都立国際高校 年間授業計画／Tokyo Metropolitan Kokusai High School Course Syllabus○ 科目基礎情報 ( Course information )令和6年度 ( 2024 年度 )開講年度
( Academic year )開講学科(Department)

教科(Subject Area)

国際学科国際バカロレアコース／IBDP(International Baccalaureate Diploma Programme)
英語 English科目(Subject)English B SL学年･クラス(Grade･Class)3nd Grade A to F (DP1)

単位数(Number of units)

5使用教科書(Text Books)

English B for the IB Diploma by Brad Philpot and Oxford IB Prepared English B by Kevin
Morley

校外学習(Field trip)

N/A○ 教科の目標 ( Goals of the subject area )【 知 識 及 び 技 能 】 ( Knowledge and Skills ) To develop inquiry-based learning, students apply knowledge and skills to become independent learners. As the course develops, students willconnect to prior knowledge and real life contexts. Skills developed to expand a learner’s understanding and knowledge include: language use,
vocabulary acquisition, comprehending and producing text, understanding written and visual texts and knowledge of contexts of production andreception.
【思考力、判断力、表現力等】 ( Ability to think, make judgements, express themselves )Ability to think, express and make judgements: Students demonstrate their thinking abilities as well as communicate their ideas effectively both verbally and in writing.

【学びに向かう力、人間性等】 ( Motivation to learn, Humanity )Students are actively engaged in their own learning to form their own understandings and interpretations of texts, issues in global and local contexts.

○ 科目の目標 ( Goals of the subject )【知識及び技能】【思考力、判断力、表現力等】【学びに向かう力、人間性等】( Knowledge and Skills )( Ability to think, make judgements, express themselves )( Motivation to learn, Humanity ) To develop inquiry-based learning, students
Ability to think, express and make judgements:
Students are actively engaged in their own
apply knowledge and skills to become independent Students demonstrate their thinking abilities as well as learning to form their own understandings
learners. As the course develops, students willcommunicate their ideas effectively both verbally and in and interpretations of texts, issues in global
connect to prior knowledge and real life contexts. writing.
and local contexts.
Skills developed to expand a learner’s
understanding and knowledge include: languageuse, vocabulary acquisition, comprehending andproducing text, understanding written and visualtexts and knowledge of contexts of production andreception.
AlottedHours○ 授業計画 ( Course schedule )単元の具体的な指導目標領域

指導項目・内容

Topic / Contents
Unit Objectives
To gain an appreciation of what
Unit 1: Identities: A) Global Citizens
makes us who we are. To learn how and Culture B) Beauty and Genderto write a personal blog. To gain an Unit 2: Experiences: A) Extreme
understanding of what it means toSports B) Migration C) Pilgrimage
be internationally minded andaprpeciate cultural differences.

LR○

Students read a variety of text
types, including intreviews, blog
posts, both professional andpersonal, newspaper articles andopinion columns related to thetheme and topics.

○S

評価規準
E

知 思 態

W

Evaluation Criteria➊ ❷ ❸Formative assessments are given rubrics
which assess the students on theirmotivation to learn and the completenessof the task. Reading and listening
comprehension tasks and practice paper 2
examinations and end of term
○ ○ ○〇 examinations are assessed in terms ofAO2. Written tasks are assessed using thepaper 1 writing rubric which assesses
students on AO2. Oral presentations andIOA practices are assessed using the IOA
rubric, which assesses the student using
AO2 and AO3.
Written tasks are assessed using thepaper 1 writing rubric which assesses
students on AO2. Paper 1 practice:〇 Personal Blog

○ ○ ○

配当
時数1520１学期 ( 1st semester)

単元の具体的な指導目標

Topic / Contents
Unit Objectives
To learn how to write a personalStudents explore and discuss
letter and personal blog . To gain an identity and what it means to be aappreciation of beauty standards
global citizen and how it relates toand gender roles and their affect on them and their own identities.
our identities and self esteem. Tolearn how to make an effective
They connect nationality, culture (inpresentation and to communicate
its many forms), gender, definitions
clearly with others.
of beauty to the formation of theiridentity and global citizenship.
Students read and become familiar
with various text types, such asarticles, blogs, speeches,transcribed interviews, diaries andletters. These texts help students
gain a conceptual understanding ofidentity and global citizenship as
well improving their reading skills.
Students develop their personal
writing as practice for the Paper 1
Examination in writing a variety oftext types, including personal blog
and interview.

LR

○S

評価規準
EW

Evaluation Criteria
Written tasks are assessed using thepaper 1 writing rubric which assesses
students on AO2. Paper 1 practice:
Proposal

知 思 態
➊ ❷ ❸

〇 〇 〇

〇

To develop caring learning profile
attribute by role playing a recent
migrant to a big city, to better
understand the experiences ofothers. To learn why people doextreme sports and what is learnt
from these experiences.

Students role play the perspectiveof a new migrant to a country, toget a better understanding of theperspectives of others and todevelop their caring learner profile
atribute.

