English For Skills 1 PDF

English for Skills Course Outline 18 Weeks
SW 2012
VOCATIONAL ENGLISH FOR ICT
Albania, 2012
1
Vocational English for ICT
British Council Albania

May 2012
@ British Council Albania 2012-09-24

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Except for the quotations of short passages for the purpose of criticism and
review, NO part of this publication may be reproduced, stored in a retrieval
system, or transmitted, in any form or by any means, electronic, mechanical,
photocopying, recording or otherwise, without the prior written permission of
the British Council Albania Office .
Introduction
English Language is a vital part of our work in British Council; we deliver it through-
out different initiatives and collaborations with local and international partners.
Vocational Education and Training, ICT and Languages remain the main priorities of
Ministry of Education and Science in Albania and also British Council Albania. Each
of them aims at a better Education system and compatible with European standards.
Strengthening the education and vocational training, restructuring it according to

the requirements of the domestic labour market and wider, adaptation to EU stand-
ards and developments as well as increase of the number of students are the priori-
ties of our education system.
This project reaffirmed that extensive and successful cooperation between the
Ministry of Education and the Science with British Council can bring about positive
changes and a better and modern education system.
The most recent program for ICT in language learning, English for Skills focused
on preparing and matching the English language curricula of Information and Com-
munication Technology (ICT) schools with the requirements of the market economy.
The project supported English language teaching in vocational high schools, with a
curricular tool kit for English language teachers in vocational schools.
The project English for Skills proved once again the ability of our experts to work
with the same pace and professionalism with international experts to improve lan-
guage learning and bringing it closer to the requirements of market economy .
This kit is the final product of this project and aims at:
Designing and offering a new structure of curricular documents for English

language
Suggesting and offering a new every day preparation structure for teachers
of these school as well as teaching materials connected with ICT
Enabling Students to communicate and explain in English their knowledge
gained in ICT class.
A further communication between the ICT specialists and the English teach-
ers in order to prepare students for the world of work.
We also hope that this document will stimulate further studies and information gath-
ering in the field, by educational institutions and others.
Aida Brxholi
COUNTRY DIRECTOR
British Council
ALBANIA
English for Skills Course Outline 18 Weeks SW 2012
Acknowledgements
British Council Albania would like to thank all institutional partners including
Ministry of Education and Science and the Westminster Kingsway College who
have helped and contribute to put together this Methodological Kit for teachers
of English in ICT Vocational Schools and the Working Group from Albania and
United Kingdom.
Working Group:
Albania
Daniela Nuredini British Council Programme Manager
Tatjana Vucani English Language Curricula Consultant
Dorina Rapti VET Curricula Consultant
Fozilet Simoni English Language specialist
Ludmilla Stefani English Language teacher
Ridvana Mena English Language teacher
Megi Shaba English Language teacher
Elida Mesi ICT teacher
Griselda Lushi ICT teacher
United Kingdom
Simon Goodier Program Manager for English as a second Language
John Kelly Program Manager for ICT and Digital Media
4
Contents
1. Programme: English for Skills - Vocational English with ICT .............................. 7

2. WEEK 1-2: HARDWARE / SOFTWARE ........................................................................... 14
a. WHAT IS A COMPUTER? ................................................................................................. 15
b. WHAT IS A COMPUTER PROGRAM? ............................................................................. 17
c. ADAPTING AUTHENTING MATERIALS FOR THE CLASSROOM ................................. 18
3. WEEK 3-4: HARDWARE / SOFTWARE ......................................................................... 19
a. HOW TO INSTALL A COMPUTER: EXAMPLE RESOURCES ....................................... 20
b. A BEGNNER`S GUIDE TO BUYING A LAPTOP ............................................................ 23
c. WHAT WILL YOU USE YOUR PC FOR? ......................................................................... 24
d. TIPS FOR LAPTOP SHOPPING ...................................................................................... 25
4. WEEK 5- 6:HARDWARE / SOFTWARE .......................................................................... 28
a. WHAT ARE SCANNERS? .................................................................................................. 29
b. PRINTERS ....................................................................................................................... 30
c. WRITING A LETTER OF COMPLAINT ............................................................................ 31
d. MORE TEACHING TIPS ................................................................................................... 37
5. WEEK 7- 8: INTERNET AND THE WEB ....................................................................... 38
a. WHAT IS THE INTERNET? .............................................................................................. 39
b. EXTENSION ACTIVITIES ................................................................................................. 40
6. WEEK 9- 10: MULTIMEDIA AND CREATIVE MEDIA .................................................. 42
a. APPLYING FOR JOBS ONLINE ...................................................................................... 43
b. WRITING AS APROCESS ................................................................................................ 45
c. WHAT IS MULTIMEDIA? ................................................................................................. 46
7. WEEK 11-12 : VIRTUAL COMUNICATION .................................................................. 49
a. KEY WORD BINGO ......................................................................................................... 50
b. COMMON PREFIXES IN INTERNET USE ...................................................................... 50
c. VIRTUAL COMMUNICATIONS ....................................................................................... 51
8. WEEK 13-14: TYPES OF SOFTWARE PACKAGES .................................................... 52
a. TYPES OF SOFTWARE PACKAGES .............................................................................. 53
9. WEEK 15-16: INTERNET AND THE WEB ................................................................... 54
a. WHAT IS HTML ? .......................................................................................................... 55
b. WEB BROWSERS ............................................................................................................ 56
c. WEBSITE PRODUCTION ................................................................................................ 58
d. MORE TIPS ...................................................................................................................... 61
10. WEEK 15-16: ASSESSMENT/PROJECT COMPLETION .............................................. 63
a. TEST 1 .............................................................................................................................. 63
b. TEST 2 .............................................................................................................................. 64
c. TEST 3 .............................................................................................................................. 65
d. TEST 4 .............................................................................................................................. 66
5
6
PROGRAMME: ENGLISH FOR SKILLS - VOCATIONAL ENGLISH WITH ICT
LEARNING OBJECTIVES / OUTCOMES

TEACHING ADDITIONAL
TOPIC /
TIME AND RESOURCES INFORMATION
CONTEXT
Grammar/ Speaking/ Reading/ LEARNING AND WEB LINKS
Function Listening Writing METHODS
WEEK HARDWARE / Describe Listen for specific Reading Vocabulary focus BBC websites BBC GCSE ICT
1 SOFTWARE how an item information for specific Vocabulary website: revision,
functions information Whole group glossary activities, tests
Hard drives Provide presentation Projector
and storage Present simple explanations Reading BBC websites: Whole class
devices / present diagrams http://www.bbc. access to http://www.bbc.co.uk/
continuous co.uk/ internet schools/gcsebitesize/
Input and (active and Discard schools/ ict/
output passive forms) incorrect gcsebitesize/
devices information ict/hardware/
Countable and 1datastoragerev1. See example
uncountable Online shtml resources: What
nouns activities and is a computer?
tests See example
teaching plan:
What is a
computer?
WEEK HARDWARE / Comparatives Contrast and Reading Whole group Whiteboard / BBC GCSE ICT
2 SOFTWARE compare for specific presentation Projector website:
Describe information BBC websites: revision,
Hard drives how an item Individual activities, tests
and storage functions Listen for specific Create http://www.bbc. computers
devices information table (Word co.uk/
Defining relative document) schools/ Whole class http://www.bbc.co.uk/
Input and clauses with gcsebitesize/ access to schools/gcsebitesize/
output Provide information ict/hardware/ internet ict/
devices explanations on different 0inputandoutput
types of devices_act.shtml See example
Operating operating resources: What
systems systems See example is a computer?
teaching plan:
Summarise What is a
main computer?
strengths and
weaknesses
Reading
diagrams
Discard
incorrect
information
7
TOPIC / TEACHING RESOURCES ADDITIONAL

TIME CONTEXT LEARNING OBJECTIVES / OUTCOMES AND INFORMATION
LEARNING AND WEB LINKS
Grammar/ Speaking/ METHODS
Function Listening
WEEK HARDWARE / Imperative Listen for specific Whole group www.buzzle. http://www.
3 SOFTWARE form & giving information / key language focus com/articles/ explainthatstuff.com/
instructions vocabulary computer- howcomputer
Configuration Examination of networking- networkswork.html
and Perfect tenses text how to install basics.html
installation of (active and Explain functions a computer
computers passive form) of specialist verbs http://www.
and nouns Supporting homepcbuilder.
Countable and video com/
uncountable
nouns Matching pairs / http://www.
definitions youtube.com/
Cloze exercise watch?v=f1X2
Wpwl4dg
See example
teaching plan: See example
How to install a resources:
computer Installing a
computer
WEEK HARDWARE / Perfect tenses Ask questions Students conduct Laptop/s http://bestlaptop2012.
4 SOFTWARE (active and class / small org/
passive form) Justify group survey of Internet access
Laptops and computing needs http://www.which.
other mobile Asking for Contrast and Whiteboard / co.uk/about-which/
devices and giving compare Identify laptop projector what-we-offer/
clarification best suited to magazines-and-
Summarise group needs IT magazines books/which-
(e.g. Which? computing/
Present findings Magazine)
and justify choice
See example
See example resources:
teaching plan: Laptops,
Choosing a student
laptop questions
8
TIME
CONTEXT LEARNING OBJECTIVES / OUTCOMES AND INFORMATION
Function Listening
WEEK
5 HARDWARE / Gerunds and Use examples http://www. http://www.
SOFTWARE infinitives of realia youtube.com/ explainthatstuff.com/
newspaper watch?v=ru53e inkjetprinters.html
Printers, Making, adverts, online Mo0i2c
scanners, accepting, advertising to
video refusing demonstrate examples of
projectors suggestions the format, adverts:
gerunds and structure and newspaper,
infinitives typical language online http://www.
style used in explainthatstuff.com/
Persuasive advertising See example scanners.html
adjectives resources:
See sample printers,
teaching plan: scanners
Printers and and video
scanners projectors
WEEK HARDWARE / Use and non- Whole group http://www. http://www.

