ledy 11 task 2

Lesson 1: Microsoft Word 2003/2002 for Windows
This tutorial teaches Microsoft Word basics. Although knowledge of how to navigate in a Windows environment is helpful, this tutorial was created for the computer novice. To begin, open Microsoft Word. Your screen will look like the one shown here.

Click the X in the upper right corner of the New Document pane to close the New Document pane. Your screen will then look like the one shown here.

The Title Bar

This lesson will familiarize you with the Microsoft Word screen. We will start with the Title bar, which is located at the very top of the screen. On the Title bar, Microsoft Word displays the name of the document on which you are currently working. At the top of your screen, you should see "Microsoft Word - Document1" or a similar name.
The Menu Bar

The Menu bar is generally found directly below the Title bar. The Menu bar displays the menu. The Menu bar begins with the word File and continues with Edit, View, Insert, Format, Tools, Table, Window, and Help. You use the menus to give instructions to the software. Point with your mouse to a menu option and click the left mouse button to open a drop-down menu. You can now use the left and right arrow keys on your keyboard to move left and right across the Menu
bar options. You can use the up and down arrow keys to move up and down the drop-down menu.

The most frequently used menu options appear on the menu list. A chevron appears at the bottom of the list. Click the chevron to display additional menu options.

To select an option, click the option or use the arrow keys to move to the option on the drop-down menu and press Enter. An ellipse or a right arrow after a menu item signifies additional options; if you select that menu item, a dialog box appears. Items in gray are not available.
You can customize your screen so that all of the menu options display when you click a menu item. This tutorial assumes that your menu is set to display all menu options. To customize your menu to display all of the menu options:
1. Click Tools on the Menu bar.
2. Click Customize on the drop down menu. The Customize dialog box opens.
3. Click the Options tab.
4. Click in the check box to select Always Show Full Menus.

5. Click Close.
Exercise 1
Do the following exercise. It demonstrates using the Microsoft Word menu.
1. Click File on the Menu bar.
2. Press the right arrow key until Help is highlighted.
3. Press the left arrow key until Format is highlighted.
4. Press the down arrow key until Styles and Formatting are highlighted.
5. Press the up arrow key until Paragraph is highlighted.
6. Press Enter to select the Paragraph menu option.
7. Click Cancel to close the dialog box. Microsoft PowerPoint 2007 Tutorial—Free & Online
By Denise EtheridgeWith Microsoft PowerPoint, you can create exciting slide show presentations. This PowerPoint tutorial will teach you how. Click here to start. If you are using PowerPoint 2002, click here for our PowerPoint 2002 tutorial. Lesson 1: The PowerPoint Window
PowerPoint is a presentation software package. With PowerPoint, you can easily create slide shows. Trainers and other presenters use slide shows to illustrate their presentations. This tutorial teaches PowerPoint basics. This lesson introduces you to the PowerPoint window. You use the window to interact with PowerPoint. * The Microsoft Office Button * The Quick Access Toolbar * The Title Bar * The Ribbon * Rulers * Slides, Placeholders, and Notes * Status Bar, Tabs, View Buttons, and More Lesson 2: Creating Your First PowerPoint Presentation
You create your PowerPoint presentation on slides. You use layouts to organize the content on each slide. PowerPoint has several slide layouts from which to choose. Themes are sets of colors, fonts, and special effects. Backgrounds add a colored background to your slides. You can add themes and backgrounds to your slides. After you complete your slides, you can run your presentation. In this lesson you learn how to create slides, makes changes to slides, apply a theme and run a slide show.
* Create a Title Slide
* Create New Slides
* Make Changes to Your Slides
* Apply a Theme
* Run Your PowerPoint Slide Show Lesson 3: Animations, Transitions, Spell Check, Outline Tab, Slides Tabs, Sorter View, and Printing
Animations control how objects move onto, off of, and around your slides. Transitions control how your presentation moves from one slide to the next. In this lesson you learn how to create animations and transitions. You also learn how to spell-check your document, how to use the Outline and Slides tabs, how to use Sorter view, and how to print.
* Add Animations
* Add Transitions
* Spell Check
* Use the Outline and Slides Tabs
* Use Slide Sorter View
* Print
Lesson 1: The PowerPoint Window
PowerPoint is a presentation software package. With PowerPoint, you can easily create slide shows. Trainers and other presenters use slide shows to illustrate their presentations.
This lesson introduces you to the PowerPoint window. You use the window to interact with the software. To begin, open PowerPoint 2007. The window appears and your screen looks similar to the one shown.
Note: Your screen will probably not look exactly like the screen shown. In PowerPoint 2007, how a window displays depends on the size of the window, the size of your monitor, and the resolution to which your monitor is set. Resolution determines how much information your computer monitor can display. If you use a low resolution, less information fits on your screen, but the size of your text and images are larger. If you use a high resolution, more information fits on your screen, but the size of the text and images are smaller. Also, settings in PowerPoint 2007, Windows Vista, and Windows XP allow you to change the color and style of your windows.

