Ibunka-flyer

language learning

intercultural awareness

X

An intermediate-level EFL textbook

Ibunka! is a unique second-language textbook that introduces Japanese university students to basic topics of intercultural communication. Created by language teachers, it is dynamic, thought-provoking and fun! It was designed for a wide range of intermediate-level EFL courses, including general English, communication and content-based classes. The content is grounded in topics of everyday life, which are far more accessible than difficult theories and concepts. Students will learn to express themselves on these topics in a nuanced way.

SURVEY

was put in a crib crib and me in months old. In nts’ bed should

9-01

ividuals, provide ” about cultures.

ect on their assmates’, and

other cultural f cultural

ermediate nese learners or higher-level

How the Book Works

Two-step Progression

1 Introducing Yourself

COMPREHENSION 3

Read the responses and mark the statements true or false .

The ways in which we present ourselves are deeply cultural. When you introduce yourself, do you focus on your uniqueness, or on how much you have in common with others? And how do you respond to other people’s self introductions? Do you usually compliment them?

Q3 Do you usually compliment people? How do you respond to compliments?

9

I compliment people if I really mean it. In the same vein, I don't like to be complimented when I know it's not justified. I feel embarrassed. I've noticed that Japanese people compliment each other consistently. It seems to me that it's a social rule. It "puts oil on the wheels" and makes for harmonious relationships. But personally I prefer more spontaneous, honest communication.

VOCABULARY

AUDIO

FOR TEACHERS

You and Your Culture Part 1

Marc Belgian,

businessman, lives in Japan

SURVEY WARM - UP

WARM-UP SURVEY

Answer the following questions about your daily life.

1-09

10

Joe American, university professor, lives in Japan, has lived in France

I tend to give lots of compliments when I speak Japanese. In the US, I give some compliments. In France, very few - it seems less common.

Q1

Q4

Imagine you are going to introduce yourself to a group. What kinds of things would you mention about yourself?

Do you think it’s normal to comment on someone’s appearance?

1-10

• Yes, in any case (positive or negative). • Yes, when it’s positive (someone looks good). • No, never. It’s rude.

• name • nickname • age • hometown

11

What surprised me at first when I came into contact with people from Canada was that, unlike in Japan, they openly praise their own family and relatives and accept compliments. When I first started interacting with others, I felt it was tiresome because I couldn't take praise honestly, and had trouble reacting to it.

Masako Japanese, salesperson, has lived in Canada

• your favorite food • your school / job • family

Q5

Imagine that you are introducing yourself at a club you just joined. What do you think you should do in order to make a good first impression?

1-11

• a general hobby (e.g. games, music) • a specific hobby (e.g. chess, jazz) • your connection with the group • make a joke • other: .................................................................

• talk humbly about yourself • be well-dressed • make eye contact • use honorifics • smile • use humor • be well-groomed (hair, nails, makeup, etc.)

True False

9 Marc thinks that it is best to always compliment people in another culture, regardless of how you feel. 10 Joe is certainly more likely to compliment others in Japan than in his home culture. 11 In Canada, Masako found it difficult to think of compliments for people she met.

Q2

When describing your abilities to others, do you …

• make jokes • laugh a lot

In Part 1 of each unit, You and Your Culture , students reflect on their own habits and preferences, compare them with their classmates’, and express basic ideas about culture. When you comment on what someone has said, do you compliment them (say positive things about them)? Q3 • talk modestly, putting yourself down? • talk honestly? • talk yourself up?

Part 2, People in Other Cultures , introduces students to other cultural patterns, and guides them to react to some examples of cultural differences and similarities. Draw a simple manga based on the topic of this unit. It may be from your experience or your imagination. CREATIVITY 1 2

1. to present oneself 2. uniqueness 3. to compliment 4. specific 5. modestly 6. to talk oneself up 7. to feel that way 8. appearance 9. to make a good first impression 10. honorifics 11. well-groomed VOCABULARY

• Yes, I always try to. • Only if I really feel that way. • No, I avoid complimenting.

VOCABULARY

1. in the same vein 2. not justified 3. harmonious 4. regardless of ~ 5. openly 6. to praise ~ 7. praise 8. tiresome

3

4

Unit 1 I Introducing Yourself 8 Guided Expression

Unit 1 I Introducing Yourself 13

Throughout each lesson, students are given a variety of scaffolded language models. Language “toolboxes”, developed over three editions of our best-selling Conversations in Clas s textbook, provide a springboard for students to express themselves.

In my experience, The way I see it, If you ask me,

in Japan

people men women

most many

give short responses

when

meeting someone for the first time

young people older people

1. I think that in Japan, when

meeting someone for the first time speaking to someone older speaking to someone younger taking a job interview introducing themselves to a class going on a first date

speak modestly

and I’m no different.

but I usually don’t.

people tend

use humor

.

to

look for things in common

2. In Japan, when speaking to someone you don’t know well, it’s common to and to .

show confidence

's response to be the most interesting B

. Personally, I tend to … C

I found Nira A

use lots of aizuchi

give short responses

A

B

C 1 Personally, I tend to … 2 It seems that … 3 I find it surprising that … 4 I always thought that …

1 Nira 2 Ryori 3 Émilie 4 Catriona 5 Jane

1 interesting 2 relatable 3 peculiar 4 striking

use honorifics

3.

give compliments

For intermediate-level EFL students with basic conversational ability , the next challenge is to learn to speak with nuance and express their opinions rationally: • qualifying what they say , for example by saying “Many elderly Japanese people like to … ” instead of “Japanese people like to …” • expressing their personal habits and points of view in relation to their society’s values: “Most university students in Japan … but personally …” • reacting respectfully to differences by explaining what they find to be and why: “I found this to be surprising because …”

Online Resources for Teachers

Ibunka! is fully supported with digital complements for use in a range of teaching contexts.