6 SOFTWARE use of articles: focus: video: youtube.com/ explainthatstuff.com/
a/ an/ the complain/ watch?v=ru53e inkjetprinters.html
Printers , complaint as Mo0i2c
scanners, Quantifiers with prompt
video countable/ examples of
projectors uncountable paired role play letters of http://www.
nouns complaint explainthatstuff.com/
writing letter of scanners.html
complaint
See sample See example

teaching plan: resources
Printers and Letter/
scanners vocabulary of
complaint
WEEK INTERNET Modal Verbs See example http://www. http://www.

7 AND THE for obligation, session plan getsafeonline. explainthatstuff.com/
WEB advice and Internet org/media/ internet.html
possibility GetSafeOnline_
Protection http://www. RoughGuide.
and safety getsafeonline. pdf Adapt as http://www.
online org/media/ necessary explainthatstuff.com/
GetSafeOnline_ howthewebworks.
RoughGuide.pdf html
See example
e.g. resources:
comprehension, Internet
multiple choice,
T/F questions.
9
TIME
Function Listening
WEEK INTERNET Future tenses; Read and analyse Reading booklet: http://www.
8 AND THE Predictions pros and cons of Rough Guide to howstuffworks.
WEB social networking. Staying Safe com/internet/
Giving advice & Online social-networking/
giving warnings http://www. information/
Social and youtube.com/wa Prepare class pros-cons-social-
professional Degrees of tch?v=Cztwt4e4 questionnaire networking.htm
networks adjectives Myw&feature=re template
lated http://www.youtube.
Compare com/watch?v=Cztw
language of t4e4Myw&feature=r
e.g. facebook elated
vs. LinkedIn.
Produce http://www.youtube.
document com/watch?v=lNO5
summarising riJ9VXA&feature=re
findings lated
http://www.
youtube.com/wa
tch?v=yaZw8EJ
2hvw&feature=r
elated
WEEK 9 MULTIMEDIA Adjectives Group focus: See BBC Rough guide

overview of Bitesize to multimedia:
Video conferencing:
Human Relative multimedia (2000) http://www.
http://www.youtube.
communica- pronoun + verb products, industry com/ webproject.org/pdf/
tion and and employment tch?v=5I8j_1Q37Xk rguide42.pdf
speech Relative clauses opportunities.
(defining and Individual work: Etiquette: 5 tips BBC Bitesize
Video non-defining) research one http://www.youtube. http://www.bbc.co.uk/
conferencing MM product com/watch?v=Xq1A schools/gcsebitesize/
fDvg6qM&feature=r
in detail and dida/multimedia/
elated Humour:
produce summary http://www.youtube. productsrev1.shtml
of functions / com/watch?v=Lc3k
operating options 1aXGS78&feature=
e.g video related
conferencing
10
TIME
Function Listening
WEEK CREATIVE Modal verb http://www. Employment Example http://www.digital

10 MEDIA should digitalmediajobs. focus: covering letter mediajobs.com/
com/content2/ / cv
Working in Verbs + Audio- Present a variety http://www.daily
the creative adverbs in Interviews-22.htm of career options Example online motion.com/swf/
industries instructions / vacancies job vacancies / 2GmmbZVg
(look + Listen to 2 expert career options EW8Wle4gE
carefully) interviews on Elicit skills and
working in Search experience Example
Engine Industry, needed interview
advice for job questions
interviews: 16 & 12 Extension: Small
minutes groups / pairs: See example
Devise interview resources:
Identify key questions Applying for
elements of advice based on job jobs / Cloze
/ instruction descriptions exercise /
Writing as a
Use appropriate process
questions and
answers for job Letter writing
interviews .pdf
WEEK VIRTUAL Collocations Identify and define Discussion of See example http://www.you
11 COMMUNIC- Adjective key vocabulary topic: what is VC? resources: tube.com/watch?v=
ATION +noun used in video clip Virtual pECR2gGL9sg
Communication
(e.g. Vital / critical
Electronic elements See example
commerce) Present video resources: Key
Listen to video clip Word Bingo http://www.you
Adverb and identify set of Whole group Key tube.com/
+adjective Bingo words e.g. Word bingo watch?v=9xLSJ
superhighway http://www. MoZVcE&
(e.g. Highly Cyberspace youtube. feature=related
sensitive Email, e-commerce com/watch?v=
information) pECR2gGL9sg
(Freely
available)
Verb+noun
(Transmit
data)
11
TIME
Grammar/ Speaking/ Reading/ METHODS
Function Listening Writing
WEEK Common Asking questions: Identify most See example

12 VIRTUAL prefixes e.g. common resources: On screen Students own online
COMMUN Trans- en- how do we
prefixes used in
common examples social networking
ICATION ICT terminology
Intra- up- communicate? and provide prefixes in sites
Extra- de- definitions internet use http://www.
Social Tele- un- Asking questions youtube.com/
websites Super- .e.g.: what is Write a text Facebook watch?v=Ixl_
e- the future of summarising Twitter i2yOEHc
Semi- communication? the most LinkedIn Humour:
popular social
cyber- MySpace Dangers
websites used
by the group BBM of Virtual
Google plus Communication
Identify and Bebo
contrast the Flickr
benefit and
disadvantages
of social
networking
WEEK TYPES OF Common Explain different Read and Whole class: http://www.bbc. http://www.bbc.co.uk/
13 SOFTWARE commands: models of understand explore and co.uk/schools/ schools/gcsebitesize/
gcsebitesize/ict/
PACKAGES (Open / save/ documents software text identify different ict/software/
software/
save as / insert structure to peers online: BBC software wordprocessing_act.
/ cut / copy / website packages and shtml
Key paste) functions http://www.bbc.
vocabulary Agreeing and Project writing co.uk/schools/
Conditionals disagreeing Informative Small group gcsebitesize/
(zero) document on activity: explore ict/software/
wordprocessing_
Justifications creating data functions of 1
act.shtml
structure with software package.
multimedia Report back.
instruments
Linking words Explanations Project writing

for connecting Informative
TYPES OF ideas formally; Instructions document on Review and http://www.bbc. http://www.
WEEK SOFTWARE addition and Instruct peers on creating data revise software co.uk/schools/ explainthatstuff.com/
14 PACKAGES contrasts processes need structure with packages: gcsebitesize/ voicerecognition.html
to e.g. multimedia ict/software/
create table, instruments Vocabulary test:
spreadsheet, True / false See example
Using insert graphics to resources:
documents a Word document. Small groups: Software
design and packages
present Functional Skills
information
about particular
software package.
12
TIME
Function Listening
http://www.
WEEK INTERNET Compound See example See example w3schools.com/
15 AND THE nouns Teaching resources: html/
WEB: (Web portal, plan Internet Internet Cloze
search engine, vocabulary exercise http://www.
Basic clipboard) explainthatstuff.
commands com/internet.html
Online tutorials See example
Use of http://www. resources:
acronyms html.net/ HTML http://www.
HTML / HTTP worksheet / explainthatstuff.
http://www. create a simple com/
w3schools. webpage howthewebworks.
com/html/ html
http://www.
http://www.bbc. webmonkey.
co.uk/webwise/a- com/
z/a/
WEEK INTERNET Compound http://www.bbc. See example http://www.

16 AND THE adjectives: co.uk/webwise/ resources explainthatstuff.com/
WEB: Noun +present courses/internet- Student internet.html
participle basics/lessons/ worksheet: web
Linking (Space saving internet-basics browsers http://en.wikipedia.
PC) org/wiki/Web_
Browsers Guide students browser
Noun + through the
adjective appropriate online
(A hands-free exercises and
device activities.
A stand-alone
computer) Whole class test
and preparations
for final
assessments.
WEEK Assessment Assessment Assessment

17 / project / project / project
completion completion completion
WEEK Assessment / Assessment / Assessment /

18 project project
completion completion project
completion
13
WEEK 1/ 2 TOPIC: HARDWARE / SOFTWARE
Learning objectives: By the end of the lesson students will be better able to

