IB Diploma Programme Course OutlinesName of the teacher who prepared the outline:

Name of the course:

Course description:

In two to three paragraphs, describe the course in terms of focus, purpose, aims and objectives, the inclusion of internationalism, the proposed process, and expected assessment. This should be a summary.

The Language B SL is a two year language course conducted primarily in the target language for juniors and seniors who have already taken two years of language. The goals of this course are parallel to the objectives found in the IB Diploma Program guide. Our aim is to create internationally minded global citizens that gain an awareness of and appreciation for different cultural and linguistic perspectives. Students will accomplish this through the study of a wide array of authentic sources, including text and media, while making comparisons of the target language culture and their own. By using a variety of materials, students will be exposed to different texts and registers in which they will be expected to communicate. Focus in the Language B SL/HL course is on receptive, productive and interactive skills.

Language B courses investigate links to Theory of Knowledge. Students will be aware of how the benefits and limitations of language as a Way of Knowing are also evident in the study of their Group 2 language. For example, students will explore the difficulty in translation of idiomatic expressions, of certain words and ideas, as well as how language expresses cultural values. Students will also consider the cultural nuances implicit in areas such as humor, proximity, social hierarchy, etc. Learning through the use of authentic print and media, students will come to know the multiple perspectives that exist within that culture and reflect on the differences and similarities between other cultures and their own, being careful and mindful to break cultural stereotypes.

All ten IB Learner Profile traits will help guide Language B teaching and learning, but there are several that standout as especially essential for language learning. As Inquirers, students will learn how to ask questions in the target language as well develop their curiosity about the culture they are learning about and are encouraged to conduct research independently. As Thinkers, learning a new language requires them to consider different cultural norms and to think about how to use the language creatively. They need to develop and hone their Communicator trait as well as be Risk Takers to try learning a new language and to speak and present in front of others for the purpose of communication. Language B students should be Knowledgeable in order to apply and build on prior knowledge so they may use their skills in a variety of contexts. Language B students should be Open-Minded to learning new ideas and

Erin Sullivan

Japanese Language B SL/HL

perspectives, even if those differ from their own beliefs. As Reflectors, they can know what they are proficient at and what they are not so that they may improve their language skills.

Topics:

In narrative or outline form, list what you will cover in your course to meet the IB syllabus requirements.

Core Topics to be covered:

Communication and media – How people interact, transmit, and gather data for the purpose of information and entertainment.

Aspects covered: Internet with a focus on social media; Advertising (print and TV)

Global issues – Current matters and future scenarios that have an impact at a regional, national, and/or international level, bearing in mind that they need to be addressed from the target language’s cultural perspective.

Aspects covered: global warming, climate change, natural disasters; the environment and sustainability

Social relationships – How people interrelate and behave – as members of a community, individually and in groups.

Aspects covered: celebrations, social and religious events; educational system; relationships (family, work, friends); social structures

Options to be covered (will focus on two from the list*)

Cultural diversity – The ethnic, gender, racial, ideological and socio-economic varieties within a community of the target language.

*Customs and Traditions – The current and past practices, representations, expressions, and knowledge that belong to a community of the target language.

Aspects covered: celebrations, social and religious events; dress codes, uniforms; etiquette and protocols; food; the arts

Health – Physical, mental, and social well-being, as well as matters related to illnesses.

*Leisure – The variety of activities performed for enjoyment.

Aspects covered: entertainment (traditional and modern); travel; hobbies

Science and technology – The relationship between science and technology, and their impact on a community of the target language.

*HL students - Two works of literature originally written in the target language

Assessment:

Knowledge of IBO-required assessments and descriptors should be evident. All parts of IB assessment should be addressed, both internal and external. In addition, examples of non-IB monitoring should be given, if they are part of the course.

External Assessment 70%

Paper 1 (1 hour 30 minutes): Receptive skills (25%)

- SL: Text-handling exercises on four written texts, based on the core.- HL: Text-handling exercises on five written texts, based on the core.

Paper 2 (1 hour 30 minutes): Written productive skills (25%)

- SL: One writing exercise of 250-400 words from a choice of five, based on the options.- HL: Two compulsory writing exercises. Section A – 1 task of 250-400 words from a choice of

five, based on the options. Section B – response of 150-250 words to a stimulus text, based on the core.