Digital textbook

Online forms

The entire textbook is available in convenient Flipbook format.

Use these to assign homework or to gather and project student responses during class.

Concept

Intercultural Communication as Experienced by Real People Through the Ibunka Survey , many people who live or have lived abroad shared their thoughts on a variety of everyday topics. This textbook is based on their responses.

Q1 Until what age did you sleep in the same bed as your parents (if you did)?

SURVEY

1

Such opinions and experiences, coming from a range of individuals, provide general hints about cultural patterns, not debatable “truths” about cultural differences.

I probably never slept in the same bed as my parents. I was put in a crib from a very young age. Then my parents probably put the crib and me in another room very soon after that, when I was just a few months old. In my country, privacy for parents is very important. The parents’ bed should remain a place for the couple, not for the family.

Bill American, surveyor, has lived in Mexico

9-01

Topics

Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6

Introducing Yourself

Unit 7 Unit 8 Unit 9

Romance and Relationships

Sleep and Rest In the Classroom

Having a Conversation / Discussion

Parents and Children

Having Guests in Your Home

Unit 10 Asking a Favour Unit 11 Interacting with Strangers

In the Clubhouse

In a Shop

Target Levels

This textbook is for intermediate-level English learners. However, it can be adjusted to be used with a wider range of abilities and situations by using these features.

More support: vocabulary

Extensions and Challenges: One Step Further sections

CEFR B1-B2

For students who need extra support, translations of the vocabulary lists can help them access the activities more smoothly and decrease their cognitive load. These aids are password-protected, so teachers can choose to give access to them or not.

One Step Further sections provide added depth and an extra challenge for more motivated and capable students .

VOCABULARY

1. interactions 2. marital status 3. employment status 4. individual 5. in general terms 6. genre

7. with confidence 8. common ground 9. blend in 10. fade into the background 11. emphasize

VOCABULARY

❶ Interactive activities designed for foreign language English classes ❷ A udio tracks recorded in three different accents: American, British, Australian ❸ R esources for online or hybrid teaching Ibunka! Intercultural Communication in Everyday Life • ISBN 978-4-905343-30-1 • 96 pages • 2500 yen + tax Who is this textbook appropriate for? Students in intermediate-level EFL classes at Japanese universities:  general English  communication  content-based What is original about it? It introduces some basic topics of intercultural communication by focusing on everyday situations such as school, clubs, and family relationships. Why is that important? Because focusing on everyday situations, rather than abstract concepts, makes it easier for students: (1) to explore the topics (even if they have limited life experience), so that they actually can expand their worldview; (2) to express their habits and opinions meaningfully, so classes are lively and fun. Bill American, surveyor, has lived in Mexico 1 A1 A2 B1 B2 C1 C2 CEFR:

An intermediate-level EFL textbook

ISBN 978-4-905343-30-1 C1085 ¥2500E

To request an inspection copy, access here.

定価：本体2500円+税 アルマ出版

INTERCULTURAL COMMUNICATION as experienced by REAL PEOPLE Many people who live or have lived abroad shared their thoughts in the Ibunka Survey , on a variety of everyday topics. This textbook is based on their responses.

SURVEY

Q1 Until what age did you sleep in the same bed as your parents (if you did)?

I probably never slept in the same bed as my parents. I was put in a crib from a very young age. Then my parents probably put the crib and me in another room very soon after that, when I was just a few months old. In my country, privacy for parents is very important. The parents’ bed should remain a place for the couple, not for the family.

9-01

Such opinions and experiences, coming from a range of individuals, provide general hints about cultural patterns, not debatable “truths” about cultures.

TWO-STEP PROGRESSION • In Part 1 of each unit, You and Your Culture , students reflect on their own habits and preferences, compare them with their classmates’, and express basic ideas about culture. • Part 2, People in Other Cultures , introduces students to other cultural patterns, and guides them to react to some examples of cultural differences and similarities.

❹ L anguage support for low-intermediate and intermediate-level Japanese learners ❺ E xtra content and activities for higher-level learners

More information and inspection copies Alma Publishing info@almalang.com Tel: 075-203-4606 www.almalang.com Orders Nellie’s English Books (Shane Corporation Ltd.)

Authors Stephen Richmond and Bruno Vannieu each have over 20 years of experience in teaching languages and intercultural communication in Japan. Their collaborations include “Over the Wall of Silence - How to overcome cultural barriers when teaching communication in Japan” and the Conversations in Class textbook.

Stephen Richmond

shoten@nellies.jp Tel: 03-6756-0064 Fax: 03-6756-0005

Bruno Vannieu

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