Teacher’s guide

eSkills 2
Module 1 I use the computer
Task 1 My computer

Teacher Class Date

Overview Headphones
The general purpose of this lesson is for students to Memory stick
be able to recognize the main parts of a computer, Webcam
not only by name, but also which part to use, on
Scanner
what occasion.

Objectives Next to them open a system unit in order to show

Learn what devices a computer consists of. the processor, memory chip, motherboard, hard
disk drive, DVD drive.
Skills 2. Introduction
Connect the peripheral devices to a computer. Give students the “ES.2.1.1_Worksheet_1.docx”.
Firstly separate the students into 4 groups. Name
What is needed each team so that the students have a feeling of
Resources cooperation (in their team) and competition (with
• eSkills 2 Student’s Book other teams).
• ES.2.1.1_Worksheet_1.docx For example, you can give the nicknames:
• ES.2.1.1_Worksheet_2.docx • Princes of technology
• ES.2.1.1_Worksheet_3.docx • Programmers of innovation
• ES.2.1.1_Inside_Computer.pptx • Scientists of data
• ES.2.1.1_Parts_Of_Desktop.pptx • Strong algorithms
• ES.2.1.1_Evaluation_Sheet.docx (and probably explain to students what they mean).
Tools & Equipment Ask students to select their team’s box on the
A projector, a system unit, CPU, motherboard, worksheet and circle it.
memory, Hard Disk, DVD drive, mouse, keyboard, Now, each team has to select their box’s devices
monitor, speakers, printer, microphone, camera, from the work desk, and point them to the teacher.
headphones, memory stick, webcam, scanner. Urge them to discuss amongst themselves in order
to select the correct devices. Also, point out that
Learning difficulties they can use Module 1, Task 1 (My computer), page
• The role of a system unit. 9, in the student’s book, as a guide.
Sometimes students can’t understand what Then, give students the “ES.2.1.1_Worksheet_2.docx”
a system unit is and how important it is for a . Ask them to match their box devices with one of
computer’s operation. the functions in the right column.
• Main and peripheral devices. 3. Development - Implementation
Students can’t distinguish which devices are Using a projector, present students (using the
essential and which are peripheral. presentation ES.2.1.1_Parts_Of_Desktop.pptx)
• Connection. the 12 devices, one by one, telling them some
Students don’t know that if the devices are not characteristics of each one. The aim is for students
properly connected the computer won’t work as to understand the function of each device:
it should. • System unit: It synchronizes all functions and all
• What is inside the computer? parts are connected with it.
Students at this age don’t know the parts that are • Mouse: Give commands.
inside the system unit yet. Mention their names • Keyboard: Type text.
and functions. • Monitor: Helps us to see folders, files and
programs.
Lesson Description • Speakers: Listen to music.
1. Preparation • Printer: Print photos and pages.
On the work desk set these devices, in separate • Microphone: Record voice and sounds.
places: • Camera: Take photos or videos.
• Headphones: Listen to music.
Required Optional • Memory stick: Save data.
System unit Speakers • Webcam: Watch friends via the Internet.
Mouse Printer • Scanner: Transfer photos into the computer.
When a student at this age, hears “the computer”,
Keyboard Microphone
he thinks that a computer is the monitor, the mouse
Monitor Camera and the keyboard.