End of term assessment: Paper 2 Reading
Comprehension (AO1) and in class
Listening Comprehension test (AO1). End〇 〇 〇〇 〇 〇 of term, in class, IOA practice (AO2 andAO3). End of term Vocabulary Test (AO1)

To develop ability to write inreported speech and to becomeaware of the variations of style interms of journalistic writing

Unit 3: Human Ingenuity: A) Future
Humans B) Technology and
Human Interactions C) What is Art?
Unit 4: Social Organization:
Minorities in Education / Partners
for life

Formative assessments are given rubrics
which assess the students on theirmotivation to learn and the completenessof the task. Reading and listening
comprehension tasks and practice paper 2
examinations and end of term
examinations are assessed in terms of〇 〇 〇〇 〇 〇AO2. Written tasks are assessed using thepaper 1 writing rubric which assessesstudents on AO2. Oral presentations andIOA practices are assessed using the IOA
rubric, which assesses the student using
AO2 and AO3.

To discuss and gain an awarenessof the positive and negative impactof technology on our socialinteractions. To think critically about
one's own biases of education andto seek connections to CAS in how
students can help those lessfortunate to access high quality
education.

２学期 ( 2nd semester)

領域

指導項目・内容

Students explore and discuss future
humans. In this unit we will look atwhat ethical considerations there arewith the advancement of technology,
specifically the topics of cloning,nanorobotics and artificial
intelligence. During this unit, we will
also look at several text types to give
students a better understanding of
the various text types, including:News Report and Feature Articles.
Students will regularly makepresentations explaining a topic or
topics to better improve theirpresentation skills and as a form oflearning. Students will also develop
their ability to express their opinions
clearly and concisely. Students will
work alone as well as in pairs andsmall groups, developing their socialskills and communication skills. They
will be expected to express
themselves using technical language
and scientific terms in reference tohuman ingenuity and technologicaladvancements that will affect futurehumans.

配当
時数251025

Written tasks are assessed using thepaper 1 writing rubric which assesses
students on AO2. Paper 1 practice: news
report, reported speech writing. Paper 2
Reading and Writing formative practices

〇 〇 〇

〇 〇 〇

25

単元の具体的な指導目標

領域

指導項目・内容
LTopic / Contents
Unit Objectives
To develop analysis skills in terms Students explore and discuss how
technology has affected humanof analysing a visual stimulus. To
interaction and is continuing to do so.
gain an appreciation andStudents become more aware of theunderstanding of the different
effects of technology, both positive
minorities in education and theand negative, on social interaction.
struggles they face. To become
Students also revisit the text typeopen-minded and understand andcovered previously, the diary, andappreciate differences when it
also learn about the opinion column.
comes to the reasons why people
They also will develop their ability to〇get married and thedifferent types of engage their audience throughpeople who get married.
persuasive language. Students willRSEW〇

評価規準

知 思 態

Evaluation Criteria
Written tasks are assessed using thepaper 1 writing rubric which assesses
students on AO2. Paper 1 practice: news
report, reported speech writing. Paper 2
Reading and Writing formative practices➊ ❷ ❸〇 〇 〇

配当
時数25

also look at how they can best
engage in meaningful relationships
without technology getting in the way
through discussions and a variety ofwritten, audio, visual and audio-visualtexts.

３学期 ( 3rd semester)

To develop as a kind netizen, to beable to comment online in a caring
and supportive way

Students learn how to write a news
report and to distinguishbetween
news report, feature article andopinion column. Studying a shortstory and literary analysis ofmethods used to convey themessage.

End of term assessment: Paper 1 (AO2)
and in class Listening Comprehension test
(AO1). End of term, in class, IOA practice〇 (AO2 and AO3). End of term Vocabulary〇 〇 〇Test (AO1)

To develop caring learner profile
Unit 5: Sharing the Planet: Ending
attribute, in terms of caring about
Poverty/ Power to the People /the planet and our impact on it and Climate Change
our responsibility with ending
poverty. To develop knowledgeable
learner profile attribute, in terms of
being knowledgeable about
methods of ending poverty.

Formative assessments are given rubrics
which assess the students on theirmotivation to learn and the completenessof the task. Reading and listening
comprehension tasks and practice paper 2
examinations and end of term
〇 examinations are assessed in terms of〇 〇 〇AO2. Written tasks are assessed using thepaper 1 writing rubric which assesses
students on AO1. Oral presentations andIOA practices are assessed using the IOA
rubric, which assesses the student using
AO2 and AO3.

To develop critical thinking skills interms of problem solving andanalysing the effectiveness ofvarious solutions to ending poverty.

To learn about the various
propaganda techniques andpersuasive techniques used inspeech writing and advertising andapply these techniques to theirPaper 1 writing

Students learn about the various
methods of ending poverty anddevelop their research skills, taking
on various roles in a discussion ofwhich methods are needed,learning the importance ofconsidering different perspectives.

Written tasks are assessed using thepaper 1 writing rubric which assesses
students on AO2. Paper 1 practice: Diary,Speech, Brochure/Pamphlet and Leaflet〇 〇 〇 text types. Paper 2 Reading and Writing〇 〇 〇formative practices

Students study texts, both written
and audio relating to the topics andthemes, improving their reading
and writing skills, whilst alsoacquiring vocabulary to be able todiscuss and write about the themeof Sharing the Planet.

End of term assessment: Paper 2 Reading
Comprehension (AO1) and in class
Listening Comprehension test (AO1). Endof term, in class, IOA practice (AO2 and〇 〇 〇 AO3). End of term Vocabulary Test (AO1) 〇 〇 〇総授業時数
Total hours

515

1510190