The Microsoft Office Button


In the upper-left corner is the Microsoft Office button. When you click the button, a menu appears. You can use the menu to create a new file, open an existing file, save a file, and perform many other tasks.
The Quick Access Toolbar


Next to the Microsoft Office button is the Quick Access toolbar. The Quick Access toolbar provides you with access to commands you frequently use. By default, Save, Undo, and Redo appear on the Quick Access toolbar. You use Save to save your file, Undo to rollback an action you have taken, and Redo to reapply an action you have rolled back.
The Title Bar


The Title bar is located at the top in the center of the PowerPoint window. The Title bar displays the name of the presentation on which you are currently working. By default, PowerPoint names presentations sequentially, starting with Presentation1. When you save your file, you can change the name of your presentation.
The Ribbon


1 Tabs
2 Command Group
3 Command Buttons
4 Launcher

You use commands to tell PowerPoint what to do. In PowerPoint 2007, you use the Ribbon to issue commands. The Ribbon is located near the top of the PowerPoint window, below the Quick Access toolbar. At the top of the Ribbon are several tabs; clicking a tab displays several related command groups. Within each group are related command buttons. You click buttons to issue commands or to access menus and dialog boxes. You may also find a dialog box launcher in the bottom-right corner of a group. When you click the dialog box launcher, a dialog box makes additional commands available.
Rulers


Rulers are vertical and horizontal guides. You use them to determine where you want to place an object. If the rulers do not display in your PowerPoint window:
1. Click the View tab.
2. Click Ruler in the Show/Hide group. The rulers appear.
Slides, Placeholders, and Notes

1 Slide
2 Placeholders
3 Notes

Slides appear in the center of the window. You create your presentation on slides.
Placeholders hold the objects in your slide. You can use placeholders to hold text, clip art, charts, and more.
You can use the notes area to create notes to yourself. You can refer to these notes as you give your presentation.
Status Bar, Tabs, View Buttons, and More

1 Status Bar 6 Vertical & Horizontal Splitter Bars
2 Outline Tab 7 Minimize Button
3 Slides Tab 8 Maximize/Restore Button
4 View Buttons 9 Close Button
5 Zoom
The Status bar generally appears at the bottom of the window. The Status bar displays the number of the slide that is currently displayed, the total number of
slides, and the name of the design template in use or the name of the background.
The Outline tab displays the text contained in your presentation. The Slides tab displays a thumbnail of all your slides. You click the thumbnail to view the slide in the Slide pane.
The View buttons appear near the bottom of the screen. You use the View buttons to change between Normal view, Slider Sorter view, and the Slide Show view.
Normal View
Normal view splits your screen into three major sections: the Outline and Slides tabs, the Slide pane, and the Notes area. The Outline and Slides tabs are on the left side of your window. They enable you to shift between two different ways of viewing your slides. The Slides tab shows thumbnails of your slides. The Outline tab shows the text on your slides. The Slide pane is located in the center of your window. The Slide pane shows a large view of the slide on which you are currently working. The Notes area appears below the Slide pane. You can type notes to yourself on the Notes area.