eSkills 2 / MODULE 1 / TASK 1 -3- Copyright © 2017 Binary Logic SA

Explain to them that the computer’s “brain” is inside
the system unit. The system unit consists of the
parts that make a computer work. Students need
to understand that a computer can’t work without
one. A system unit is as important for a computer,
as the heart is for the human body.
Show the main parts of the computer separately
and don’t show them how to open the main
unit because they will probably try it at home.
Emphasize that it’s very important to be careful with
the system unit, because it can break easily.
Also mention that in order for a computer to
work it’s necessary to connect a system unit to an
electricity supply. Show them where all the other
devices connect with it.
Mention that without the monitor or the system
unit a computer isn’t able to work. On the other
hand without a printer, scanner, headphones or
speakers a computer can work perfectly.
After you present each device call the first team
(Princes of technology) to connect the devices
in their box in order to construct a complete
computer. Students must connect the keyboard and
speakers to the system unit. Then call the second
team (Programmers of innovation) to connect their
parts with the system unit etc. Urge students to
ask for help if necessary. Be extra cautious with
the devices that require electrical power. Plug
in the devices to the power grid mentioning all
the possible dangers and what to do to protect
themselves from possible dangers.
a. Connect the system unit to the electricity supply.
b. Connect the keyboard to the system unit.
c. Connect the speakers to the electricity supply
and then to the system unit.
d. Connect the mouse to the system unit.
e. Connect the headphones to the system unit/to
the speakers.
f. Connect the printer to the electricity supply and
then to the system unit.
g. Connect the scanner to the electricity supply and
then to the system unit.
h. Connect the monitor to the electricity supply and
then to the system unit.
i. Connect the memory stick to the system unit.
j. Connect the microphone to the system unit.
k. Connect the camera to the system unit.
l. Connect the webcam to the system unit.
You should explain that they can plug in these
devices in any order. Also mention again that the
computer can’t work properly without a main unit,
monitor, keyboard and mouse.
Then mention that they are ready to switch on the
computer. Make sure that all devices all correctly
connected. Switch on the computer.
Explain that in order for a computer to work it
needs to be connected correctly to the proper
devices. For example, the mouse’s cable mustn’t be
connected to the keyboard’s adaptor. (Give some
examples).
Also you should mention that students mustn’t
forget to connect some devices to the electricity
eSkills 2 / MODULE 1 / TASK 1
supply. The monitor, the scanner and the printer
should not only be connected to the system
unit, but they also need to be connected to the
electricity supply. And of course show students
where the ON/OFF button is on these devices.
Show them how some devices work:
• Play a video to show the use of the monitor.
• Play a track to show the use of the mouse.
• Listen to music with the speakers and with the
headphones.
• Print an image.
• Record some students’ voices using the
microphone.
• Use a memory stick to transfer files.
• Use a camera to transfer photos.
• Scan a page and show it on the monitor.
At this point students can correct some mistakes
they may have made on the table.
Urge them to discuss amongst themselves any
questions or ask for your help if necessary.
At the end, present (using the presentation ES.2.1.1_
Inside_Computer.pptx) the parts of a system unit
(the processor, memory chip, motherboard, hard
disk drive, DVD drive) .
Talk about the function of each accessory and
explain in a simple way what would happen if these
devices didn’t exist. To be more understandable
draw a parallel between the computer and the
human body.
• What would happen if we didn’t have ears? –We
wouldn’t be able to hear anything.
• What would be happened if the computer didn’t
have a DVD driver? –We wouldn’t be able to
watch a DVD.
Give students the “ES.2.1.1_Worksheet_3.docx” and
ask them to complete the activity.
4. Completion - Evaluation
After completing the activities, collect all the
worksheets and file them in a class folder.
• Hand out an evaluation sheet to every student
and ask them to complete it.
• Collect the sheets and see if the students
understood all the objectives of the lesson.
• Check which part of the lesson students didn’t
completely understand and make any changes
required in the teaching process.
Notes
-4- Copyright © 2017 Binary Logic SA
 eSkills 2
Module 1 I use the computer
Task 2 The desktop
Teacher
Overview
The general purpose of this lesson is for students
