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September 10-11, 2015

I. OBJECTIVES
Identifying appropriate hand tools
Selecting appropriate hand tools
II. SUBJECT MATTER
Topic: USE OF HANDTOOLS
Reference: CONSUMER ELECTRONICS SERVICING LM pp.4-14
CONSUMER ELECTRONICS SERVICING TG p. 12
III. PROCEDURE
A. Pre-Activities
Motivation: The teacher will show the students a video presentation of the concept of hand tools
Presentation: The teacher will present the lesson for today: Use of Hand tools
B. Activity Proper: The class will be divided into six groups .The groups will be given tools, discuss the tools in
the group and identify them if the tool belongs to Driving Tools, Soldering Tools, Splicing Tools, Boring Tools,
Cutting Tools, Auxiliary Tools. . Then, a representative from each group will explain why the given tool belongs
to the kind of basic tools.
C. Analysis: Let the students draw/illustrate the different tools with their functions.
D. Abstraction: The teacher will show again a tool and ask the students to explain the function of the tool.
E. Application: The groups will be given a situation and they will select the appropriate tool to use.
IV. EVALUATION
Directions: On a separate piece of paper, classify the different kinds of hand tools according to their
specification in Consumer Electronics Servicing.
Hand tools
1. Desoldering Tool
2. Wire Splicer
3. Side Cutter
4. Long Nose Pliers
5. Mini Drill
6. Magnifying Glass
7. Soldering Stand
8. Screwdriver
9. Soldering Iron
10. Portable Electric Drill

Classification

V. ASSIGNMENT
Directions: Answer briefly the questions below.
1. Why is a low-power soldering iron suitable for electronic work?
2. What are the advantages of using a magnifying glass that is foldable with built-in light?
3. Why is it best to use the right size of Phillips-type screwdriver?
4. Why is it best to use the right size of drill bit in boring holes?
5. Why do you think is it best for a soldering iron to have its soldering stand?

September 10-11, 2015


I. OBJECTIVES

Students will learn the basic typing position, and practice key stroking, spacing and return.

Students will learn to operate the home row letter keys and the basic service keys by touch

II. SUBJECT MATTER


Topic: Keyboarding
III. PROCEDURE
Teacher: discuss with the students the useful skill of keyboarding. How well they learn depends on their interest,
their effort and their ability to follow directions.

Improvement should be their goal of each practice session.

The Typing Position - Technique and Posture:

Eyes on copy

Fingers curved and upright

Wrists low

Forearms slanted with keyboard

Sit back in chair, back straight

Feet on floor

The Home Row


Have students place their fingers in the home row position.

Position fingers of the left hand on asdf and the right fingers on jkl;. Remember: fingers should be curved, relaxed,
and upright. Thumbs should be placed on the space bar.

Show students where the <return> or <enter> key is located practice reaching this key with right pinky finger.

Teachers: let students follow your voice to the following drills and punch a key for each letter you say (or, print the
worksheet and let them follow themselves). Make sure the class is together in rhythm - striking keys with quick,
sharp strokes.

Repeat as necessary, speeding up each time. Accuracy, not speed, is the main goal for beginners. After a few
practice sessions, tape paper over student's hands so they can't look at the keyboard.

IV. Application: Practice Session Proper


Keyboarding Practice using Mavis Beacon Teaches Typing.

V. ASSIGNMENT
Students will progress more readily with touch-typing if their hands are covered while they perform the
keyboarding lessons. This can be done easily with a piece of printer paper taped onto the back of the keyboard so
that it drapes over the hands. (If students complain that the paper distracts them, remind them that all good typists
have to learn to block out distractions.) Covering the letters on the keys with sticky dots will work too. Instruct
students to tape a piece of paper to the back of the keyboard when they type at home.