1. Identify and describe functions of input and output through discussion.
2. demonstrate basic knowledge of computer hardware through a written exercises (cloze).
3. use specific vocabulary, explanations and definitions about computers.
4. use active and passive forms of Present Simple and Present Continuous.
5. differentiate between countable and uncountable nouns.
6. contrast and compare computer divices by using comperative and superlative degrees of
adjectives.
7. identify strengths and weaknesses of computer devices.
How learning
Activity Differentiation Interaction will be checked /
assessed
1. Introduce objectives - explain learning
outcomes English and IT. Projector used
to introduction . Revision
2. Divide the class into small groups Vocabulary
, introduce students to material, show Less independent
T-Ss
functions of input and output devices:
(diagram on screen).
3. Explain functions of mouse, keyboard, Quiz
printers, scanners, microphones, USB, CDs, More Grammar
Ss-SS
DVDs, cameras, speakers. independent
4. Divide the class into small groups, identify
keywords and find the meaning by the
context. Mini-test
5. Students describe without books the More Integrated skills
explanation of the keywords. independent
6. Work in groups true /false questions.
7. Small groups - gap - filling exercise
labelling exercise: students provide short Write a letter of
description of functions e.g. of keyboard. Less independent complaint :
8. Use of passive voice(present simple/ The customer
present continuous) . bought a mouse,
9. Accurately use prepositions of place. that doesnt work.
10. Countable / uncountable nouns.
T-Ss
11. Students report back and T. elicits
comparative and superlative structures &
records students responses on board.
Ss-Ss
12. Ss produce a leaflet: to advertise, PC Independent
output, input devices, capacity etc.
13. Monitoring classroom.
Ss will produce
HOMEWORK: a leaflet:
to advertise
output/ input
devices, the
capacity of a
printer, projector
or a camera.
14
WHAT IS A COMPUTER?
A computer is an electronic machine that processes informationin other words, an information

processor: it takes in raw information (or data) at one end, stores it until its ready to work on it, chews
and crunches it for a bit, then spits out the results at the other end. All these processes have a name.
Taking in information is called input, storing information is better known as memory (or storage),
chewing information is also known as processing, and spitting out results is called output.
Photo: Computers that used to take up a huge room now fit comfortably on your finger! Picture courtesy of U.S.
Department of Energy.
Imagine if a computer were a person. Suppose you have a friend whos really good at math. She
is so good that everyone she knows posts their math problems to her. Each morning, she goes
to her letterbox and finds a pile of new math problems waiting for her attention. She piles them
up on her desk until she gets around to looking at them. Each afternoon, she takes a letter off
the top of the pile, studies the problem, works out the solution, and scribbles the answer on the
back. She puts this in an envelope addressed to the person who sent her the original problem
and sticks it in her out tray, ready to post. Then she moves to the next letter in the pile. You can
see that your friend is working just like a computer. Her letterbox is her input; the pile on her
desk is her memory; her brain is the processor that works out the solutions to the problems; and
the out tray on her desk is her output. Once you understand that computers are about input,
memory, processing, and output, all the junk on your desk makes a lot more sense:
1. Input: Your keyboard and mouse, for example, are just input unitsways of getting
information into your computer that it can process. If you use a microphone and voice
recognition software, thats another form of input.
2. Memory/storage: Your computer probably stores all your documents and files on a hard-
drive: a huge magnetic memory. But smaller, computer-based devices like digital cameras
and cellphones use other kinds of storage such as flash memory cards.
3. Processing: Your computers processor (sometimes known as the central processing
unit) is a microchip buried deep inside. It works amazingly hard and gets incredibly hot
in the process. Thats why your computer has a little fan blowing awayto stop its brain
from overheating!
4. Output: Your computer probably has an LCD screen capable of displaying high-resolution
(very detailed) graphics, and probably also stereo loudspeakers. You may have an inkjet
printer on your desk too to make a more permanent form of output.
15
Artwork caption: A computer works by combining input, storage, processing, and output. All the main parts of a
computer system are involved in one of these four processes.
16
WHAT IS A COMPUTER PROGRAM?
The first computers were gigantic calculating machines and all they ever really did was crunch
numbers: solve lengthy, difficult, or tedious mathematical problems. Today, computers work
on a much wider variety of problemsbut they are all still, essentially, calculations. Everything
a computer does, from helping you to edit a photograph youve taken with a digital camera to
displaying a web page, involves manipulating numbers in one way or another. Suppose youre
looking at a digital photo you just taken in a paint or photo-editing program and you decide you
want a mirror image of it (in other words, flip it from left to right). You probably know that the
photo is made up of millions of individual pixels (coloured squares) arranged in a grid pattern.
The computer stores each pixel as a number, so taking a digital photo is really like an instant,
orderly exercise in painting by numbers! To flip a digital photo, the computer simply reverses
the sequence of numbers so they run from right to left instead of left to right. Or suppose you
want to make the photograph brighter. All you have to do is slide the little brightness icon.
The computer then works through all the pixels, increasing the brightness value for each one
by, say, 10 percent to make the entire image brighter. So, once again, the problem boils down
to numbers and calculations. What makes a computer different from a calculator is that it can
work all by itself. You just give it your instructions (called a program) and off it goes, performing
a long and complex series of operations all by itself. Back in the 1970s and 1980s, if you wanted
a home computer to do almost anything at all, you had to write your own little program to do
it. For example, before you could write a letter on a computer, you had to write a program that
would read the letters you typed on the keyboard, store them in the memory, and display them
on the screen. Writing the program usually took more time than doing whatever it was that you
had originally wanted to do (writing the letter). Pretty soon, people started selling programs like
word processors to save you the need to write programs yourself. Today, most computer users
buy, download, or share programs like Microsoft Word and Excel. Hardly anyone writes programs
any more. Most people see their computers as tools that help them do jobs, rather than complex
electronic machines they have to pre-programand thats just as well, because most of us have
better things to do than computer programming.
Adapted with permission from Chris Woodford 2007, 2011
17
ADAPTING AUTHENTING MATERIALS FOR THE CLASSROOM
( teachers can get students to do this too if they have access to Word)
Cloze exercises specialist vocabulary, word recognition, sentence grammar,

independent work
1. Copy and paste text into a new document
2. Cut target vocabulary and paste into another new document
e.g:
Input: Your _________ and ________for example, are just input units: ways
of getting information into your computer that it can process. If you use a
________and __________________software, thats another form of input.
Memory/storage: Your computer probably stores all your documents and files
on a _________________: a huge magnetic ________________ But smaller,
computer-based devices like digital cameras and cellphones use other kinds of
storage such as _______________ cards.
Processing: Your computers processor (sometimes known as the_______

________________________ ) is a microchip buried deep inside. It works
amazingly hard and gets incredibly hot in the process. Thats why your computer
has a little ________ blowing away: to stop its brain from overheating!
Output: Your computer probably has an ________ screen capable of displaying

high-resolution (very detailed)_______________, and probably also stereo
_______________________ You may have an ______________________
on your desk too to make a more permanent form of output.
graphics loudspeakers inkjet printer keyboard mouse microphone
voice recognition hard-drive memory flash memory
central processing unit fan LCD
18
1. understand instructions and demonstrate basic knowledge of installing hardware

and software through written exercises.
2. use specific vocabulary, explanations and definitions of words and expressions about
computers.
3. use active and passive forms of Perfect Tenses.
4. ask and give clarifications when purchasing a computer.
5. write a summary of interview findings.
6. justify their decisions when purchasing hardware devices.
How
learning will
Activity Differentiation Interaction
be checked
/assessed
1. Introduce objectives - explain learning
outcomes English and IT. Projector used
to introduction .
2. Divide the class into small groups, Revision
brainstorm on materilas needed to install a T-Ss Vocabulary
computer.
3. Pair work- students guess on the steps to Quiz
be followed in installing a computer. Grammar
Less independent
4. Students sequence correctly the set of T-Ss
Mini-test
instructions given in saparate laminated
papers (jumbled paragraphs).
5. Watch the youtube video to see if the
sequencing is correct. Integrated
6. Ss Listen for specific information and More independent skills
Ss-Ss
understand the new words through context. (students
7. In pairs students create further instructions check their
as appropriate (how to send a text Ss-Ss work by
message/how to open a facebook account). watching the
8. Game a student reads the instructions video)
and the others guess what the instructions More independent
are for.
9. Use of passive voice (perfect tenses).
Independent
10. Countable / uncountable nouns (much/
many etc.). Ss-Ss
11. Class discussion: what to consider when
buying a laptop.
12. Monitoring classroom.
HOMEWORK: Students will conduct

a class survey of
computing needs and
write a summary of it
19
HOW TO INSTALL A COMPUTER: EXAMPLE RESOURCES
It is cheaper to install a computer by yourself than

purchase a computer that is already built. The parts
of the computer can be purchased from computer
stores that sell used computer parts. Installing a
computer by yourself is also advantageous as you will
learn how the computer works and you can repair the
Materials Needed: computer by yourself if ever you have problems with it.
CPU CPU fan video card

power supply RAM sound card
monitor hard drive screwdriver
Motherboard disk drive screws
Step 1
Before beginning to install your computer, you need to make sure that all the computer parts
that you have are compatible with each other.
Step 2
Now get your motherboard. Be careful in handling the motherboard so as not to damage it.
Connect the CPUs pins to the motherboard. Carefully push the motherboard in place.
Step 3
Next, install the CPU fan on your motherboard. This device cools the computer down to avoid
overheating of the computer. Dont install the motherboard yet.
Step 4
After installing the fan, install the RAM in place on the motherboard. The RAM is the memory of
the computer. Gently push the RAM chip inside the slot. There are clips on either side of the RAM
slot. Secure the RAM chip in place by using the clips.
Step 5
Now you have installed the major components. After installing the major components of the
computer, install the motherboard inside the computer case. Secure the motherboard in place
by using the screws and the screwdriver.
Step 6
After you have secured the motherboard in place, you can install the power source. The power
source has wires connected to it. Connect a wire to the motherboard and to other devices inside
the case. You can check the users manual of the power source to know which cable to connect
to a specific device.
Step 7
Install the hard drive. There is a slot on the computer case designed to hold the hard drive. Make
sure that the hard drive is securely in place by using the screws. Get one of the wires connected
20
to the power supply and connect it to the hard drive.