to be able to recognize the icons on the desktop,
their function and be able to change the desktop
background.
Objectives
Recognize desktop icons.
Distinguish the difference between the theme and
the picture of a desktop background.
Place a picture or a drawing on the desktop.
Skills
Change the desktop background.
Create your own background.
What is needed
Prerequisites
Paint, Save.
Resources
• eSkills 2 Student’s Book
• ES.2.1.2_Worksheet_1.docx
• ES.2.1.2_Worksheet_2.docx
• ES.2.1.2_Worksheet_3.docx
• ES.2.1.2_Worksheet_4.docx
• ES.2.1.2_Worksheet_5.docx
• ES.2.1.2_My_Desktop.pptx
• ES.2.1.2_Evaluation_Sheet.docx
Tools & Equipment
• A projector
• Windows Paint
Learning difficulties
• Different icons on the Desktop.
Students at this age don’t know all the
possibilities that a desktop offers.
Namely they don’t know that each icon is a
command. They need to understand that the
desktop isn’t only an image. Any icon-shortcut
is a command, or a “door” to open a program, a
folder or a file.
• Many types of background.
When students learn to change the desktop
background they will change it all the time.
You should leave them to make their changes
and place different images that are saved in
Windows or are created by students. In this way
students will understand that some images aren’t
appropriate for the background. Namely, some
images may have many different colors and
shapes, so it will be difficult to see the icons on
the desktop. It would be good for students to
choose simple, one-color desktop backgrounds.
eSkills 2 / MODULE 1 / TASK 2
Class Date
Lesson Description
1. Intro
Introduce the purpose of the lesson and
motivate student interest in the different desktop
backgrounds. Using a projector show a simple,
black-and-white background and a happy colored
one. Ask the students which picture they would
prefer to see when they open their computer.
Motivate them by saying that in this lesson they will
learn how to change their desktop background.
Using a projector, present students (using the
presentation ES.2.1.2_My_Desktop) how they can
personalize their desktop.
Afterwards separate the students into groups of
2-3, and hand out the “ES.2.1.2_Worksheet_1.docx”.
2. Development – Implementation
First, students must understand the existence of
icons on the desktop.
Ask students to place the mouse pointer on points
(1) to (8) and read the labels that appear. At the
same time show them these points on the projector.
Mention the name of each point and two words for
each one:
• Recycle Bin: The deleted items are inside the bin.
• Start Button: Click it in order to search for/open
a program or file/folder.
• Internet Explorer: A program to surf the Internet.
• File Explorer: Helps you to navigate your files.
• Media Player: A program to play music.
• Internet Connection: Shows if you have Internet
connection or not.
• Volume Control: Click it to turn the volume up
or down.
• Time, Date: Shows the Time and Date.
Then, hand out the “ES.2.1.2_Worksheet_2.docx”
and ask students to do the activity. Tell them to
match the columns and at the same time discuss
amongst themselves any difficulties they may have,
so they are sure about the name of each icon.
Now, hand out the “ES.2.1.2_Worksheet_3.docx”.
Students have to put the commands in the
proper sequence in order to change the desktop
background. At this point don’t help them. Ask
them to change the background by themselves
following the steps. If they have made mistakes
on steps they will understand and they will correct
them.
When all teams change the background, ask them
to change it again. Each member of the teams must
change the background in order to learn the steps.
Hand out the “ES.2.1.2_Worksheet_4.docx” and ask
them to do the activity in the same way. When they
apply the steps they will understand any possible
mistakes.
-5- Copyright © 2017 Binary Logic SA
Hand out the “ES.2.1.2_Worksheet_5.docx”. Students
have to draw (using Paint) a picture (Activity from
Student’s Book Module 1, Task 2 - The desktop,
page 17) and make it a desktop background. At
this point they can use the Student’s book, Module
1, Task 2 (The desktop) as a guide. Urge them
to discuss any questions or to ask for your help
if necessary. If they can’t do that, you can show
the steps on the projector. Make sure that all the
students’ desktops have a drawing as a background.
3. Completion- Evaluation
After completing all the activities, ask students to
bring the desktop background back to its original
image. Collect all the worksheets and file them in a
class folder.
• Hand out an evaluation sheet to every student
and ask them to complete it.
• Collect the sheets and see if the students
understood all the objectives of the lesson.
• Check which part of the lesson students didn’t
completely understand and make any changes
required in the teaching process.