Slide Sorter View
Slide Sorter view shows thumbnails of all your slides. In Slide Sorter view, you can easily add, delete, or change their order of your slides.

Slide Show
Use the Slide Show view when you want to view your slides, as they will look in your final presentation. When in Slide Show view:
Esc Returns you to the view you were using previously.
Left-
clicking Moves you to the next slide or animation effect. When you reach the last slide, you automatically return to your previous view.
Right-
clicking Opens a pop-up menu. You can use this menu to navigate the slides, add speaker notes, select a pointer, and mark your presentation.  Zoom allows you to zoom in and zoom out on the window. Zooming in makes the window larger so you focus in on an object. Zooming out makes the window smaller so you can see the entire window.
You can click and drag the vertical and horizontal splitter bars to change the size of your panes.
You use the Minimize button to remove a window from view. While a window is minimized, its title appears on the taskbar. You click the Maximize button to cause a window to fill the screen. After you maximize a window, clicking the Restore button returns the window to its former smaller size. You click the Close button to exit the window and close the program
APPENDIX 6
SOME EXAMPLES OF TASKS
TASK 1 (skill: listening)
INSTRUCTIONS: Listen to me describe each part of the computer. Number each part in the order I describe them

(Picture taken from google pictures)

TASK 2 (skill: reading)
INSTRUCTIONS: You have some pictures which represent the different parts of a computer on the board. Take out one piece of paper from the bag. Each piece of paper has the main description of each of parts of the computer. Paste the description below the right part.

TASK 3: (skill: vocabulary)
INSTRUCTIONS: Match one word from the right column with a definition from the left column
1. It is located at the very top of the screen. On the Title bar, Microsoft Word displays the name of the document on which you are currently working.
2. It is generally found directly below the Title bar. The Menu bar displays the menu. The Menu bar begins with the word File and continues with Edit, View, Insert, Format, Tools, Table, Window, and Help.
3. It is generally found below the main toolbars and is used to change the format of your document quickly.
4. You can display your document in one of five views: Normal, Web Layout, Print Layout, Reading Layout, or Online Layout.
5. You type your document in this area.

____Document view
____ Title bar
____Menu bar
____Ruler
____Text area

TASK 4: (authentic material)
From “A robot in every home” by Bill Gates (retrieved from www.eslflow.com)


Linking domesticrobots to PCs could provide many benefits. Anoffice worker, for example, could keep tabs on the securityof his home, the cleaningof his floors, the folding of his laundry, and the care of his bedridden mother by monitoring a network of householdrobots on his desktop PC. The machines could communicate wirelessly with one another and with a home Imagine that you are an inventor.

ACTIVITY: Make a brochure with a new machine that you consider very useful in your context. Write five benefits that you will get from it




TASK 5 (RETRIEVED FROM ESLFLOW.COM)
Technology use survey

Example questions:


1. How many text messages do you send per day?______________________

2. Do you like Facebook?__________________________

3. What do you use your mobile phone for mainly?

a) make phone calls b) send text messages c) connect to the Internet d) other

4. What program or app do you like now?_________________________

5. Where do you upload photos (ie. Facebook, email etc)____________________

Choose questions from above or write 5 of your own survey questions below. Then talk to 5 students &

write their responses.

Survey Student 1 Student 2 Student 3 Student 4 Student 5
1.
2.
3.
4.
5.



Write a short report after you have talked to five people.

For example: Most students send about 5 text messages per day. Some students said they love Facebook and use it everyday. A few students said Facebook is a waste of time. One student said............................................. Etc.......

TASK 6: (from bbclearningenglish.com)


Topic: The internet and the workplace


Aims: Listening skills – A short talk

Language – phrases using the word ‘wire’

A
Explain to the students that they are going to listen to a talk by Professor
Crystal and that the talk is about a word which has come from modern technology.

B
Hand out Student Worksheet 1. Students do Speaking Exercise 1 in small groups or pairs.


C
Students do the Vocabulary Exercise 2, without dictionaries at first. Practise the pronunciation of the vocabulary, as they will hear it in the talk.