You cannot install the hard drive until you have secured the motherboard.
Step 8
Finally, install the CD-ROM drive. Slide the CD-ROM drive on its slot and connect the power
source cable to the CD-ROM drive.
Teaching ideas:
Preparation and planning:
Cut and laminate set of instructions:
Step 1
Before beginning to install your computer, you need to make sure that all the
computer parts that you have are compatible with each other.
Now get your motherboard. Be careful in handling the motherboard so as not

Step 2
to damage it. Connect the CPUs pins to the motherboard. Carefully push the
motherboard in place.
Step 3
Next, install the CPU fan on your motherboard. This device cools the computer
down to avoid overheating of the computer. Dont install the motherboard yet.
Step 4
After installing the fan, install the RAM in place on the motherboard. The RAM is the
memory of the computer. Gently push the RAM chip inside the slot. There are clips
on either side of the RAM slot. Secure the RAM chip in place by using the clips.
Step 5
Now you have installed the major components. After installing the major components
of the computer, install the motherboard inside the computer case. Secure the
motherboard in place by using the screws and the screwdriver.
After you have secured the motherboard in place, you can install the power source.
Step 6
The power source has wires connected to it. Connect a wire to the motherboard
and to other devices inside the case. You can check the users manual of the power
source to know which cable to connect to a specific device.
Install the hard drive. There is a slot on the computer case designed to hold the
Step 7
hard drive. Make sure that the hard drive is securely in place by using the screws.
Get one of the wires connected to the power supply and connect it to the hard
drive. You cannot install the hard drive until you have secured the motherboard.
Step 8
Finally, install the CD-ROM drive. Slide the CD-ROM drive on its slot and connect the
power source cable to the CD-ROM drive.
21
Focus: Listening for specific information:

http://www.homepcbuilder.com/
http://www.youtube.com/watch?v=f1X2Wpwl4dg
Focus: Sequencing vocabulary: (first, next, then, also, in addition etc), imperatives, verbs:
(install, connect, push, avoid, secure, damage, check, slide) nouns: (motherboard, power supply,
screwdriver )
1. Extract key vocabulary and ensure students are secure in meanings and definitions
2. Explain that students are going to work in pairs or small groups to arrange instructions
for installing a computer
3. Example assessment: present accurate order of instructions onscreen, groups self check
/ teacher checks groups work.
4. Return to YouTube video (or other) to consolidate sequencing
Extension / differentiated activities:

Writing / Speaking and listening:
1. students work in pairs creating and verbalising further instructions as appropriate, e.g.
How to send a text message

How to send an email
How to open a face book account
Students devise instructions for activity/ies (e.g. as above) without informing partner what the
activity is. Partners must work out what the instructions are for.
Topic focus and learning outcomes:
Identify and accurately use vocabulary to describe the functions of printers, scanners
and video projectors
Identify and accurately use language connected with making a complaint.
Use descriptive and persuasive language to create advert to sell product.
Planning and preparation - suggested resources
Printed text (see resources: printers, scanners and video projectors)

Projector, Internet access for all students
Newspaper / magazine / eBay adverts: printers and/or scanners for sale
This topic uses role-play: customer services / complaining
Video: complain / complaint: http://www.youtube.com/watch?v=ru53eMo0i2c
22
A BEGNNER`S GUIDE TO BUYING A LAPTOP
Adapted from Brian Westover PCMag December 2010
Anatomy of a Laptop
Laptop computers may be complicated, but they all share the same
basic anatomy. Some parts are obvious at first glance, like the
keyboard and screen. Others, you might never actually see even if you
use computers daily. Knowing what these basic parts are and what they
do will help you sort through the jargon and find a computer that fits your
needs. Here is a very basic anatomy lesson.
Processor: The real driving force of the computer is called the

processor. Think of it as the engine of your laptop. It does most
of the work as you run programs. Most processors on the
market today are perfectly capable of handling basic
web and office use. More complicated tasks require
a more powerful processor. An Intel Core processor
is best. AMD Phenom and Athlon CPUs give good
performance for the buck, but tend to be less battery
efficient than Intel processors.
Graphics Card: The graphics card is

a specialized processor similar to the CPU,
but deals only with graphics. When playing a
game or editing photos, a great deal of visual
information is being calculated and displayed at
once, and without a separate graphics processor to do
that work, the regular processor in your computer
is easily overwhelmed.
Optical Disc Drive: Standard in most

laptops is an optical drive. They are named
so because they use laser light to read and
record information. These drives play CDs
and DVDs, and at the more expensive
end, play Blu-ray movies as well. DVD
and CD playback is standard, as is
DVD-R, which allows you to record
information onto a DVD.
Hard Drive: This is where the

computer stores all of the programs
and files it has. The larger a hard drive
is, the more information it can store.
This is usually measured in gigabytes,
or sometimes terabytes.
Also important is the speed of the drive,
which is measured in rotations per minute
the faster the rotation, the better. Some new
drives have no moving parts, and are called solid
state drives or flash storage. Storage space is still
23
important with these drives, but they tend to be faster, lighter weight, and more expensive. Look for at
least 320GB (500GB of more is best).
Also ask about the speed; 5,400 rotations per minute (rpm) is what you get with most laptops, but
7,200rpm ones are becoming more common. Anything below 5,400rpm, and you may want to look
elsewhere.
RAM (or Memory): When your computer runs a program or opens a file, it needs some information
to be immediately available instead of being stored on the hard drive. This information is temporarily
kept in the RAM, and the more RAM you have, the more smoothly your computer will operate. We
recommend 3GB minimum; 4GB is best. Keep Anything beyond 4GB isnt really necessary at this point,
as the programs youll use cant take advantage of more memory than that.
Extras: There are plenty of features that come standard now on a laptop, and knowing what they are
is important in determining if youll use them. For instance, a memory card reader allows you to insert
your memory card from your camera directly into your laptop for downloading photos and videos you
shot. An HDMI port or DisplayPort allows you to connect your laptop to another display so you can view
your multimedia files (e.g. photos and videos) on a bigger monitor or HDTV.
WHAT WILL YOU USE YOUR PC FOR?
Before you begin shopping for a computer, you need to know what you want to use it for. For
many people, this will be simple Web browsing and typing the occasional document. Others
enjoy editing photos and videos, or playing games. Each of these tasks have their own unique
requirements, and not every computer is well suited to every task.
Most people use their computers for a handful of tasks; browsing Websites, sorting and storing
pictures, working on documents and spreadsheets. None of these uses are particularly processor-
intensive, and nearly any current system (including netbooks) will work well enough.
Anyone looking to play games on their system will need more processor power and a decent graphics
card. If youre only playing a few basic games, then most GPU equipped machines will fit the bill.
If you want to do much in the way of editing video or manipulating photos, you will need processor
and graphics horsepower as well as a lot of storage space. Storage space may come in the form of
the computers existing hard drive, or an external hard drive.
Types of Laptops
There are four categories of laptop that well cover here. At the lower end in terms of both performance
and price, we have a category called net books.
Netbooks: The cheapest laptops on the market today are a separate category called netbooks.
Netbooks are built to be light, portable, and cheap. Netbooks have smaller screens, smaller
processors, smaller hard drives, and no optical drive. Ranging in price from ALL 32,000 53,000,
netbooks are perfect for simple, basic computing tasks, but definitely not for gaming.
Ultraportables: Designed to offer the power of a full laptop in a sleek, compact form factor,
ultraportables offer many features, but they can be expensive. Ultraportables feature slightly smaller
screens than mainstream laptop, usually between 12 and 14 inches, and have smaller hard drives.
Built for high performance and energy efficiency, these laptops are ideal for those who want it all,
and are willing to pay for it. Price varies from ALL 70,000 to ALL 323,000.
Value/Budget: These laptops are built to provide the performance of larger laptops, but use
24
cheaper materials and less efficient components to do it. They provide more than enough processing
power for office use, and can handle light photo and video editing. They cost less than ALL 75,000,
and performance is usually proportional to the price.
Desktop Replacements: Desktop replacements are designed to do exactly what the name
suggestsreplace your desktop computer. They feature larger screens (15 inches or larger), more
powerful processors, and usually have a separate numeric pad in addition to the full size keyboard.
They are well suited to photo and video editing, and all but the most demanding games. While some
desktop replacements can be found for as little as ALL 75,000, most start around ALL 86,000 and
go upwards from there.
TIPS FOR LAPTOP SHOPPING
Know what you`ll use it for: As mentioned above, you need to know what you intend
to use the laptop for. If your most strenuous use will be watching YouTube videos and chatting
on Facebook, then buying a desktop replacement laptop will cost you far more than you need
to spend. On the other hand, if you want to learn Photoshop for making a digital scrapbook, it
doesnt make sense to settle for a netbook.
Know Your Budget: Once you know what youre looking for, its a good idea to try and
get an idea of how much those systems cost. Visit stores and ask questions about the different
systems.
Try it Out: While processors and hardware are important, its equally important that you feel
comfortable with whatever you buy. Many netbooks, have small keyboards, and some will feel
more cramped than others. The touchpad on a computer might look great in pictures, but feel
irritating under your fingertips. Figuring out what you like and dont like before you buy can save
you a lot of aggravation after.
A BEGNNER`S GUIDE TO BUYING A LAPTOP
Individual worksheet and comprehension questions
What are the main considerations when buying a laptop?