Notes

eSkills 2 / MODULE 1 / TASK 2 -6- Copyright © 2017 Binary Logic SA

 eSkills 2
Module 1 I use the computer
Task 3 Mouse and keyboard
Teacher
Overview
The general purpose of this lesson is for students
to recognize the different forms the Mouse cursor
takes.
Objectives
• To recognize the main forms that the mouse
cursor takes, when it passes over an icon on the
screen.
• To relate each form of the mouse cursor with the
correct outcome if we react with the mouse or
keyboard.
Skills
• To handle the main functions of the mouse: Click,
Right-click, Double-click, Drag and Drop.
• To type text using the keyboard.
What you need
Prerequisites
• Knowledge of basic Paint functions.
• Type text.
• Navigation on the Internet.
Resources
• eSkills 2 Student’s Book
• ES.2.1.3_Worksheet_1.docx
• ES.2.1.3_Worksheet_2.docx
• ES.2.1.3_Worksheet_3.docx
• ES.2.1.3_Loading_Exercise.exe
• ES.2.1.3_Evaluation_Sheet.docx
Tools & Equipment
• Notepad
• Internet Explorer
• Paint
Learning difficulties
• Click and Right-click
Sometimes, students confuse the buttons of a
mouse. They don’t know when to click the left
or the right button. Show them some examples.
Also, you can mention when they double-click an
icon and that there is the danger of changing the
name of an icon when they click the icon’s name.
There is the same danger with file and folder
names. This happens when you double-click the
name. Tell students to click the icon’s image and
not on the name.
• Typing text
Students forget to click before typing. They need
to remember that they have to click the area they
want to type text before they start typing.
Lesson Description
1. Preparation
Be sure that an Internet Explorer shortcut is on the
eSkills 2 / MODULE 1 / TASK 3
Class Date
desktop there is . Also, be sure that the desktop has
been cleared from unnecessary objects.
2. Introduction
Introduce the purpose of the lesson to motivate
students’ interest in the function of the mouse
and keyboard. Ask them how they would use the
computer without a mouse and keyboard.
Separate the students into groups of 2-3 people
and hand out the “ES.2.1.3_Worksheet_1.docx”.
Mention a few words about the structure and
content of the sheet.
3. Conceptions detecting
First, ask students to carry out the diagnostic
activities 1 to 5 of the worksheet. Tell them to
observe the images and circle the shapes of the
cursor and the mouse’s activities that make them
appear. They discuss amongst them and decide
in the correct choice. Explain to them what each
activity which appears on tables means.
4. Investigation – Implementation
• Ask students to open the computers and try
to reproduce the images. At this point, they
experiment and reveal the mistakes that can
be corrected on the worksheet. Help them to
understand the activities in practice. You may
need to help them open Internet Explorer or
Paint. Finally, there is a synopsis of shapes that
match the cursor in relation to the operations
carried out by the mouse.
• Hand out the ES.2.1.3_Worksheet_2. Tell them to
open “ES.2.1.3_Loading_Exercise” and to click the
“Loading Time” button. The cursor will change
to a loading status. Explain the meaning of each
icon on the worksheet and ask them to circle the
correct. Close the program “ES.2.1.3_Loading_
Exercise”.
• Hand out the ES.2.1.3_Worksheet_3. Ask students
to fill in the gaps in the activity. Then, ask them
to open Notepad and type the sentences. Help
them, showing how to type exclamation (!) using
Shift. Also, show them how to type capital letters
and how to change line by pressing Enter. Don’t
forget to show them how to delete when they
type wrong characters (using Backspace). Urge
them to ask for your help if necessary.
5. Completion- Evaluation
Collect all the worksheets and file them on class
folder.
• Hand out an evaluation sheet to every student
and ask them to complete it.
• Collect the sheets and see if the students
understood all the objectives of the lesson.
• Check which part of the lesson students didn’t
completely understand and make any changes
required in the teaching process.
-7- Copyright © 2017 Binary Logic SA
Notes

