: CLIL in Practice: Syllabus, Materials, Assessment and Interaction through English Literature
•Download as PPTX, PDF•
1 like•1,805 views
This 90 minute session will feature a 45 minute mini-demo lesson from a CLIL course on English Literature. The session will focus on the works of Sylvia Plath; examining her relationship to her own father and also her husband, Ted Hughes, through analysing her poem “Daddy”. Before and after the mini-demo lesson the speaker will situate the lesson in the context of the course, and explain how syllabus, materials and assessments would work together to ensure the lesson satisfies the “dual aims” of the CLIL approach (language and content). Samples of students’ work will also be shown in order to demonstrate how CLIL works in Practice, with a special focus on assessment and interaction. This is a very hands-on and practical session using real-life examples from a practicing teacher. There will also be time for questions and discussion at the end.
Recommended
More Related Content
What's hot
What's hot (18)
Viewers also liked
Viewers also liked (12)
Similar to : CLIL in Practice: Syllabus, Materials, Assessment and Interaction through English Literature
Similar to : CLIL in Practice: Syllabus, Materials, Assessment and Interaction through English Literature (20)
More from Richard Pinner
More from Richard Pinner (20)
Recently uploaded
Recently uploaded (20)
: CLIL in Practice: Syllabus, Materials, Assessment and Interaction through English Literature
- 1. CLIL IN PRACTICE: SYLLABUS, MATERIALS, ASSESSMENT AND INTERACTION THROUGH ENGLISH LITERATURE Richard Pinner Sophia University richardpinner@live.com uniliterate.com CLILJapan.org
- 3. INTEGRATED SKILLS Sylvia Plath’s ‘Daddy’ Analysing Poetry
- 5. What do you know about Sylvia Plath?
- 7. Did you watch the movie?
- 12. You stand at the blackboard, daddy, In the picture I have of you, A cleft in your chin instead of your foot But no less a devil for that
- 15. Her Father was German Her Father was a Nazi Her Father was a Teacher He died when she was 10 years old She killed him She thought her husband was like her father
- 18. I was ten when they buried you. At twenty I tried to die And get back, back, back to you. I thought even the bones would do.
- 22. Analysis • Count the number of syllables in each line • How many stanzas are there? • Does the poem rhyme? Use colours to highlight the rhyming scheme. • Is this poem regular or irregular? 分 析
- 23. Analysis (1) Plath’s husband, Ted Hughes (2) Otto Plath’s job (3) Otto Plath’s nationality and language (4) A children’s nursery rhyme (5) The Holocaust and Concentration camps (6) Hitler (7) Traditional folklore 分 析
- 24. Reaction • Do you like the poem? Why/why not? • Is the poem beautiful? Why/why not? • What do you think the poem is about? Is there a narrative or story? • What kind of relationship do you think she had with her father?
- 25. Criticism • What background information do we need to know in order to begin trying to understand this poem? • Author’s personal background • Historical background • Cultural background
- 26. Yin Yang (陰陽)
- 27. For Next lesson • Have a look on the Moodle • Read through the two Crow poem on the handout • If you have any questions email richardpinner@live.com
- 30. For Next lesson • Answer the questions on the Moodle Coffee Room Discussion Forum • Download and read the handout on Ted Hughes for next lesson • If you have any questions email richardpinner@live.com
- 31. Next lesson Ted Hughes: Introduction by way of The Crow
- 34. Auto = self hentes = being
- 35. Authenticity Pinner, R. S. (2014). The authenticity continuum: Towards a definition incorporating international voices. English Today, 30(4), 22-27. Pinner, R. S. (2016). Reconceptualising Authenticity for English as a Global Language. Bristol: Multilingual Matters.