How many basic types of laptop are there and what are they?
Which part of a laptop plays a DVD or CD?
Which type of processor is the best?
What does a graphics card do?
How do we measure the amount of information a hard drive can store?
What do we call the place where temporary information is stored?
Which type of laptop tends to be the simplest and cheapest?
25
What size screens do desktop replacements have?

What extra will you need to allow you to download photographs or videos?
What is the name for the new drives which have no moving parts?
How many rpm do most laptops have?
Whole class activity
You are going to find out which type of laptop would best suit the people in your class.
Divide into groups of 4 or 5
You will need to:
Talk with each person in your group and find out what they will use the laptop for.
You need to ask about
web browsing
sorting and storing pictures
working on document and spreadsheets
playing games
editing videos
manipulating photos
From your findings, you now need to decide on

the amount of memory your laptop must have,
what type of processor you need
the speed of your hard drive
any extras you might want
You must also consider your budget.

Now you can decide, as a group, which laptop would suit you best.
Present your findings to the other groups.
Is there one type of laptop which is more popular than the others?
26
Answers
A Beginners Guide to Buying a Laptop

Individual worksheet and comprehension questions
What are the main considerations when buying a laptop?

Any variation on: price, what it will be used for home, office, photos, games,
creating documents. Hard drive and processing speed must be adequate for use.
How many basic types of laptop are there and what are they?
Four: Netbooks, Ultraportables, Value or Budget, and Desktop Replacements
Which part of a laptop plays a DVD or CD?
The optical disc drive
Which type of processor is the best?
An Intel Core Processor
What does a graphics card do?
It calculates and displays visual information
How do we measure the amount of information a hard drive can store?
In gigabytes or terabytes
What do we call the place where temporary information is stored?
R.A.M or Random Access Memory
Which type of laptop tends to be the simplest and cheapest?
A netbook
What size screens do desktop replacements have?
Fifteen inches or larger
What extra will you need to allow you to download photographs or videos?
A memory card reader
What is the name for the new drives which have no moving parts?
Solid state drives or Flash storage
How many rpm do most laptops have?
5,400 up to 7,200
Vocabulary:
Input Charge Coupled Device (CCD) Hand Held Page Flatbed scanner
plug-and-play USB firewire connection dots per inch resolution
colour depth grayscale depth
27
1. List and describe parts of output devices, video projectors, printers, scanners.
2. Identify the functions of printers, projectors, scanners.
3. Understand instructions and demonstrate knowledge to use these devices.
4. Advertise these devices by producing TV, Radio, leaflets.
5. Make suggestions, acceptances and refusals.
6. Use persuasive language through role play activities.
7. Complain about products by writing letters of complaint.
How learning will be

checked /assessed
1. Introduce objectives and

explain learning outcomes.
(Projectors will be used to Quiz
introduction). Grammar
2. Divided the class into 3
groups, one device introduced for
each group (Projectors, Scanners, Self assessment test
printers). T
(grammar)
3. Students share information.
4. Ss work on matching Least independent Ss
exercises. T-Ss
Poster presentation
5. Students listen for specific
information.
6. Explain Gerund and More independent Ss-Ss
Role play
infinitive (verbs + infinitive) (verbs
+ gerund).
7. Ss practice countable/
uncountable nouns, and
quantifiers used with them.
8. Ss do role playing( buying
and selling a scanner, video More independent Ss
projector, printer). T-Ss
9. Ss write a letter (complain Less independent Ss
about the product they bought).
10. Read the text and students Independent students
summarize the main points for
each paragraph. Ss-Ss
(Use persuasive and descriptive
language to attract a buyer for
printer /scanner.)
11. Ss create advert containing
accurate terminology and
specifications for the product.
HOMEWORK: Ss produce their posters/leaflet for advertisements.
28
Reading and vocabulary focus
WHAT ARE SCANNERS?

Scanners are input devices that are comprised of a Charge Coupled Device (CCD) array. This
array is like a series of eyes that read and record light intensities and stores them in digital
form. This is achieved when the scanners internal light source passes over the image that is
being scanned.
Scanners come in three basic types.
The simplest type of scanner is the hand held, in which the scanning device is moved
across images or text.
A Page scanner works by inserting a page into the top of the scanner, which is pulled via
rollers through the scanner.
The most common type of scanner is the flatbed scanner, which allows you to place a
image or document on the top of its surface, much like a photocopier.
Most scanners sold today use a plug-and-play USB or fire wire connection.
How to scan
To scan a document, simply place it face down on the scanners glass and close the lid. Most
scanners will allow you to initiate the scan from the front panel or from the software/driver that
is included with it. If you initiate the scan from the front panel, the software will open on the PC
anyway.
This software will allow you to control important scan settings that are discussed below:
Resolution - Scanner quality is measured in DPI or dots per inch. 300 DPI is usually adequate
for normal scanning, however, modern scanners can scan at resolutions of 9600 DPI and
higher. The higher the resolution, the larger the resultant scanned file will be.
Colour Depth - This describes the number of bits of information that the scanner can use to
describe each dot. The higher the bits, such as 36 and 48-bit scanners sold today, the
greater the variations in color, shade, hue, etc. the scanner can reproduce.
Grayscale Depth - This is the same as colour depth, but is a measure of how many shades of
gray the scanner can reproduce. Once again, higher is better.
Buying a scanner
When buying a scanner, you need to take the above capabilities into consideration along with
the scanners speed and connection type.
Problems
1. Most scanning problems are the result of the scanners glass getting dirty or getting
fingerprints on it.
2. The glass should be cleaned with a glass cleaner that does not have ammonia in it and a
soft cloth.
3. Do not pour or spray the cleaner onto the glass - spray the cloth lightly.
4. Do not use any type of cloth that might scratch the glass.
Supporting video: http://www.ehow.com/video_4973920_scanner_.html
Adapted from http://www.mcmcse.com/comptia/aplus/notes/aplus_scanners.shtml
29
PRINTERS
Instructions to students: You are going to watch and listen to a video clip about printers and
then use the information you have learned to write an advert selling a printer
Using the internet
Web link: http://www.ehow.com/video_4973917_printer_.html
Listen to the description of a printer and what we use them for (up to 00.21)
Write a brief description of a printer and how it functions
Play the clip as many times as you need and make notes of the most important aspects
and functions of a printer
Organise your notes into a format suitable for a printed or online advert
This exercise can be repeated with information about scanners:
http://www.ehow.com/video_4973920_scanner_.html
Product Information
Get flawless photos, print and scan documents, with the Epson Stylus SX125 all-in-
one inkjet printer.
With high printing speeds of 28 ppm (black) and 15 ppm (color), this Epson printer
is capable of meeting your growing business demands.
A resolution of 5760x1440 optimized dpi in this all-in-one inkjet printer makes it
capable of producing high-quality text and graphics (including color).
This ENERGY STAR-qualified Epson printer consumes less electricity than standard
alternatives thus being an energy-saver.
The Epson Stylus SX125 printer allows you to restore colors of old photos,
removes red eye and can change contrast with the help of the Easy Photo Fix
function.
The Hewlett-Packard Deskjet 3050A All-in-One WiFi Printer is designed for

users looking for an effortless way to print and share wirelessly, with the added
convenience of being able to print from a mobile device with Hewlett-Packarde
Print.
This fantastic multifunction colour printer has an in-built scanner and copier
fulfilling all your home office needs with a crisp, sharp print resolution.
30
WRITING A LETTER OF COMPLAINT
Unit/
Consumer education
Activity Literacy, language and numeracy objectives
objectives
focus
Writing a Understand how to write an Plan, draft, write and proofread a letter or email of
letter of effective letter of complaint complaint using language and format suitable for
complaint about technology problems purpose and audience
Extension Understand and advise others Use appropriate language and format to present
activity: how to write an effective advice about complaining in writing
Composing letter of complaint about
a leaflet technology problems
giving
guidance on
complaining
in writing
RESOURCES AND PREPARATION

Letter of complaint: copied, laminated and cut up one set for each small group.
You can make this self checking by using coloured pens to mark corresponding colour on the
reverse of the cut-out letter
Letter template with prompts or Letter template without prompts: photocopied and laminated
writing frame templates one sheet for each small group. Choose the easier or more difficult
templates depending on level of learners
LITERACY AND LANGUAGE FOCUS

SUGGESTED PROCEDURE
Explain that learners are going to write a letter of complaint to a technology provider.
Ask learners a few introductory questions about writing letters and emails of complaint:
Why is it important to put complaints in writing?
In order to have a record of what was said.
What do you need to remember to do in letters and emails of complaint?
Keep them clear and concise
Clearly state the problem and what action you want
If necessary state if you plan to take further action
Always keep original copies and send photocopies
31
Divide learners into pairs or small groups and give each group a letter template,
depending on the level of support needed, and cut up Letter of complaint.
Learners place correct part of letter in each section of the writing frame templates.
They can use uncut copies of Letter of complaint for self-checking.
Use prompt questions to check for understanding the content and layout of letter e.g.
Whats the complaint about?
What does the writer want to happen?
Do you think the complaint is valid? Why?
Why is she writing to the customer services manager?
What are her rights in this situation?
Why is the writers name not at the top of the letter?
Make sure that learners are clear about the function of each part of the letter (as
indicated by the Appendix 3 Letter template with prompts) and that we use Yours sincerely
if a letter is addressed to a named person and Yours faithfully if a letter is addressed to an
unnamed person i.e. Dear Sir/Madam.
Explain that learners are now going to plan, draft and write their own letter of
complaint, either by hand or using PCs, if available. Learners can choose a real letter to write.
Ideas for support and differentiation

