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: CLIL in Practice: Syllabus, Materials, Assessment and Interaction through English Literature


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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.

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: CLIL in Practice: Syllabus, Materials, Assessment and Interaction through English Literature

  2. 2. INTEGRATED SKILLS Sylvia Plath’s ‘Daddy’ Analysing Poetry
  3. 3. Overview Read Analyse Discuss
  4. 4. What do you know about Sylvia Plath?
  5. 5. Did you watch the movie?
  6. 6. Playboy? Green eyed monster?
  7. 7. 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
  8. 8. Devil? Nazi? Bad father?
  9. 9. 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
  10. 10. 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.
  11. 11. 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
  12. 12. 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
  13. 13. 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?
  14. 14. 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
  15. 15. Yin Yang (陰陽)
  16. 16. For Next lesson • Have a look on the Moodle • Read through the two Crow poem on the handout • If you have any questions email
  17. 17. 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
  18. 18. Next lesson Ted Hughes: Introduction by way of The Crow
  19. 19. What is Authenticity?
  20. 20. Auto = self hentes = being
  21. 21. 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.
  22. 22. Do you think literature uses authentic language? (n=88) Yes 50% No 42% Other 8% Yes 44 50% No 37 42% Other 7 8%
  23. 23. Authentic assessment incorporates these elements into a graded piece of work Real Experience Personal Engagement Relevance
  24. 24. Integrated Skills
  25. 25. Class Journal
  26. 26. 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
  27. 27. 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
  28. 28. 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
  29. 29. 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). “ ”
  30. 30. 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…) “
  31. 31. 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) “ ”
  32. 32. 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). “ ”
  33. 33. 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) “ ”
  34. 34. motivation authenticity autonomy challenge
  35. 35. 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
  36. 36. Summary • You can download the slides and additional resources at • Please email me! • Please also checkout
  37. 37. Thanks for your attention! See you later, alligator.