Written assignments: Receptive and written productive skills (20%)

- SL: Inter-textual reading followed by a written task of 300-400 words plus a 150-200 word rationale, based on the core.

- HL: Creative writing of 500-600 words plus a 150-250 word rationale, based on one or both of the literary texts read.

Internal assessment 30% - Internally assessed by the teacher and externally moderated by the IB.

Individual oral (8-10 minutes) (20%)

- SL/HL: Based on the options: 15 minutes preparation time and a 10 minute (max) presentation and discussion with the teacher.

Interactive oral activity (10%)

- SL/HL: Based on the core: Three classroom activities assessed by the teacher.

Resources:

List the books and other resource materials and software that will be used in the course. Information should include what is currently available as well as what is being ordered.

Main Texts:

Genki I: An Integrated Course in Elementary Japanese Second Edition Genki II: An Integrated Course in Elementary Japanese Second Edition

Basic Kanji Book Vol. 1 Basic Kanji Book Vol. 2

Supplementary Texts:

Erin Ga Chosen 1, 2, 3 Leveled Readers for Learners of Japanese 50 Games for Drill in Learning Japanese 80 Communication Games for Japanese Language Learners Even Monkeys Fall From Trees: The Wit and Wisdom of Japanese Proverbs An Illustrated Dictionary of Japanese Onomatopoeic Expressions 101 Japanese Idioms Nihongo through Newspaper Articles

Authentic Resources:

Authentic short stories, newspaper and magazine articles, TV shows and film, music (traditional and modern)

Teaching time:

List all classroom teaching hours for each HL and SL course.

Japanese B SL/HL: 240 hours

For group 2 subjects:

Does the course provide adequate preparation in oral and written expression and in analytical and critical thought?

Is provision made for individual practice in speaking and listening over and above what is possible within regular class hours, whether through a language laboratory or by other means?

Is each language level grouped appropriately, allowing the teachers to provide specialized, intense instruction for each group?

Explain how the resources and themes chosen will highlight or reinforce internationalism. Is the school well stocked with general high-interest reading material at all levels of proficiency in the

languages being offered? Does the school subscribe to newspapers and periodicals in the language(s) being offered for student

and staff use?

The course provides adequate preparation in oral and written expression and in analytical and critical thought. Through the use of authentic materials, students will analyze information from a variety of oral, written, and visual sources by summarizing, critiquing and explaining in written form, and through debate, formal and informal presentations in oral expression.

Students have access to a state of the art language laboratory where they will have the opportunity to listen to authentic recordings, to digitally record and play back, to use the random pairing/grouping features to carry out conversational practice, to respond to a master stimulus either as a group or

individually. In addition, students are encouraged to become active members of the Japanese Club, to participate in after school cultural activities which highlight the use of Japanese as well as allow them the opportunity to use the language outside of the classroom setting.

Classes will be grouped by appropriate challenge for each individual student to ensure specialized instruction for each language level.

The school is not well stocked with many reading materials for any of the Language B courses offered in our program. However, we recently received a small grant to share among the languages that will allow us to order a small selection of target language reading materials.

For all subjects:

Has a thorough review of the available resource materials and equipment (both within the department and in the library/media centre) been conducted?

Are instructional materials available in sufficient quality, quantity and variety to give effective support to the aims and methods of the courses?

Are community resources used both within the classroom and as part of regular field trips? Are the needs and projected costs of acquiring all necessary materials and equipment for each subject

group clearly stated? Is an international perspective included?

There are limited resource materials and equipment for the course.

Instructional materials are of high quality in order to support the aims of the IB Programme.

The community serves as a great resource through its libraries, museums, and professionals. We are within close proximity to the University of Michigan, Michigan State University, Oakland University and Wayne State University, all of which provide us a variety of resources as well as resource people.

The curriculum is based on learning Japanese, not as an isolated language, but as part of a culture, and its role in the entire international community. Students are offered the opportunity to travel to Japan every other year to practice their language skills and experience the culture in an authentic setting.