For lower level learners
Ask if any learners have an actual letter they would like to work on with the group. If
so, use the steps in the template and the model letter of complaint to compose a letter
together, using a learners scenario. Learners proofread and correct the letter together,
explaining the reasons for any changes e.g. you dont use a capital letter for sincerely.
Learners can then go on to write their letters individually.
For higher level learners
Before writing their own letter, ask learners to research example letters of complaint.
Visit www.direct.gov.uk/consumer and search Making a complaint, or find letters
of complaint using a search engine. When they have found three or four different
examples, they need to critically evaluate the letters in terms of style, content, length
and layout and present their findings to the whole group.
ICT FOCUS
When all learners have produced a letter of complaint, explain that they are now going
to transfer the content of their letter into email format. Elicit ideas about what will be the same
for an email, what will be different and other key considerations, such as:
32
The same for an email:
main content of letter
use of paragraphs.
Differences with an email:
you do not put your own postal address or contact details at the top
the date and time of sending are automatically entered as part of email
you do not need to enter the title or postal address of the person you are writing to
the Re. line from the top of a letter is entered as subject line for email
you can only send electronic attachments rather than enclosures
you can easily copy other people into the email in cc. line.
Your address
17 March 2011
Customer Services Manager

System Solutions
Rruga e Elbasanit,
No. 112,
Tirana,ALBANIA
Dear Sir/Madam
Re: PW mobile Mb632, Customer number 347852
I am writing to complain about a PW mobile Mb632, which I bought from your store on 5 March
2011.
Since I bought the phone, I have had to charge it every evening. My job requires me to do a lot of
travelling and it is not always possible to find somewhere to plug the phone in. I telephoned the
store to ask about changing this phone but I was told that this would not be possible.
As most people would expect a phone battery to last more than a day without running out,
I feel the short battery life on this phone makes it unfit for its purpose and therefore not
of satisfactory quality. I would like a different model with a better and longer battery life.
Could you please contact me regarding a refund?
I look forward to hearing from you and to this problem being resolved. Please respond to
my complaint within seven days.
Yours faithfully
B Hassan
B. Hassan (Mr)
Enc. Copy of PW Mobiles receipt
33
Make sure that learners are clear that if you need to send a paper copy of a document
or return an item, you need to write a letter and that copies of emails sent are automatically
saved in the Sent box. It is important to save/not delete copies of these emails.
Depending on the level of the learners, use a data projector and content from sample
letter Activity 3 Letter of complaint to elicit a whole group collaborative email. Learners
then use this as a model for transferring the content of their letter into email format.
Adapted from Skilled to Go 2012 www.oft.gov.uk
Address
Telephone number
e-mail (optional)
Date
Name (if you know it)

Position (if relevant)
Company name (if relevant)
Address
Dear ___________ (name of contact person or Sir/Madam if name not

known)
Re:
Reason for writing
Summary of details e.g. what happened, dates etc
What you would like to happen
Your sincerely ( if name used after Dear) or Faithfully (if Sir/Madam

used)
Signature
Name printed or word processed underneath
34
Making a complaint key words

When a neutral third party helps the parties
mediation in a dispute to reach a resolution through
compromise
Using the least number of words possible to give

concise information
Proof of something e.g. a copy of a letter or bill,

evidence a receipt etc.
resolve To sort out a problem or settle an argument
right A legal entitlement to something
time-consuming When something takes up or wastes a lot of time
Making a complaint key words record

When a neutral third party helps the parties
in a dispute to reach a resolution through
compromise
Using the least number of words possible to give

information
Proof of something e.g. a copy of a letter or bill,

a receipt etc.
To sort out a problem or settle an argument
A legal entitlement to something
When something takes up or wastes a lot of time
35
MAKING A COMPLAINT - top tips

1. Make sure you have a valid complaint.
2. Be clear about what was wrong, such as incorrect charges, the way you were treated, a
wrong decision or faulty goods.
3. Be clear about what you want to happen with your complaint. e.g. do you want a refund,
an apology, a different decision, improved service or goods to be replaced?
4. Complain to the right person, for example, the customer services department or relevant
manager or senior manager.
5. Try to resolve your complaint directly with the supplier first of all. Ask for your money
back, ask for the excess charges to be taken off your bill or take the faulty product back to
the shop.
6. Keep a record of events. Make a note of the name of the person you speak to on the
phone, the date and what was said. Keep copies of your letters and any replies you receive.
7. Keep the evidence. Always keep original copies of all receipts, invoices, letters, bills
and e-mails about your complaint. If you need to, make photocopies to send with any
correspondence.
8. Stay calm. Dont get angry. If you are not getting the response you want, then simply
take the matter to a higher person in the organization or get help and advice from an
independent body.
9. Write clearly and concisely. Be polite and clear about your complaint and say what you
think would resolve it.
10. Dont give up.
Suggested teaching activities:
Present overview of topic. Explain that students will be able to describe the
functions of hard drives, storage devices and input/output devices
Display labelled diagram of computer onscreen
Explore vocabulary and give definitions where necessary
Model reading / cloze exercise: read text in small groups and identify any
vocabulary difficulties
Individual activity: cloze exercise
Assessment can be through group reading, marking individual work, students
turn-taking in reading finished work, self-marking, small group checking.
Extension / differentiated activities:
Extend the length of the text and include extra vocabulary
Devise true / false questions based on the text
Students to write their own summaries of the main points of each paragraph
Speaking and listening: students to describe, without notes, the basic functions
of input, memory, processing and output.
Website support:
Individual or whole group activity / tests:
http://www.bbc.co.uk/schools/gcsebitesize/ict/hardware/0inputandoutputdevices_act.shtml
http://www.bbc.co.uk/schools/gcsebitesize/ict/hardware/1datastoragerev1.shtml
36
MORE TEACHING TIPS
Identify and explain the main factors to consider when buying a laptop. Use
questioning and interviewing techniques to identify the laptop requirements of
the student group. Use summaries of findings to compare results and draw a
conclusion.
Planning and preparation: suggested resources
Printed text: see worksheet Buying a Laptop

Current magazines, reviews etc. of laptops
Prepared questionnaires for group survey
Suggested Activities: English Language outcomes

Introduce topic and discuss with class what they already know about laptops
Explain that by the end of the session/s they will
1. Be able to explain what the main factors are to consider when
choosing a laptop
2. Identify the best type of laptop for their student group and whole
class based on findings from interviewing each other.
Reading focus: see resource worksheet : Laptops student questions

1. Small group activity: Explore and identify new vocabulary within text
2. Independent activity: Comprehension questions based on text
Speaking and listening focus:

1. Small group interviews /discussion
2. Recording findings
3. Presenting findings to whole class
Differentiation / extension activities

Teachers can decide on the level of grammar focus, depending on students
abilities and needs. Written work can be extended into longer descriptive
paragraphs, focusing on accurate sentence grammar. Interviewing activity can
focus on comparatives and conditionals, as appropriate.
37
WEEK 7/ 8 TOPIC: INTERNET AND THE WEB
1. Identify words connected with protection and safety online.

2. List and understand different social and professional network.
3. Give advice on safety online.
4. Make predictions about the future.
5. Understand abbreviations and acronyms related to social and professional network.
6. Give arguments and support them with examples about social networking.
7. Analyse the pros and cons of social networking.
8. Compare and contrast facts and opinions about social networks.
9. Conduct an interview.
10. Speak about safety online.

checked /assessed
1. Introduce objectives and explain

learning outcomes (Projectors will
be used to introduction).
Quiz
2. Ss work in pairs matching new
words to their definition. Grammar
Least
3. Gap filling activities ;True/False T
questions.
independent Ss
4. Guides student to give advice
using their words in internet
related situations. Peer assessment
5. Ss work in groups, summarize the
Ss-Ss
Less
main points in advice format. independent
6. Elicit from Ss the use of Future T-S
Tense in making predictions.
7. Ss identify the tenses (multiple
choice). More Debate
8. Ss practice keyword independent Ss
transformation.
T
9. Present power point slides with Independent Writing a report
images/ figures, photos.
10. Ss compare and contrast using S-s
degrees of adjectives.
More
11. Class discussion-Pros and Cons of
Social networks.
independent
S-s
12. Quiz abbreviations.
13. Ss do research on different social Independent
networks (face book, LinkedIn).
14. Ss write a report on their findings
S-S
Independent Ss
(advantages, disadvantages,
compare/contrast).
15. Project work Ss create their
own social networking.
HOMEWORK: Project work: Ss create their own social networking.
38
ANSWERS
When you chat to somebody on the Net or send them an e-mail, do you ever stop to think how
many different computers you are using in the process? Theres the computer on your own
desk, of course, and another one at the other end where the other person is sitting, ready to
communicate with you. But in between your two machines, making communication between
them possible, there are probably about a dozen other computers bridging the gap. Collectively,
all the worlds linked-up computers are called the Internet. How do they talk to one another?
Lets take a closer look!
WHAT IS THE INTERNET?
Global communication is easy now thanks to an intricately linked worldwide computer network
that we call the Internet. In less than 20 years, the Internet has expanded to link up around 210
different nations. Even some of the worlds poorest developing nations are now connected.
Lots of people use the word Internet to mean going online. Actually, the Internet is nothing
more than the basic computer network. Think of it like the telephone network or the network of
highways that criss-cross the world. Telephones and highways are networks, just like the Internet.
The things you say on the telephone and the traffic that travels down roads run on top of the
basic network. In much the same way, things like the World Wide Web (the information pages we
can browse online), instant messaging chat programs, MP3 music downloading, and file sharing
are all things that run on top of the basic computer network that we call the Internet. The
Internet is a collection of standalone computers (and computer networks in companies, schools,
and colleges) all loosely linked together, mostly using the telephone network. The connections
between the computers are a mixture of old-fashioned copper cables, fiber-optic cables (which
send messages in pulses of light), wireless radio connections (which transmit information by
radio. waves), and satellite links.
http://www.explainthatstuff.com/internet.html
Vocabulary:
Net Internet World Wide Web MP3 music satellite
computer network radio fiber-optic cables
telephone file-sharing copper computers
39
How does the internet work?
When you chat to somebody on the _____or send them an e-mail, do you ever stop to think
how many different _____________you are using in the process? Theres the computer on your
own desk, of course, and another one at the other end where the other person is sitting, ready
to communicate with you. But in between your two machines, making communication between
them possible, there are probably about a dozen other computers bridging the gap. Collectively,
all the worlds linked-up computers are called the ______________How do they talk to one
another? Lets take a closer look!
What is the Internet?

