LESSON PLAN
Level
The learners will learn how to program an IHC system
/ intelligent electrical installations
Language level A2 (minimum)
Content - Subject
IHC (Intelligent Home Control) programming
Communication -Language
Danish, Dutch, English, French, and German with native
language support when needed. The IHC Visual software
and help files are available in Danish, German, Dutch,
and French, so the scenario can also be used for these
languages.
Aim
The students need a minimum language level of
between A2 and B1 for the content part of the work. In
cases where one or more students fall below this level
the content teacher has to assist with more basic
instructions or even (in rare cases) revert to the
native language.
Both the language and the content teacher have to
ensure that the students know the specific vocabulary
for the technical part of the online tutorial/instruction
texts; scaffolding can make use of word lists, yellow
stickers with core vocabulary and the native
translation on the other side, but the main aid for the
vocabulary is the Multidict facility used in Wordlink
and Clilstore (www.multidict.net). The language
teaching methodology of the lesson is based on the
Task Based Learning approach, this means that
language corrections where possible should wait until
the post task phase of the lessons (Activity 4)
The language aims of the lessons are to ensure that
the students know and master the grammar
associated with the use of passive voice for
descriptions and active voice / imperative for
instructions.
During the lessons the students will work with and
strengthen language skills like:
-How to understand instructions and strategies for
dealing with not understanding
-How to describe
-How to explain
Approx. time overall
Plan
Stage 1
8 lessons of 45 minutes
Short Description
The learners get an overview of the
IHC system and function blocks. They
work with the IHC help files through
an online system.
The learners start coding IHC
procedures and scenarios.
Links to Activities
Activity 1
Stage 3
The learners test their coded system
with IHC simulation and make use of
the simulation log.
Activity 3
Stage 4
The learners work on examples of
language errors that have been
noticed during the lessons.
Activity 4
Evaluation
During the four activities the
learners are evaluated individually
on how they have:
Stage 2
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demonstrated social skills
(their ability to cooperate
in pairs)
selected different
dictionaries for different
purposes
made use of the passive and
active voice in the right
contexts
correctly followed the IHC
instructions and completed
a working simulation of the
system.
Activity 2
Activity 1
Procedure
The teacher presents an overview of an IHC system and informs the learners
about the facilities and functions offered by the IHC system. This can be
assisted by the IHC Guided Tour: http://languages.dk/clil4u/scenarios/sc4/IHCGuided-Tour/GuidedTour.html
If needed, especially for the first time the class uses the Multidict and
Clilstore, a short demonstration of the interface for the online dictionaries
http://multidict.net/multidict/ and the Clilstore units
http://multidict.net/clilstore can be carried out.
The learners work in pairs with the IHC Controller guided by the
instructions in the IHC help files with support from the Wordlinked version:
http://multidict.net/cs/1662
Approx. time
The best way of working with the activity is to have two computers (or a
computer and a tablet), one with the Help files / http://multidict.net/cs/1662
the other running the IHC Visual software.
Four lessons of 45 minutes
Level
A2 and upwards
Learning outcome
The learners know about the IHC Visual Control system.
Choose only 2 or 3
The learners know how to select different dictionaries for different
purposes.
Indicators
The learners are ready to start programming/coding.
The learners start working with the online help file and communicate with
their partners.
Choose only 2-4 indicators
Materials
The IHC Guided Tour: http://languages.dk/clil4u/scenarios/sc4/IHC-GuidedTour/GuidedTour.html
The IHC Visual software, which is a free software. Download the zipped file
345Mb and install the software in either German, English, French, or Dutch
(Windows only): http://alturl.com/3g7ws
The help file included in the above IHC visual software
The Wordlinked version of the help files http://multidict.net/cs/1662
Activity 2
Procedure
Approx. time
Learning outcome
Indicators
Materials
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The learners work in pairs with the IHC Controller guided by the
instructions in the IHC help files with support from the Wordlinked
version: http://multidict.net/cs/1664
The best way of working with the activity is to have two computers (or a
computer and a tablet), one with the Help files the other running the IHC
Visual software.
One lesson of 45 minutes
Knowledge about IHC function blocks and scenarios as well as different types
of IHC products that can be used in a full system.
The learners demonstrate through the coding completed in pairs that they
understand and can make use of IHC blocks and scenarios.
http://multidict.net/cs/1664
Activity 3
Procedure
Approx. time
Learning outcome
Indicators
Materials
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The learners work in pairs with the IHC Controller guided by the
instructions in the IHC help files with support from the Wordlinked
version: http://multidict.net/cs/1665
The best way of working with the activity is to have two computers (or a
computer and a tablet), one with the Help files the other running the IHC
Visual software.
Two lessons of 45 minutes
The learners can program the IHC control and use the Simulation mode to
check their results.
The learners demonstrate through the coding in pairs that they understand
and can make use of IHC blocks and scenarios and check the results through
the Simulation mode of IHC.
http://multidict.net/cs/1665
Activity 4
Procedure
Post-task work on language, based on the experiences from the first three
activities.
During the previous activities, the teacher(s) will have taken notes on the
language used by the learners. These notes will be used to compile a list
with the “Dirty Dozen”, i.e. a list which represents the common types of
errors made by learners in the class. The learners work in groups on the
“Dirty Dozen” trying to find what is wrong with each error and come up
with possible grammar rules.
Following the Group Work the different errors and rules will be discussed
with the whole class with examples on the whiteboard.
Approx. time
Learning outcome
45 minutes
The learners focus on grammar rules and refresh their knowledge about
grammar.
Indicators
Each student participates actively in the search for grammar rules while
working with the twelve common types of errors from the class.
Paper with the “Dirty Dozen” based on the language used during the pair
work in previous activities. There should be an emphasis on errors when
using the active and passive voices.
Materials
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