Welcome to Scribd, the world's digital library. Read, publish, and share books and documents. See more
Download
Standard view
Full view
of .
Save to My Library
Look up keyword
Like this
1Activity
0 of .
Results for:
No results containing your search query
P. 1
ComputerBasics_100-150

ComputerBasics_100-150

Ratings: (0)|Views: 304|Likes:
Published by sangplis

More info:

Published by: sangplis on Sep 13, 2010
Copyright:Attribution Non-commercial

Availability:

Read on Scribd mobile: iPhone, iPad and Android.
download as DOC, PDF, TXT or read online from Scribd
See more
See less

09/13/2010

pdf

text

original

 
Description
: This activity is a follow up to the Comfort Continuum warm-up. This worksheet willhelp level 100 and 150 students acquire the basic vocabulary and action verbs needed tofunction in lab class.
Time
: 45 minutes
Materials
: computer graphic (and headset graphic) large on a transparency (or via an LCDprojector), flashcards with vocabulary words from the worksheet in large type, copies of theworksheet (back to back)
Warm-up
: (See Comfort Continuum activity.)
Presentation
: Project the computer graphic as large as possible on the front whiteboard/screen.Speaking only, elicit prior knowledge of computer parts. Do not write anything yet. Randomlydistribute the flashcards. Point to the monitor. Have students repeat, “monitor.” Ask: Who hasthe word “monitor?” Student holding the flashcard is told to “
Come
and
point to
the monitor,please.” Have the student stand to the side and display the flashcard to the class. Continue withthe other parts of the computer.When all flashcard-holding students are standing in a line, go down the list and say/repeatwords with class, the student holding up the correct flashcard. Then have the students sit downone by one by saying and pointing to their ‘part of the computer.’
Practice:
Keep the image projected and distribute the worksheet. Do a few examples with thestudents and write the correct answers on the board, spelling aloud. Then encourage them towork together to finish. Assess together and write the words on the board. Then say wordsrandomly and have the students give the corresponding number.
Spelling Practice, “Can you spell ‘monitor?’
Relay Game – Two students stand by the image and they have to be the first to“point to” (or “touch”, for more practice!) the correct part of the computer.2
nd
side of worksheet: Make sure that “point to” “touch” and “press” are understood throughexample. Have volunteers call out commands for you to do at the projected image.
Application:
Students are well-prepped to now go to the lab and carry out the TPR activity. Besure to tell them this.
Some tips for application, assessment, and general lab class management:
1.As you arrive, tell students – while smiling! “Please come in. Sit down. Do
not 
touchthe computer. Thank you.” (Repeat often.)2.With more body language than words get ‘all eyes’ on you. Turn on/turn off lights slowly.Hold palms up and wait for their silent attention. Motion for them to turn around if necessary to look at you. Do
not 
begin until you have complete attention of students. It’simportant to associate the light switching on/off with getting their attention. Lightly tappingthe top of arms also works.a.*
Do
not 
touch anyone’s head or headset. This is very offensive in somecultures!*
MicheleITC for REEPmcona@arlington.k12.va.us 
 
b.You can also tap twice on the desk by the mouse, or create a signal of your own.Just be consistent.3.Introduce the lab assistant – name/title. Review “’Raise your hand’ when you don’tunderstand what to do.”4.Model the TPR activity. Circulate to make sure the students are on track and bothparticipating and taking turns speaking and listening. Get students attention again withturning lights on/off. Assess learning. Be sure to emphasize “
Do
not 
touch the power button on the CPU.”
5.Now carefully with students’ spoken participation, model the software you’ve chosen.Emphasize that students must repeat for pronunciation help, or write for extra practice.6.Remind them to ‘raise their hand’ if they don’t understand what to do.
Extension
: You may follow up with learning the verbs “want to” and “need to” to clarify students’goals for technology as a needs assessment.
There is a more detailed vocabulary worksheet for the lab on the Orientation page.
The REEP Technology Curriculum also has more learning objectives for the lab.
Teachers should plan for their choice of software or Internet activity to directly supportlessons they are doing in class.
Reflection
: It’s always important to have students share how they felt about an activity. This canbe from simply 5 minutes of discussion to keeping a lab journal.
MicheleITC for REEPmcona@arlington.k12.va.us 
 
Label the parts of the computer.
MonitorscreenspeakersCPU CD ROM mousekeyboardSpace barpower buttondisk driveheadset
MicheleITC for REEPmcona@arlington.k12.va.us 
1.2.3.4.5.
 
6.7.8.10.9.11.

You're Reading a Free Preview

Download
/*********** DO NOT ALTER ANYTHING BELOW THIS LINE ! ************/ var s_code=s.t();if(s_code)document.write(s_code)//-->