LESSON PLAN
Aim
Level
The learners will learn about intelligent electrical installations that
make life easier for disabled and/or elderly people
Language levels B1 and upwards
Subject
Domotics / intelligent home automation systems
Approx. time overall
12 lessons of 45 minutes
Language
The students need a minimum language level at 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 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/suitable should wait
until the post task phase of the lessons (Activity 5).
The language aims of the lessons are to ensure that the
students know how to write a “semi-formal” letter with a
proposal 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
-How to present a case, e.g. regarding writing a proposal
using the semi-formal letter style.
Plan
Stage 1
Short Description
Pre-task phase, the learners are
given an introduction to Domotics
systems and their benefits
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Links to Activities
Activity 1
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Stage 2
Stage 3
Stage 4
Stage 5
Evaluation
Start of task phase: the learners
work in groups; each group
prepares a presentation for the
full class
Group presentations. The learners
in each group act as “sales
persons” for the other groups “
advocating a specific Domotics
solution
Individual work where each
student compiles a letter with a
written proposal for a Domotics
system
End of task phase
Post-task phase:
Work on language points
observed during the previous four
stages and feedback to each
student for the written proposal.
during the five activities the
learners are evaluated
individually on how they have:





Activity 1
Procedure
Activity 2
Activity 3
Activity 4
Activity 5
demonstrated social skills
(their ability to cooperate
in groups)
selected different
dictionaries for different
purposes
made use of passive and
active voice in the right
contexts
knowledge of the
advantages of a Domotics
system
compiled a semi formal
letter
Short demonstration of the interface for the online dictionaries
http://multidict.net/multidict/ and the Clilstore units
http://multidict.net/clilstore followed by a brief introduction to
different language exercises: http://multidict.net/cs/238
The learners work individually with http://multidict.net/cs/238 and
the exercises that follow the unit.
The class is divided into four groups each with a selected focus on
Domotics.
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The learners are given the overall task description: "Prepare a
presentation of the ultimate Domotics system in a private home".
Each group is then given their specific task:




Your Domotics system must be suitable for disabled and/or
elderly persons.
Your Domotics system must facilitate less energy
consumption (energy saving system)
Your Domotics system must have an emphasis on safety
(burglar alarm, smoke and fire detectors, etc.)
Your Domotics system must show creativity. You are not
tied down by what is possible today (e.g. integration of
video system, hi-fi, and light dimmer etc.)
Each group has to prepare a PowerPoint presentation with a house
plan where they demonstrate which facilities they have chosen for
the different rooms
Approx. time
Learning outcome
90 minutes / two lessons
The learners know about different advantages a Domotics system
can offer people with special needs
The learners know how to select different dictionaries for different
purposes
Indicators
Materials
The learners are ready to start the tasks
Learners start working with the online text and communicate within
the allocated groups
The introduction for learners: http://multidict.net/cs/238
http://www.smart-homes.nl/Domotica.aspx
N.B. click the flag for English
http://alturl.com/h7m94 a sample House Plan
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Activity 2
Procedure
Approx. time
Learning outcome
The learners work in the four groups. Each group prepares a
presentation supported by PowerPoint slides.
135 minutes / four lessons
The members of each group:



Indicators
Materials
know what facilities a Domotics system can offer
can select facilities that match their special focus
can present their choices supported by a PowerPoint
presentation
The groups carry out the appointed tasks and start preparing for
presenting their choices to the other groups
http://alturl.com/h7m94 a sample House Plan, which can be used
by the groups
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Activity 3
Procedure
Approx. time
Learning outcome
Indicators
Materials
The four groups deliver their presentations to the other groups. The
learners in each group act as “sales persons” for the other groups “
advocating their Domotics solution
90 minutes / two lessons
All the learners get knowledge about Domotics systems
 suitable for disabled and/or elderly persons.
 that facilitate less energy consumptions (energy saving
system)
 with emphasis on safety (burglar alarm, smoke and fire
detectors, etc.)
 creative solutions that may be possible in the “near” future
Delivery of the presentations, language/communication making use
of both active and passive voice
PowerPoint presentations prepared by the four groups
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Activity 4
Procedure
Approx. time
Learning outcome
Introduction to letter styles; informal, semi-formal, and formal
letters. Each student writes a short semi-formal letter with
suggestions for a Domotics installation in a new house.
135 minutes / three lessons
All learners:
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

Indicators
Materials
Know the different letter styles.
Can choose a suitable letter style according to the content,
recipient and objective
Can write a simple letter using the semi-formal style
Each student will have written a letter matching the semi-formal
letter style
A short course/presentation of letter writing:
http://alturl.com/eq5h8
Wordlinked version of above:
http://alturl.com/8fztq
Semi-formal letters:
http://formalletter.net/semi-formal-letter/
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Activity 5
Procedure
Post-task work on language, based on the experiences from the first
four activities and evaluation of the presentations
The teacher(s) will have taken notes on the language used by the
learners (type errors) and these notes will, together with the letters
written by the learners,be used to compile a list with the “Dirty
Dozen”, ie a list with representative error types. The learners work
in groups on the “Dirty Dozen” trying to find what is wrong and
possible grammar rules.
Following the Group Work the different errors and rules will be
discussed in the class with examples on the whiteboard.
Approx. time
Learning outcome
90 minutes / Two lessons (maximum)
The learners focus on grammar rules and refresh their knowledge
about grammar with a focus on use of passive and active voice.
Based on anonymous examples from the letters, the learners
understand the basic do’s and don’ts of writing letters.
Indicators
Materials
Each student participates actively in the search for grammar rules
while working with the twelve common type errors from the class.
Paper with the “Dirty Dozen” based on the language occurred
during presentations and in the letters
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