Global communication is easy now thanks to an intricately linked worldwide
____________________ that we call the __________________ . In less than 20 years, the
___________________has expanded to link up around 210 different nations. Even some of the
worlds poorest developing nations are now connected.
Lots of people use the word _________________ to mean _______________. Actually, the
Internet is nothing more than the basic computer network. Think of it like the _______________
network or the network of highways that criss-cross the world. Telephones and highways
are networks, just like the Internet. The things you say on the telephone and the traffic that
travels down roads run on top of the basic network. In much the same way, things like the
___________________(the information pages we can browse online), instant messaging chat
programs, ________________downloading, and _______________are all things that run on
top of the basic computer network that we call the Internet.
The Internet is a collection of standalone computers (and computer networks in compa-
nies, schools, and colleges) all loosely linked together, mostly using the telephone network.
The connections between the computers are a mixture of old-fashioned __________cables,
____________________(which send messages in pulses of light),_____________ radio con-
nections (which transmit information by ____________ waves), and _________________link.
Differentiated / extension activities

For more independent learners
For learners needing grammar practice
For paired and small group work
1. What tense is the writer using?

2. Is the tone of the text formal or informal?
3. Identify the verbs in three sentences: can you change them to the past perfect and
future simple?
4. Write definitions of the target vocabulary in your own words
5. Summarise the main points made by the writer. Use approximately 5 6 short, simple
sentences.
Woodford, Chris. (2011) Internet. Retrieved from http://www.explainthatstuff.com/internet.html.
[Accessed 16.03.12]
40
Vocabulary:
client peer-to-peer routers electronic filing cabinets
Web servers servers file servers a billion
Internet Service Provider worldwide network mail servers peers
How computers do different jobs on the Internet

There are hundreds of millions of computers on the Net, but they dont all do exactly the same
thing. Some of them are like ______________that simply store information and pass it on when
requested. These machines are called _____________. Machines that hold ordinary documents
are called _____________; ones that hold peoples mail are called ________________; and
the ones that hold Web pages are ____________. There are tens of millions of servers on the
Internet.
A computer that gets information from a server is called a ___________ . When your computer
connects over the Internet to a mail server at your ISP (____________________) so you can
read your messages, your computer is the client and the ISP computer is the server. There are
far more clients on the Internet than serversprobably getting on for a _____________ by
now!
When two computers on the Internet swap information back and forth on a more-or-less equal
basis, they are known as ______________. If you use an instant messaging program to chat
to a friend, and you start swapping party photos back and forth, youre taking part in whats
called _______________ (P2P) communication. In P2P, the machines involved sometimes act
as clients and sometimes as servers. For example, if you send a photo to your friend, your
computer is the server (supplying the photo) and the friends computer is the client (accessing
the photo). If your friend sends you a photo in return, the two computers swap over roles.
Apart from clients and servers, the Internet is also made up of intermediate computers called
_____________, whose job is really just to make connections between different systems. If you
have several computers at home or school, you probably have a single router that connects
them all to the Internet. The router is like the mailbox on the end of your street: its your single
point of entry to the ______________ .
Woodford, Chris. (2011) Internet. Retrieved from http://www.explainthatstuff.com/internet.html. [Accessed
16.03.12]
http://www.explainthatstuff.com/internet.html
41
WEEK 9/ 10 TOPIC: MULTIMEDIA AND CREATIVE MEDIA
1. Identify degrees of adjectives in different online published text.
2. Differentiate among relative pronouns.
3. Better use the model verb should.
4. Identify key elements of advice and instructions in online texts.
5. Create a CV .
6. Apply online for a job.
7. Do research about employment opportunities.
8. Write a covering letter for a job.
9. Manipulate with interview questions.
10. Listen for specific information ,understanding advice for job interviews.
11. Write a job vacancy advertisement online or on a newspaper.

checked /assessed
Introduce objectives and explain
learning outcomes,projectors used to Revision
introduction.
Vocabulary
Ss listen to a guides on how to set up
a video conferencing meeting room, T
camera,etc. Less
Ss practice and teacher monitors . independent
Give tips for a successful meeting and Test degrees of
some etiquette pointers. adjectives
Elicit 5 main etiquette tips Ss should
know when planning an online video
conference meeting. relative pronouns
Role play.
Listening for specific information.
Ss do research on multimedia
products. Writing paragraphs,
advertisements
Matching exercise (power point slides).
More T-Ss
Elicits the use of the modal verb
should students use modal verbs in independent
sentences.
Listening for the main idea.
Give tips on how to write a CV.
T-Ss
Ss write their own CVs.
Group work- Ss write tips on how to More
have a successful job interview. independent
Cloze exercise (10 Hints and Tip).
Ss will write a job vacancy More Ss -Ss
advertisement online or on a independent
newspaper.
HOMEWORK: Ss will write a job vacancy advertisement online or on a

newspaper. Research on employment opportunities.
42
APPLYING FOR JOBS ONLINE- 10 Hints and Tips
The following hints and tips may appear obvious but quite often you can miss something when
applying online:
Dont leave it too late to apply.

Consider your application carefully you will only get one chance to make a first
impression.
Check that you are applying for the correct job!
Review your Resume or CV to check whether it needs updating or a change of
emphasis for the current application.
Ensure that it emphasises the key skills and experience that you have which
match those specified in the job advert.
Ensure that it is clear from your Resume or CV what YOU have actually achieved
or done, not just what the company or the department you worked in was
meant to have done!
Where possible send a covering email or letter highlighting your interest in the
job and company and your suitability for it.
Look carefully at the job advert and highlight in your covering email or letter
where your skills and experiences match those requested.
Find out as much information as you can about the company (look at their web
site) and its vision/values etc.
Check to see if there is anything that matches with your skills and experience.
If you dont have the requested experience or qualifications, but you believe that
you could still do the job, emphasise the reasons why.
Check that any email or letter attached relates only to that application and not to
a previous application!. This is especially important when cutting and pasting!
Check that the job reference is correct and it has the correct date on it!
Finally, dont send off your Resume or CV without reviewing it again.
APPLYING FOR JOBS ONLINE-10 Hints and Tips
The following hints and tips may appear obvious but quite often you can miss something when
applying online:
Use the verbs and verb phrases in the box to complete the advice. You may use some words
more than once.
You may need to change the verb form
consider check review send make a first impression
ensure highlight match request find out specify
believe emphasise look carefully relate dont leave it too late
43
______________ to apply.
_____________ your application carefully you will only get one chance to ____________.
________________that you are applying for the correct job!
_______________ your Resume or CV to check whether it needs updating or a change of
emphasis for the current application.
Ensure that it ____________ the key skills and experience that you have which __________
those _______ in the job advert.
_____________ that it is clear from your Resume or CV what YOU have actually achieved or
done, not just what the company or the department you worked in was meant to have
done!
Where possible _____________ a covering email or letter ________________ your interest
in the job and company and your suitability for it.
____________________ at the job advert and _______________ in your covering email or
letter where your skills and experiences match those ________________.
_____________ as much information as you can about the company (look at their web site)
and its vision/values etc. _____________to see if there is anything that matches with
your skills and experience.
If you dont have the requested experience or qualifications, but you ______________ that
you could still do the job, __________________the reasons why.
______________ that any email or letter attached _______________ only to that application
and not to a previous application!. This is especially important when cutting and pasting!
Check that the job reference is correct and it has the correct date on it!
Finally, dont send off your Resume or CV without _______________ it again.
Adapt this process as appropriate
44
WRITING AS APROCESS
Think
Think about who you are writing for and why
What style of language should you use? (formal / informal)
What examples can you find to help you?
Plan
Make a list of your ideas
Draw a mind map
Use a spider graph
Draw a flowchart
Use sticky notes
Write down key words or phrases
Choose which ideas to include
Arrange your ideas into a logical order
Think about who you are writing for and why
Draft
Turn key words or phrases into sentences
Combine your sentences to form paragraphs
Use expanding sentences to support ideas and statement
Include a variety of sentence styles
Organise your writing so it has an introduction, main part and conclusion
Edit
Make changes spelling, grammar, punctuation.
Make decisions about order of paragraphs, linking words
Change sentences that dont make sense
Proof Read
Read your work word for word backwards and check for spelling mistakes
Read each sentence separately and check your grammar verbs, tenses
Read your work carefully and make changes to improve it
Read each paragraph separately and check for punctuation mistakes capital letters,
full stops, commas, apostrophes
Remove unnecessary detail/repetition
Add any missing information