D
Students read Listening Exercise 3 and then listen to Section 1 of the talk. They answer the questions.

Students listen again and answer Listening Exercise 4

E
Hand out Student Worksheet 2
Students answer Listening Exercise 5
Students listen to section 2 of the talk and check their answers for Listening Exercise 5

F
Students try to answer Listening Exercise 6. They listen again to Listening Section 2 to check/complete their answers.

G
If you wish to do some extra work with the class, hand out Student Worksheet 3
For the vocabulary exercise, give the students copies of the tapescript and play the complete talk as they read.

The language work looks at other phrases that use the word ‘wire’ or a derivative


TAPESCRIPTS

Listening Section 1

To be wired. Well, if you're talking about electricity that's not surprising I suppose, wires join electrical things. But people being wired? If I say to you "are you wired?" or you say to me, "yes, you're wired'? It's another one of those descriptive words that came in in the1990s, based on technology. It really was referring to the I.T. world, the world where computers connect to the internet, and because your computer was now wired in through a cable into a telephone line, people were said to be 'wired' meaning you are connected to the internet.

Listening section 2
And so after a while it developed a figurative use. People would say, you know, "are you wired?" and what they would mean is, are you ready to handle this, can you talk to me in a reasonably efficient way? Or if say "Jane is wired" it means "oh, Jane can cope with anything, she's able to handle all the things that I might throw at her, and her at me". Actually, all this is history now: in the last year or so, "wired" has been replaced very largely by "wireless" as the coolest term to use around, because "wireless fidelity technology", or "wi-fi" as it's called, w-i hyphen f-i, "wi-fi technology" is now in. Wireless is replacing wired. Now I say, "are you wireless?" meaning 'are you ready for me?' I expect
that'll be said in the near future. It hasn't happened yet, but it will!

ANSWER KEY



VOCABULARY
2.
a. b. to join something I.T. to connect something to something else Information technology
c. a cable a wire or lead
d.
e. figurative to cope with something metaphorical, not literal to be able to do something easily, without problems
f. to replace something to be instead of something, to substitute for something


LISTENING SECTION 1
3.
a. to be wired
b. to be connected via a cable into the telephone network and then to the internet. (This first meant the computer was connected, and then the person who used the computer)

4.
a. True – “if you’re talking about electricity that’s not surprising I suppose: wires join electrical things – but people being wired?”
b. False – “(it) came in in the 1990s”
c. False – “your computer was now wired in through a cable into a
telephone line”



LISTENING SECTION 2
5.
. to be ready and able to do something an efficient way

6.
a. No – “Actually, all this is history now: in the last year or so, “wired” has been replaced very largely by “wireless” as the coolest term to use”
b. Wireless technology
c. No – “It hasn’t happened yet, but it will!”


WORKSHEET 1


You are going to listen to a short talk given by Professor David Crystal about language change and new developments in English.

SPEAKING

1. Discuss these questions with other students a. Do you know who invented the internet and when?

b. When did you first use the internet?

c. Do these places have access to the internet?

Your school or college
Your place of work
Your home
A local café or bar
Your local park
Your local library
d. Do you think the internet has made the world a better place?



VOCABULARY

2. Match these words and phrases to their definitions
a. to join something
b. I.T.



c. a cable
d. figurative
e. to cope with something
f. to replace something

metaphorical, not literal Information Technology a wire or lead, to be instead of something, to substitute for something
to connect something to something else, to be able to do something easily, without problems


LISTENING SECTION 1

3. Now, listen to Professor Crystal talking about a word that has entered the language from the world of technology. Answer these questions.


a. What is the new verb phrase?_________
b. What is the meaning of this phrase, with regard to the internet?

4. Listen again and decide if the following statements are true or false, according to Professor Crystal.
a. Professor Crystal suggests that it is strange to talk about people being wired
b. The word appeared in 1919
c. The word is used because there are many wires in a computer

WORKSHEET 2


LISTENING SECTION 2

5. The phrase ‘to be wired’ developed a more metaphorical meaning. Which meaning do you think it has from those given below?
a. to be full of energy
b. to be ready and able to do something in an efficient way
c. to be ready with a lot of information, to know many things


Listen to Section 2 of the talk and check your ideas. Were you correct?
6. Listen again and answer these questions
a. Does the expression ‘to be wired’ have a strong future?
b. What is the new type of technology?
c. Are people already using words from this new technology in a figurative way?


Listen again to check your answers.

WORKSHEET 3 - EXTRA WORK


VOCABULARY

1. Look at the tape script and find words or phrases that mean the following.
a. says what something is like, how something appears or looks
b. to be able to cope with something
c. most fashionable

LANGUAGE
2. The word ‘wire’ has a few different meanings and is connected to a range of expressions. Complete the explanations and example sentences with expressions from the box below. You may need to change the grammar of the phrases in the box.


behind the wire wiry to go down to the wire to get your wires crossed a live wire to be wired to wire somebody something




a. The discussion went on to the final minute, it
b. Prisoners of war are kept
c. There was a misunderstanding because we , we didn’t realise what each other was thinking.
d. He’s full of energy and life, he’s
e. You can me the money, you can send it by telegram
f. He is quite thin but also quite strong. He is
g. She is behaving so strangely, really nervously and anxiously. Do you know why she is so ?























T TASK 7: (from
www.eslflow.com)TUNIT 3

A




INNOVATIONS
Do you use the latest inventions? In what areas do they make your lives easier and safer?
b. here are security cameras mostly used? Why?













Read the text and find out at least three places where cameras are used.
1.................................... 2.................................... 3....................................

CAMERAS
One of the latest technological developments is cameras, which have been used for many years, especially to fight against crime. First, cameras have started to be installed in public places such as car parks and shopping centres where the number of the staff isn’t enough to prevent theft. Recent surveys have shown that theft has decreased in the places where cameras are installed. Cameras have also been used in schools, colleges and office lifts to prevent the theft of valuable equipment such as computers. Secondly, cameras are helpful in preventing hooligans from spoiling the pleasure of the majority at some social events like football matches. They film people at large sporting events so it is easy to distinguish the people who are hooligans. Finally, cameras are used outside our houses as it is a good way of catching thieves. To conclude, it is possible to reduce crime and feel more secure by means of cameras.

d. Read and decide if the following statements are T (True) or F (False).
❑ 1. Cameras have just started to be used against crime.
❑ 2. There has been a fall in theft, thanks to cameras.
❑ 3. It is not possible to identify hooligans by using cameras.
❑ 4. People prefer to use cameras outside their houses for burglars.
❑ 5. Technology helps us to feel more secure in our daily lives.


e. Read the text and write the reasons why cameras are installed in the places mentioned.

PLACESWHEREASON
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s .........................................................................
ou
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B

a. Read the situations and match them with the best explanations.
❑ 1. Ali didn’t get a high mark for his homework.
❑ 2. She got very tired while cleaning the house.
❑ 3. He took photos with his mobile phone.
❑ 4. I think he will come here by the underground.
❑ 5. They are paying a lot for the central heating.
a) It might be the only means of transport he knows. b) The house could have been very dirty.
c) It should have been done more carefully. d) They bill.
e) It might have had a camera.

b. Fill in the blanks with the correct form of the verbs in parentheses.