- 36. Do you think literature uses authentic language? (n=88) Yes 50% No 42% Other 8% Yes 44 50% No 37 42% Other 7 8%
- 37. Authentic assessment incorporates these elements into a graded piece of work Real Experience Personal Engagement Relevance
- 39. Class Journal
- 40. Advantages Published. Share. Keep. Work has a real audience Engage with ‘alien’ Academic Journals by producing their own. Students work harder and produce better work
- 41. Writing Skills (Rina) Total Word Count: 1000 Total Unique Words: 342 Number of Sentences: 52 Average Sentence Length: 19.23 Number of Paragraphs: 1 Hard Words: 57 (5.70%) Lexical Density: 34.20% Fog Index: 9.97
- 42. Integrated Skills (Rina) Total Word Count: 1342 Total Unique Words: 469 Number of Sentences: 93 Average Sentence Length: 14.43 Number of Paragraphs: 1 Hard Words: 80 (5.96%) Lexical Density: 34.95% Fog Index: 8.16
- 43. Students’ Reactions [Contributing to the journal] didn't really make me feel different when writing the essay because I was rushing and had to think about other finals. But once It's done it's great to look at it as an achievement and also to look at what the others have done. And I also went through the last years' class journal to give me some ideas (Yuko). “ ”
- 44. Students’ Reactions I thought that I would elaborate my report because all Integrated Skills members can see it. If we know that other students can see our report, some students try to make a neater one. At least, I’m sure that I did my best. (cont…) “
- 45. Students’ Reactions I think that Class Journal is very good because we can share our opinions and thoughts. When I wrote my report, Class Journal of the previous class was very helpful to the writing style and I enjoyed their reports. For me, the best point of Class Journal is that all class members’ works are combined into one big work. This is a sign that we shared lessons and opinions. I have a sense of achievement in Integrated Skills because my work remains as a part of Class Journal. So I’m very happy to contribute to Class Journal (Kazuya) “ ”
- 46. Students’ Reactions When I was told to put my essay on the class journal, I was really nervous. I did not have confidence to write an essay that is good enough to be looked by everyone. I carefully think about how my classmates can be interested in my essay. I especially devised my topic that would attract them (Mahoka). “ ”
- 47. Students’ Reactions I think publishing class journal is a really good idea. When I heard, I was surprised and felt pressure honestly. Though, if it is published, I can see my essay whenever I want and remind my efforts. This give me a confidence when I write paper in the future. Adding to that, I can see my friends' essays and learn which books they read or I should read (Chiaki) “ ”
- 49. In conclusion I was able to… • make assessments part of the (enjoyable) learning process • motivate (trick) the students into working harder • produce a useful learning aid for future classes • get students to engage with a world which is otherwise rather abstract for them
- 50. Summary • You can download the slides and additional resources at www.uniliterate.com • Please email me! rpinner@sophia.ac.jp • Please also checkout www.cliljapan.org
- 51. Thanks for your attention! See you later, alligator.
Editor's Notes
- Title: CLIL in Practice: Syllabus, Materials, Assessment and Interaction through English Literature Abstract: This 90 minute session will feature a 45 minute mini-demo lesson from a CLIL course on English Literature. The session will focus on the works of Sylvia Plath; examining her relationship to her own father and also her husband, Ted Hughes, through analysing her poem “Daddy”. Before and after the mini-demo lesson the speaker will situate the lesson in the context of the course, and explain how syllabus, materials and assessments would work together to ensure the lesson satisfies the “dual aims” of the CLIL approach (language and content). Samples of students’ work will also be shown in order to demonstrate how CLIL works in Practice, with a special focus on assessment and interaction. This is a very hands-on and practical session using real-life examples from a practicing teacher. There will also be time for questions and discussion at the end.
- Born 1932 Died 1963 Nationality American – Born Boston Famous books – Bell Jar, Ariel, Married to – Ted Hughes, poet Laureate (1984 – 1998) How did she die – suicide (many blame Hughes)
- Not as good trailer?
- DADDY VIDEO Is there a story to the poem? Can we learn about her own life by reading? Do we need to know more about her and history to be able to understand it? Set groups to read each of the pieces of criticism. Have them then report back to each other, explaining any difficult ideas. Group summary.
- 分析します = BunSEKI (analyse)
- 分析します = BunSEKI (analyse)
- Love and hate 陰陽 = Onmyō Plus qs for each reading…. Make one file with all stuff for 2 classes so I can flit between. Flexiprez
- Authenticity (according to Greek etymological roots and Existentialist thinkers) is being true to yourself
- Students were not told this in the study
- Other – people left blank or wrote “mostly”
- A way to encourage them to engage with Alien academic journal content by producing their own. Published http://issuu.com/richardpinner/docs/2013a_integratedjournal_f7548bc73ae3ca/12
- Rina = Rei I
- http://www.usingenglish.com/resources/text-statistics.php Hard Words Hard words are defined as words with three or more syllables. This definition is used in calculating the readability and difficulty of a text, including the Gunning Fog Index The Lexical Density Test is a Readability Test designed to show how easy or difficult a text is to read. The Lexical Density Test uses the following formula:Lexical Density = (Number of different words / Total number of words) x 100 The lexical density of a text tries to measure the proportion of the content (lexical) words over the total words. Texts with a lower density are more easily understood. As a guide, lexically dense text has a lexical density of around 60-70% and those which are not dense have a lower lexical density measure of around 40-50%. See Also: Passive Index; Fog Index; Flesch-Kincaid Index; Word; Concordancer The Fog Index is a readability test designed to show how easy or difficult a text is to read. It uses the following formula:Reading Level (Grade) = (Average No. of words in sentences + Percentage of words of three or more syllables) x 0.4 The resulting number is your Gunning Fog Index. The Gunning Fog Index gives the number of years of education that your reader hypothetically needs to understand the paragraph or text. The Gunning Fog Index formula implies that short sentences written in plain English achieve a better score than long sentences written in complicated language. For reference, the New York Times has an average Fog Index of 11-12, Time magazine about 11. Typically, technical documentation has a Fog Index between 10 and 15, and professional prose almost never exceeds 18.
- Yuko = Yuka
- Kazuya= Kazumi
- Chiaki = Chiyori
- This fits with dynamic views of motivation (D and Ush 2011)