eSkills 2 / MODULE 1 / TASK 3 -8- Copyright © 2017 Binary Logic SA

 eSkills 2
Module 1 I use the computer
Task 4 My workspace

Teacher Class Date

Overview drink in the workplace. Explain how important it is

The general purpose of this lesson is for students to
keep the computer clean and stay safe.
Objectives
How your workplace should be and look like.
Skills
• Sit in front of the computer properly.
• Keep the desk clean.
• Be careful with cables.
What is needed
Resources
• eSkills 2 Student’s Book
• ES.2.1.4_Worksheet.docx
• ES.2.1.4_Bad_Posture.pptx
• ES.2.1.4_Consequences.pptx
• ES.2.1.3_Evaluation_Sheet.docx
Tools & Equipment
A projector
Learning difficulties
How to sit at a computer
It is very important for students and kids generally,
to sit properly at a desk. The wrong body posture
can cause serious problems to the body:
1. The back should rest back in the chair and not be
bent.
2. The feet should form an angle of 90 degrees and
not be bent.
Lesson Description
1. Preparation
Before the lesson starts, create an unsuitable
environment in the computer lab. Leave pieces
of paper on the keyboards, empty bottles on the
desks, and other kind of trash.
2. Introduction
Introduce the purpose of the lesson to motivate
students’ interest in the proper workplace. Students
must have the proper behaviour at their desk in
order to be safe.
3. Development
When students come into the class, hand out the
“ES.2.1.4_Worksheet.docx”and mention a few words
about the structure and content of the sheet.
Then ask students to follow the steps of the
worksheet:
Step 1: Throw away the trash in your workplace!
Ask them to pick up and throw any trash into the
trashcan.
Step 2: Make sure that your hands are clean and
not wet!
Point out that it is forbidden to have any food or
to work in a clean and safe place. Students must be
careful not only in the school workplace but also at
home.
Then ask them to continue with the third step:
Step 3: Circle anything that shouldn’t be on the
desk!
Encourage discussion amongst them, so they circle
all the things which shouldn’t be in the workplace.
Step 4: Show your teacher how to sit in front of the
computer!
Play a game with the students. Sit in front of
a computer with the wrong body posture. The
students must observe and advise you on how to
stand in order not to hurt your body, health and
eyes. For example, you could stand very close the
screen…so the students must advise you to stand
far from the screen so as not to harm your eyes.
When the game ends, use a projector to show
students the two power point files. The file
“ES.2.1.4_Bad_Posture.pptx” presents wrong and
right body postures in front of the computer. When
you show them the wrong posture and before you
show them the correct one, ask them to tell you
what the right body posture is.
In the file “ES.2.1.4_Consequences.pptx” you can see
the consequences of the wrong body posture, some
techniques for relaxing and how the workplace can
be safe.
As you are presenting the presentations let students
find out the negative consequences of wrong body
postures and urge them to discuss any questions
with each other.
As students are watching the pieces of advice ask
them to apply them! To sit properly, students can
use the Student’s Book, module 1 (My workspace)
as a guide.
In the end, ask students if they apply these pieces
of advice (and which) when they sit in front of their
computers.
4. Completion- Evaluation
Collect all the worksheets and file them in the class
folder.
• Hand out an evaluation sheet to every student
and ask them to complete it.
• Collect the sheets and see if the students
understood all the objectives of the lesson.
• Check which part of the lesson students didn’t
completely understand and make any changes
required in the teaching process.
Notes

eSkills 2 / MODULE 1 / TASK 4 -9- Copyright © 2017 Binary Logic SA

eSkills 2 / MODULE 1 / TASK 4 - 10 - Copyright © 2017 Binary Logic SA