Exercise: You are giving advice to a friend who wants to apply online for a job.
Use the verbs below to write a series of instructions to help your friend remember the most
important points.
45
consider check review send make a first

impression ensure highlight match
find out emphasise
look carefully dont leave it too late
WHAT IS MULTIMEDIA?
Multimedia is any combination of text, graphic art, sound, animation, and video delivered to
you by computer or other electronic means. It is richly presented sensation. When you weave
together the sensual elements of multimedia-dazzling pictures and animations, engaging
sounds, compelling video clips, and raw textual information-you can electrify the thought and
action centers of peoples minds. When you give them interactive control or the process, they
can be enchanted. Multimedia excites eyes, ears, fingertips, and, most importantly, the head.
(Multimedia making it work 5th edition)
http://www.digitalmediajobs.com/ http://www.digitalmediajobs.com/content2/Audio-Interviews-22.htm
USEFUL VOCABULARY
Careers E-Mail Marketing Web Development
Animator Human Resources Web Master
Game Designer Information Technology Web Programmer
Interactive Writer Marketing Markets
Sound Producer Media Buyer/Planner Publishing
Web Content Producer Mobile/Wireless Advertising
Webmaster New Media Agency Museums/Zoos
CD-ROM Developer Operations Education
Art Director Pay Per Click Media Companies
Graphic Designer Planning Software Startups
Interface Designer Podcasting Advertising
Video Producer Producer Software
Web Developer Product Development Multimedia Uses
Presentation Artist Product Management Online games
Account Director Project Management Corporate website design
Account Management Research Reference Materia
Advertising Sales lProduct introduction
Affiliate Marketing Search Engine Marketing CD-ROM games
Analytics SEO Personal websites
Business Development Social Media ATMs/Kiosks
Business Operations Software Development Technical Training
Client Services Software Engineering Arcade games
Communications/PR Trafficker Edutainment
Copywriting Usability Marketing
E-Business/E-Commerce Web Content Trade Shows
Editorial Web Design
46
Consider the following when writing your CV and preparing for your job interview:
1. What do you need to succeed in Multimedia?

2. How do you get there?
3. Clearly define what you want to be or do. (i.e. a Graphic Designer, Authoring Specialist,
Art director, Animator)
4. Define the skills you need to succeed in your chosen field. (Make a list)
5. Create a plan to acquire the skills you do not possess.
6. A great resume. Generating 3 to 4 versions of your resume is a good idea. (Different
versions for different jobs) The cover letter is what will get you the interview it needs to
be your best work. (A dozen different versions are handy to have)
7. A professional looking, polished portfolio. Keep it short. Keep it focused
8. Work experience. Every Human Resources manager looks for this. Get it, find it, create it!
It may be volunteer or part time, no matter, you need some.
Links
Free tutorial and support files for pdf newsletter with Flash and video
http://mos.futurenet.com/pdf/computerarts/CAP95_tut_pdf.pdf
http://www.computerarts.co.uk/tutorials/create-multimedia-pdf-newsletter
http://www.skillsnet.net/core.cfm The Ultimate Entertainment and New Media Career Guide
http://www.dice.com Tech Jobs. Tech Talent.
http://www.guru.com we connect great companies with quality talent http://www.monster.com
Become the best possible candidate for the job you want!
http://www.craigslist.org Bulletin board for jobs, resumes, etc. in the Bay Area http://www.
careervoyager.com Your Job Search & Career Management Desktop. (Worldwide)http://www.
wageweb.com Salary Survey Data
http://www.rileyguide.com Links to salary information on the web
http://www.newmedia.com/nm-ie.asp Whats Next on the Net?
http://www.internet.com/home-d.html The Internet & IT Network
Skill builder
The table contains a list of tasks which you can complete with different software applications.
In each row of the second column, show which application you would use for the task (in some
cases you might want to use more than one application).
W word processor S spreadsheet E e-mail G graphic
D database M multimedia B browser
47
TASK Application
Write and print a letter
Store details of all the videos available for hire in a video shop
Create a simple poster
Produce a template for an invoice that can automatically calculate

VAT on the total
Order something over the internet
Add a two-word label to a picture taken by a digital camera
Make changes to the information in a song recorded to a file named

song.wav
Save name, address, age and race number for 2,350 people entered
into a half-marathon road race
Make changes to a piece of Clip Art downloaded from the internet
Make a chart from a table showing monthly sales totals from a shop
over a year
Send a file electronically to another person
Create a logo for a company using coloured shapes and letters
Search for information on the internet
Send an electronic message to a friend
Play a file named 3702.avi produced by a camcorder
Combine a picture with a lot of text
48
WEEK 11/ 12 TOPIC: VIRTUAL COMUNICATION
1. Use collocations as part of technical vocabulary.

2. Listen to authentic material and identify specific terms.
3. Identify features of virtual communication.
4. Compare and contrast various forms of virtual communication.
5. Produce a piece of writing describing the benefits of Virtual Communication in the
work place.
6. Classify collocations in groups concerning meaning and spelling .
7. Identify most common prefixes as part of technical vocabulary for virtual
communication.
8. Identify and contrast the benefits and disadvantages of social networking.
9. Write a text summarizing the most popular social websites used by the group.
How learning
will be
checked /
assessed
1. In pairs Ss discuss question what kind of Revision

virtual communication have you experienced so far Ss-Ss Vocabulary
?
2. Ss listen to the video clip and identify key Less
vocabulary used and key BINGO words. independent
T-Ss
3. Students report back the difference Quiz
between virtual and e-communication. Grammar
4. Students create family maps with prefixes. Ss-Ss
5. Students work in groups comparing and
contrasting video conferencing and chatting .
6. Students write a paragraph to describe one Least
Ss-Ss
benefit of using video conferencing in business independent Mini-test
world. Integrated
7. Pair work, Ss classify and add bingo words More
according to word formation . independent skills
8. Elicit meanings of prefixes through familiar T-Ss
words.
9. Group discussion on most popular websites. More
10. Students watch a video on dangers of virtual independent Write an
communication . Ss-Ss opinion
11. Students write a text summarizing typical Independent paragraph
features of Facebook and Twitter . on a social
12. Students write a list of netiquette rules. website.
Students write a list of
HOMEWORK: the type of products and
services that different
online shops offer.
49
KEY WORD BINGO
Watch and listen to this video:

http://www.youtube.com/watch?v=pECR2gGL9sg
Identify these key words. The speaker has an accent and speaks very quickly you will need to
listen to it more than once
instant messaging video conferencing conventional telecommunications
voicemails paging text image guidance manoeuvring
Email face book twitter 3G phone
surveillance and monitoring remote controlled
international space station vocal aperture telemedicine
COMMON PREFIXES IN INTERNET USE
Source: http://en.wikipedia.org/wiki/Internet-related_prefixes
E-, cyber- and virtual are often used in names coined for electronic or computer-related
counterparts of a pre-existing product or service.
E-, standing for the word electronic, is used in the terms e-mail (electronic mail), e-commerce
(electronic commerce), e-business (electronic business), e-banking (electronic banking) and
e-book (electronic book). Cyber- is a prefix derived from cybernetic, which comes from the
Greek adjective meaning skilled in steering or governing (Liddell and Scott, Greek-
English Lexicon).
It is used in the terms cyberspace, and cyberpunk, but has been largely surpassed by e.
Virtual is correctly used in virtual reality, in that virtual reality simulates reality and in many ways
approaches reality. The word virtual means nearly, almost or simulated. Thus the key to
accurate use of virtual as an adjective is that the thing represented by the word virtual modifies
must not be the actual or real version of itself.
Virtual describes that which approaches or simulates. Virtual reality is not actual reality;
hence the label is appropriate. But such erroneous uses as virtual communication (for
electronic communication) are entirely inaccurate because electronic communication is
actual communication; therefore, it is not virtual. It is e-communication. It can even be cyber-
communication where typed information is converted to an audio format for the recipient,
although arguably that would be e-communication with cyber-speech.
Students: Write a short essay describing how you communicate using some or all of the above
methods. Conclude you essay with your thoughts about the future of virtual communication. How
will we communicate in 100 years time?
50
VIRTUAL COMMUNICATIONS
Definition of Virtual Communications
Virtual communications encompasses a broad spectrum of concepts, technologies and practices

that are central to our daily lives.
In our society today, we can now communicate with a friend or co-worker in another country or
continent instantaneously.
We can earn a college degree or take continuous learning classes online with the click of a few
buttons.
The proliferation of information and communication tools, like e-mail, instant messaging and
Internet telephony has revolutionized the way we work and live.
How we use the technologies, such as email and collaboration tools, can influence the quality of
the work we do and can determine our ability to function as a high producing, high performing
workforce.
Virtual communications facilitates the ability to know and understand how to access and share
information electronically and is a portal through which a world of limitless learning opportunities
exist.
Definition from: http://www.doncio.navy.mil/iltoolkit/VirtualComm_Introduction.htm
51
WEEK 13/ 14 TOPIC: TYPES OF SOFTWARE PACKAGES
1. Explore and identify different software packages and functions.

2. Write an e-mail following the standard steps.
3. