Module : |
Word Processing | Classes : 2nd to 4th |
Lesson 1 |
Using a Wordprocessor’s Basic Formatting Tools
(Font and Font Size) to Reinforce the Acquisition of New Vocabulary and Phrases |
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Aims |
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To introduce new vocabulary / phrases.
To revise vocabulary / phrases.
To encourage children to converse in small groups using new vocabulary.
To reinforce the understanding of the new vocabulary by getting children to type some words / phrases with a word processor.
To reinforce new vocabulary by providing the children with an abundance of flashcards and other materials, produced by the children themselves.
To help children to familiarise themselves with the some simple formatting facilties of a word processor.
To enable children to learn wordprocessing skills through demonstration, exploration, co-operation and peer-coaching.
Materials/Resources: Pictures, props for actions
and drama.
| Content / Methodology |
1. The children will first be questioned by the class teacher as a means of revising vocabulary / phrases already taught.
2. The children will take turns to pose / answer questions.
3. When the revision is complete the teacher will introduce new vocabulary in oral conversation form, with the use of pictures or actions where applicable. ** Children with language difficulties could be given a role in demonstrating action and pictures**
4. The children will repeat the phrases taught, first as large class units, then in smaller groups and finally individually. **LD child could join in the group recitation**
5. The teacher shows the children how to open the word processing program. The teacher then types one of the new words and demonstrates a use of font and font size formatting options.
6. The teacher tells the children that, during the week, they will take it in turns to type in the new vocabulary / phrases and that they are free to experiment with the formatting options. The most important skill associated with formatting is selecting (or highlighting) text. Children should be given a chance to practice this before the lesson ends. ** LD pupils could be given the role of typist in copying the particular words and phrases and be in charge of the printer**
| Follow Up Activities |
During the week, as a follow-up activity, the
children will type three or four simple sentences, taken from their copies and alter the
text in various ways. Changing font and font size will be used to help the pupils to focus
on the new words. Saving of work is not essential. However, work should be printed and
displayed in the class.
A poster with key instructions should be placed near the computer.
Lesson 2 |
Further Use of Formatting Tools (bold, italics,
underline, centering and font colour) to Reinforce the Acquisition of New Vocabulary and
Phrases |
| . | |
Aims |
To introduce new vocabulary / phrases.
To revise vocabulary / phrases.
To encourage children to converse in small groups using new vocabulary.
To reinforce the understanding of the new vocabulary by getting children to type some simple words /phrases with a word processor.
To reinforce new vocabulary by providing the children with an abundance of flashcards and other materials, produced by the children themselves.
To help children to familiarise themselves with the some more formatting facilties of a word processor.
To enable children to learn wordprocessing skills through demonstration, exploration, co-operation and peer coaching.
| Content / Methodology |
1. The children will first be questioned by the class teacher as a means of revising vocabulary / phrases already taught.
2. The children will take turns to pose / answer questions.
3. When the revision is complete the teacher will introduce the new vocabulary in oral conversation form, with the use of pictures or actions where applicable. ** Children with language difficulties could be given a role in demonstrating action and pictures**
4. The children will repeat the phrases taught, first as large class units, then in smaller groups and finally individually. **LD pupils take part in group recitation**
5. The teacher shows the children how to open the word processing program. The teacher then types one of the new words and reminds the pupils how to change font and font size. The teacher then demonstrates the use of other formatting options: bold, italics, underline and centering. **When the format is set up the LD pupil could act as typist**
6. The teacher tells the children that, during the week, they will take it in turns to type in the new vocabulary / phrases and that they are free to experiment with the formatting options. Again it must be emphasised that the most important skill associated with formatting is selecting (or highlighting) text. Children can be given a chance to practice a little before the lesson ends. **LD pupil acts as printer**
| Follow Up Activities |
During the week, as a follow-up activity, the
children will type three or four simple sentences, taken from their copies and alter the
text in various ways. A variety of formatting tools (e.g. change font, change font size,
bold, italics, underline, centre, change font colour, etc.) will be used to help the
pupils to focus on the new words. Saving of work is not essential. However, work should be
printed and displayed in the class.
A poster with key instructions should be placed near the computer.
Lesson 3 |
Matching Words and Pictures to
Reinforce the Acquisition of New Vocabulary and Phrases |
| . | |
Aims |
To introduce new vocabulary / phrases.
To encourage children to converse using new vocabulary.
To reinforce the children’s understanding of the new material by getting them to type vocabulary to match pictures on a ready-made word processing template.
To give children further opportunities to practice text formatting skills.
To enable children to learn wordprocessing skills through exploration.
To enable children to produce useful resource materials to help each other learn new vocabulary.
| Content / Methodology |
1. The children will be introduced to the vocabulary for various pieces of classroom furniture, orally.
2. Then the teacher will call out various classroom articles and the pupils will have to indicate their location in the classroom. **LD pupils acts as teacher's assistant in pointing out objects in the class.**
3. The children will then conduct activity 2. among themselves. **LD pupil points and shows while his/her group names the object.**
4. The worksheet template (see attachment) will be presented on the classroom computer and the activity will be undertaken initially as a group effort.
5. The teacher explains that, over the following week, the pupils will get a chance to complete the exercise on the computer. They must type in the correct word to match each picture. The children are free to choose from formatting options. ** LD pupil could act as printer and as compiler in copying words into a word bank, a template set up as a table on the screen.**
| L’institutrice |
Le pupitre |
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| L’ordinateur |
La chaise |
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| Les garçons | Le tableau noir |
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| Follow Up Activities |
During the week, the children will take turns to type will choose from the vocabulary provided on screen to type in the words that match the pictures. The children will be free to choose their own formatting options. Finished work should be printed but not saved, in case the original template gets overwritten.
Lesson 4 |
Using Word Art to Reinforce the
Acquisition of New Vocabulary and Phrases |
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Aims |
To revise all vocabulary covered in lessons 1 to 3.
To learn and practice the use of some simple verbs.
To encourage children to converse using new vocabulary.
To reinforce the children’s understanding of the new material by getting them to make Word Art or paint and import pictures to reinforce vocabulary.
To give children further opportunities to practice text formatting skills.
To enable children to learn wordprocessing skills through exploration.
To enable children to produce useful resource materials to help each other learn new vocabulary.
Materials/Resources: A wordprocessor with a Word Art facility (the
font and font size/colour facilities could also be used)
| Content / Methodology |
1. Vocabulary from previous lesson will be revised orally and using the blackboard. The teacher should also try to integrate some of the materials produced by the pupils in the previous lessons.
2. Then the teacher will introduce some basic verbs such as I write, I paint, I sing, I play, I walk, I eat, I drink etc. The children can demonstrate the actions. **LD pupil demonstrates and class names the action**
3. The pupils can repeat the verbs and the teacher can write them on the blackboard.
4. The teacher explains that, over the following week, the pupils will get a chance to complete the exercise on the computer. They must use Word Art to produce a copy of the appropriate word for each picture to match each picture. **LD pupil adds words to work bank. Word Bingo could be an enjoyable experience for all as a matching activity, groups acting as teams to include all**
I run |
I read |
I eat |
I play |
I cook |
I drink |
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| Follow Up Activities |
During the week, the children will take turns to make Word Art from the vocabulary provided on screen and use it to that match each of the pictures. The children will be free to choose their own Word Art options. Finished work should be printed but not saved, in case the original template gets overwritten.