SERVANTS OF OUR CENTURY – ROBOTS
In the past, there(1) .......................... (be) thousands of servants in great empires like ancient Rome, Egypt or Greece. There were slaves doing all the work for their masters and mistresses so rich people (2) .......................... (spend) their time for travel, sports, leisure activities and education.
Today the slaves (3) .......................... (not be)human – they are machines which (4)
.......................... (call) ‘robots’. The word ‘robot’ (5).......................... (come) from Czechoslovakia. They are machines which can be (6) .......................... (teach) or programmed to do useful work. They mostly (7) .......................... (work) in factories, especially on production lines. That’s where something like a TV or a car is put together piece by piece. For years, this work (8) .......................... (be) very boring and tiring for human
workers.
Today’s robots (9) .......................... (be) more intelligent than ever before. They may even have mini TV cameras which (10) .......................... (make) them able to see. In the future, they(11) .......................... (be able to / work) at homes, offices, shops almost anywhere. Since they were invented, they (12) .......................... (also / do) other jobs apart from working on production lines. They can help to defuse bombs, work underground helping to find metals and minerals, control flying weapons, take photos and collect rocks on planets like the Mars without risking human life. Robots(13) .......................... (also / work) under the sea as robot divers and submarines to repair oil-rigs and find wrecks.
Robots are clever but still not clever enough to do some tasks like washing the dishes, making beds, cleaning floor or cutting grass. But it is a fact that robots will help to create a leisure society for the next generation and they may increase unemployment. So this (14) .......................... (depend) on us. Only we can decide whether we control the robots or they (15) .......................... (control) us.



C

Match the following words with their synonyms.

❑ 1. staff
❑ 2. prevent
❑ 3. theft
❑ 4. lift
❑ 5. valuable
❑6.distinguih
❑ 7. reduce
❑ 8. satellite

D
a) stealing
b)recognize
c) avoid
d)decrease e) safe
f)personnel
g) precious
h) elevator


1. What do you think is the most important invention of our time?
2. Would you feel comfortable with a robot inside your house? If so,why / why not?
Listen to David Thornburn, an industrial engineer from Dexter University and findout what he is talking about. Write T (True) or F (False).
❑ 1. Your robot will greet you in a different way depending on your behaviour.
❑ 2. Toilets check the amount of fat in your body.
❑ 3. The ‘Healthy Toilet’ sends the results of medical tests even if they are alright.
❑ 4. Your vein pattern may change as you get older.
❑ 5. By using recyclable substances we can protect the environment.
❑ 6. The application of an invention is more important than the invention itself.

E

Write a paragraph giving advice on how to use one of the technological items that you use at home by using the sequence words



APPENDIX 7

SAMPLE OF SUMMATIVE QUANTITATIVE EVALUATION FOR TEACHERS AND COORDINATORS (from my ownership))


Check each aspect in the respective percentage of fulfillment. Write some main reasons for the low qualifications.

ABOUT THE CURRICULUM 25% 50% 75% 100%

** Achieving of goals
** Quality of goals
** Satisfaction of the staff
** Response to learners’ needs
** Participation of students

ABOUT THE CONTENT

1. Relevance in the students’ life
2. Level of difficulty
3. Relationship with their context
4. Level of tests and assessments

ABOUT MATERIALS

1. Accessibility
2. Practicity
3. Diversity

ABOUT THE TEACHER

1. Teaching strategies
2. Preparation and experience
3. Relationship with students
4. Motivation
5. training

ABOUT THE CLASS

1. discipline
2. participation
3. focus
4. resources

ABOUT THE INSTITUTION

1. support
2. communication
3. opportunities
4. incentives

REASONS_____________________________________________________________________________________________________________________________________________________________________________













































REFERENCES
Eslami, Z.R. (2010). Teacher’s voice vs student’s voice. Texas, U.S. Retrieved from www.ccsenet.org/journal/index.php/elt/.../4324
Etheridge, D. (n.d.). Free On Line Tutorials. U.S.Baycon group.Inc. Retrieved from:http://www.tutorialized.com/view/tutorial/Leshttp://www.teacherclick.com/winxp/index.htm son-One-Getting-Familiar-with-Microsoft-Word/21602.

Gates, B. (2007) Robot in Every Home. From Scientific American, Inc. New York, N.Y: Retrieved from www.cs.virginia.edu/~robins/A_Robot_in_Every_Home.pdf

Richards, J.C. (2001). Curriculum Development in Language Teaching. Cambridge, UK: Cambridge University Press.

Oldfield, M. (2010). How Parents Can Help Children Learn Another Language at Home. Retrieved from How Parents Can Help Children Learn Another Language at Home | Suite101.com http://martin-oldfield.suite101.com/how-parents-can-help-children-learn-another-language-at-home-a258642#ixzz1ZUjaqm4s