Introduction to C

Curriculum Relevance

This lesson is designed for Year 13 students in alignment with the UK A-level Computing/Computer Science curriculum. It introduces fundamental programming knowledge in the C language, focusing on developing logic-building, problem-solving, and coding structure. The lesson enables students to enhance transferable skills that are essential for further education or careers in software development, engineering, or computer science.

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Lesson Objectives

By the end of the 40-minute lesson, students will:

1. Understand the foundational syntax and structure of the C language.
2. Identify data types, variables, and basic input/output functions.
3. Write and execute a simple C program.
4. Demonstrate an understanding of debugging and testing in C programming.
5. Appreciate the importance of C in modern programming by connecting theory to real-world applications.

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Resources & Materials

• Computers/Laptops with a pre-installed C compiler (e.g. GCC or Code::Blocks).
• Handout with pre-written code snippets and challenges.
• Whiteboard, markers, and a projector/slides for visual support.
• Scratch cards with quick coding challenges (as a kinaesthetic activity).
• A timer for structured tasks and pacing.

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Teaching Methodology

The lesson uses an interactive and hands-on approach with a combination of short lectures, collaborative problem-solving, demonstrations, and individual coding practice. This methodology integrates constructivism by encouraging discovery-based learning and active participation.

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Lesson Structure

1. Starter Activity (5 Minutes)

Goal: Engage and establish relevance.

• Begin with a thought experiment: "How do machines understand our instructions?"
• Use the analogy of giving someone step-by-step instructions to cross the room to connect to programming logic.
• Show a quick slide of iconic software and systems built with C (e.g., Linux, Windows, embedded systems).
• Ask a quick warm-up question: "What programming languages do you think C influenced?" (Elicit answers such as Python, C++, Java, etc.)

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2. Introduction to C Syntax & Structure (10 Minutes)

Goal: Build foundational knowledge.

• Use slides to explain the basic structure of a C program:

  #include <stdio.h>
  int main() {
      printf("Hello, World!");
      return 0;
  }
  

  Explain line-by-line: Header files, main function, statements, and return 0;.

• Data Types & Variables:
  Explain the core data types (int, float, char) using relatable examples (e.g., storing exam marks, names, etc.).
  Show declaration examples: int age = 18;

• I/O Functions:
  Introduce scanf for input and printf for output. Share a simple example:

  #include <stdio.h>
  int main() {
      int age;
      printf("Enter your age: ");
      scanf("%d", &age);
      printf("You are %d years old!", age);
      return 0;
  }
  

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3. Guided Practice (10 Minutes)

Goal: Reinforce learning through collaboration.

• Task 1: Debugging Exercise
  Provide a flawed C program on the projector:

  #include <stdio.h>
  int main() {
      printf("Enter your name: ")
      char name;
      scanf("%s", name);
      printf("Hello %s!", name);
      return 0;
  }
  

  Students work in pairs to identify the errors (missing semicolon, incorrect data type, etc.).

• Task 2: Write a Basic Program
  In pairs, students write a program to calculate the sum of two numbers and display the result. Provide starter code:

  #include <stdio.h>
  int main() {
  
      /* Your code here */
  
      return 0;
  }
  

  Walk around the room to provide feedback and assistance.

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4. Individual Coding Activity (10 Minutes)

Goal: Consolidate understanding and encourage independent problem-solving.

• Challenge: Write a program that asks for the user’s favourite number and responds with a personalised message (e.g., “Your favourite number is 7? Great choice!”).
• Students work independently, and their programs are executed to test for errors. Encourage trial and error as a normal part of learning.

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5. Plenary & Reflection (5 Minutes)

Goal: Summarise learning and identify next steps.

• Quick Quiz: Ask 3-5 rapid-fire recap questions:

  • What is the purpose of #include <stdio.h>?
  • What does %d represent in scanf?
  • What is the output of printf("Hello, %s!", "Alice");?

• Class Discussion:

  • “What did you find easy about writing C code today?”
  • “What challenges did you face, and how did you address them?”

• Homework Assignment: Design a small program to calculate the area of a rectangle.

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Differentiation Strategies

• Support for Struggling Students: Provide additional debugging tips and walk them through their code step by step.
• Challenge for High-Achievers: Encourage students to integrate conditional statements (if-else) into their favourite number program to offer a more dynamic response.
• Visual Learners: Use detailed slides and diagrams to depict the flow of C programs.
• Kinaesthetic Learners: Use scratch cards with coding problems to solve physically before translating into code.

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Assessment Strategies

• Formative Assessment: Observing student engagement during pair and group activities, monitoring their debugging progress, and reviewing their independent coding work.
• Peer Review: Partner students to run and test each other’s code to identify errors and suggest improvements.
• Self-Assessment: Students list one thing they learned and one thing they still find challenging.

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Extension/Further Learning

• Explore the history and impact of C on the development of modern programming languages.
• Present an optional coding challenge: Converting temperatures from Celsius to Fahrenheit using formulae.

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Teacher Notes

• Ensure equitable access to working computers with configured C compilers.
• Be approachable and ready to encourage perseverance when students encounter syntax errors.
• Use real-life examples to connect abstract concepts to practical importance (e.g., why handling memory efficiently matters in robotics).

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End of Lesson Plan