•  To give students the opportunity to edit a short paragraph in French / German / Italian.

• To teach children how to use some editing tools on a wordprocessor (i.e delete and backspace).

• To enable children to learn wordprocessing skills through demonstration, exploration, co-operation and peer-coaching.

• Materials/Resources: Pictures and flash cards with new words. Floppy discs with prepared text. **LD pupils could colour and print materials**

1.         Undertake a quick oral revision of basic questions.

2.         Introduce new vocabulary using the blackboard or pictures and flashcards. Use actions where necessary.

3.         Children repeat phrases after teacher, to each other in pairs, etc.

 4.        The pupils will each be given a floppy disc with a paragraph already prepared. An underlined blank space will be used to indicate that text needs to be inserted. **LD pupil could be paired to other where one spells and one types and they complete formating together**

                         A typical piece of text might read:

                                       My name is ________ .  My school is _____________ .

                                       My school is in ____________ . My teacher’s name is

                                        ______________ . The Principal is _______________ .

                                       There are ______   ______________  in the class.

 5.        The pupils will be given the following instructions:

(i)                 Complete all sentences

(ii)               Choose another font style.

(iii)              Highlight the heading and centre it.

(iv)             Highlight the main text and justify it.

(v)               Add your full name to the end of the text.

(vi)             Highlight your name and make it italic.

(vii)            Highlight your name and put it to the right of the page.

(viii)          Change the font size of your work to size 14 and the title to size 16.

(Other language specific changes might be required, e.g. pupils could be asked to give each noun in German a capital letter.)

(ix)             Save your work.

(x)               Have your work checked and printed.

 A poster with key instructions should be placed near the computer. Working in pairs could save time and promote co-operative learning. It also provides greater opportunity for oral reinforcement of vocabulary.

Pupils can be given turns during the week to finish their work on a rota basis. Finished work should be displayed and evaluated by the pupils themselves. Children could swop discs and correct each other’s work.

• To enable children to learn the names of everyday objects in the classroom.

• To help the children to focus on spelling and word formation and gender by getting them to type out the relevant words.

• To help children to locate clip art.

• To help the children to experiment with different combinations of clip art and text.

• To get the children to produce suitable flashcards for further use in the classroom.

• To enable children to learn word processing skills, through demonstration, exploration, co-operation and peer-coaching.

• Materials/Resources: Flashcards, a chart with 6 columns each containing 4 words. **LD pupil can print out for teacher**

1.       The children will be orally introduced to vocabulary for classroom furniture and other items. **LD pupil acts as pointer**

2.       The vocabulary will then be presented on the blackboard. **LD pupil could join in class response and if appropriate could be asked to name**

3.       Using flashcards, the teacher will then invite the children to remember the words and point to the corresponding objects in the classroom.

4.       A chart containing the names of 24 objects (in 6 columns of 4 words) will be placed near the computers. **LD pupil distributes pages**

5.       The pupils will be asked to work in pairs, each pair taking a list of 4 words. **LD pupil joins with more capable pupil and helps in picture recogniton.**

6.       The children will type in their given words using their own choice of formatting.

7.       The pupils will search the clipart gallery for appropriate images.

8.       The pupils will arrange the text and picture suitably, checking its appearance with the Print Preview option, before printing. **LD pupil prints the material.**

  A large plan of the classroom can be produced and the pupil can stick their own flashcards onto the plan in the correct positions. Children can also colour or decorate the plan in other ways.

 Children can also produce their own class plans in their copies or on some A4 paper.

 When pictures are not available in the clip art gallery, pupils can produce their own pictures using Paint or another Art program.

 Each printed flashcard could be cut up, separating the text from the picture for use in a matching game.

 Labels could be enlarged and laminated for use on the actual classroom furniture.

• To teach the time in a foreign language.

• To help children to learn the school subjects in a foreign language.

• To revise the days of the week.

• To learn how to use the Table facility of a word processor by making a timetable.

• To give children further opportunities to practice text formatting skills.

• To enable children to learn wordprocessing skills through demonstration, exploration, co-operation and peer-coaching.

• Materials/Resources: A toy clock, Floppy disks with or without timetable template, charts containing times, days and school subjects.

1.         The time will be taught in French/German/Italian using a clock, worksheet with suitable vocabulary and blackboard.

2.         Much repetition will be necessary to revise numbers and encourage children to tell the time using a clock.

3.         Times will be called out and they will write them down in numerical form, alternatively in their copies and on the blackboard in pairs, as a fun way of testing their understanding. **LD pupil manipulates toy clock, showing the time in response to teacher's instruction in English.**

4.         Every child will be asked to draw a clock and make their own time. Individuals will be invited to ask others to guess their time or answer “What time is it?”

5.         Days of the week will also be revised from previous lessons (or introduced if necessary)

6.         School subjects will be written on the blackboard and children will copy them down.

7.         They will be asked to hold up something to represent each subject, e.g.

                          Mathematics – a compass

                          Art – a paintbrush

                          Geography – an atlas **LD pupil chooses the symbol for subject**

8.         A sample blank timetable will be drawn on the blackboard and the school week will be discussed. Times and subjects will be added with the aid of the children.

9.         The teacher can have a blank timetable prepared on floppy disc or the children can start their own timetable, in pairs, with the teacher advising on the number of rows and columns needed. **LD pupil is joined with more capable pupil and types in the words as called out letter by letter**

During the week, the children can be given opportunities to work on their timetables.

Children could also use their newly-learned skills to produce timetables in English for other teachers. **LD pupils could decorate the printed timetable**

 Children could experiment with using facilities from the Table Toolbar to change borders, merge cells, etc, to improve the overall presentation of the timetable.

• To introduce new vocabulary / phrases.

• To revise and consolidate all vocabulary and phrases learned to date.

• To give pupils a chance to create a personal document.

• To give children a chance to choose from the array of word processing skills according to their needs.

• To give children further opportunities to practice text formatting skills.

• To enable children to learn wordprocessing skills through exploration.

•  Materials/Resources: Charts with lists of vocabulary learned to date.

 1.        Vocabulary and phrases will be revised from previous lessons.

2.         A variety of strategies can be utilised for revision – mimes, matching games, dramas, conversation, questioning, etc. **LD could have a role in miming and role play if appropriate**

3.         The children will be presented with the title of the writing assignment: ‘All About Me’ or ‘My Life’ or a similar title suggested by the children.

4.         The teacher will introduce a number of other words/phrases which might be needed by the pupils, e.g. I have ________ brothers/sisters. I have a dog/cat/fish/bird. I like television/music/books., etc. **LD pupil could fill out English version and his partner could complete a French version**

5.         The pupils will be asked to repeat the new vocabulary/phrases.

6.         The teacher will conduct the wordprocessing activity, initially as a group effort, explaining that the pupils will take it in turns to complete the activity in the following week. **LD types in his English version and saves it on his own disk**

7.         The children will be shown how to save their work and how to open their work for further development, before saving it again.

  During the week, the children will complete their personal writing; formatting and adding pictures as appropriate. Finished work will be displayed around the classroom. Pupils would also be free to produce and integrate some of their own art work to compliment their writing.

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