standards
1996-1999
What
Integrated
Performance
Assessment
2003 How to
measure & teach &
learn
1990 20141970
OPI
大学College 中等Secondary
School
初等Elementary
School 2000
40,000
10,000
Curriculum reform
ACTFL
AP Japanese
2006 How to
measure & teach
& learn
50,000
Performance
guideline
1998
How well
New IB
Japanese
2012
New content
CEFR
frame work
1996 How
well
20. Stage 3 - Learning Plan どん
な学習活動をするか。
学習活動と過程を考える。
Learning Activities 学習活動
Educational points of view 1 (Understanding by Design:Grant
Wiggins and Jay McTughe. ASCD) 1998
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
Goals 目標
Essential Questions ユニットの基盤となる質問
Understandings理解 Students will understand…
Skillsスキル Students will be able to…
Stage 2 - Assessment Evidence
どんなタスクをするか。どう評価するか。
上記の知識やスキルが獲得された証拠と
なる物を考える。
Performance Tasks 遂行課題
Other Evidence 他の証拠
21. Educational points of view
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” understanding 恒久的
な理解
Assessment Types
アセスメントのタイプ
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
Traditional quizzes and test
伝統的なクイズやテスト
paper/pencil
selected-response
constructed-response
22. Educational points of view
(Understanding by Design:Grant Wiggins and Jay McTughe. ASCD)
1. Explanation (説明)
2. Interpretation (解釈)
3. Application (応用)
4. Perspective (多角的視点)
5. Empathy (他者理解)
6. Self-knowledge (自己理解)
The Six Facts of Understanding
理解の6つのタイプ
26. 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.
28. 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
サーキュレーションとストラテジーとその活
用法
29. 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
30. 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
31. サーキュレーションとストラテジーとその活
用法
ストラテジー活用
法2:Reading
scaffolding (2008)
ストラテジー活用法3: CILI Culture
Integrated Language Instruction (2009)
①.Preview closing phrase/ 英語
2.View
3. Review Language prompt
• 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
• 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
34. 21 世紀の社会
• 1. Core Subjects and 21st Century Themes
» World languages included
• 2, Learning and Innovation Skills
• Creativity and Innovation
• Critical Thinking and Problem Solving
• Communication and Collaboration
• 3. Information, Media and Technology Skills
• Information Literacy
• Media Literacy
• ICT Literacy
• 4. Life and Career Skills
• Flexibility and adaptability
• Initiative and Self-Direction
• Social and Cross-Cultural Skills
• Productivity and Accountability
• Leadership and Responsibility
36. IB CEFR ACTFL
• HL Language A: literature
HL Language A: language and
literature
• SL Language A: literature
SL Language A: language and
literature SL Literature and
performance
• SL Language 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
37. 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
38. Writing structure
ポスターから時系列文:
会話からプロロポーザル:
説明文:ository writing : Topic sentence + Support sentences
感想文:Essay style writing : Descriptive sentences + Comment sentences
リスト文:List writing :Vocabulary Map: Sentence + Sentence =Linking
演劇的指示文/演劇的会話文:Dramatic writing:director point of view+ speaker point
of view + short sentences
物語文:Narrative writing: what sentences + but sentences + so sentences
インタビュー質問文:Interviewing style writing: Self describing sentences + Question
sentences
報道文:News report writing: lead sentence + 5w1h+news passive voice
俳句から小説:文学的分析
談話からディベート対話:言語分析
Organizing principles Writing style and reading text styles
57. Stage 3 - Learning Plan どん
な学習活動をするか。
学習活動と過程を考える。
Learning Activities 学習活動
Educational points of view 1 (Understanding by Design:Grant
Wiggins and Jay McTughe. ASCD) 1998
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
Goals 目標
Essential Questions ユニットの基盤となる質問
Understandings理解 Students will understand…
Skillsスキル Students will be able to…
Stage 2 - Assessment Evidence
どんなタスクをするか。どう評価するか。
上記の知識やスキルが獲得された証拠と
なる物を考える。
Performance Tasks 遂行課題
Other Evidence 他の証拠
58. Educational points of view
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” understanding 恒久的
な理解
Assessment Types
アセスメントのタイプ
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
Traditional quizzes and test
伝統的なクイズやテスト
paper/pencil
selected-response
constructed-response
65. 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, student 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
66.
67.
68. 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?
69. 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.
•
70. Step 2 証拠: Assessment Task
Evidence
• What is evidence of the desired results?
• In particular, what is appropriate evidence of
the desired understanding?
71. 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
72. 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
調べ(読解/聴解)→討論(会話)→発表(書記/口頭)
– 初級からのCBI(内容重視)の活用の可能性
1.
Interpretive
Communicat
ion Phase
3.
Presentationa
l
Communicati
on Phase
2.
Interpersonal
Communicati
on Phase
73.
74. 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!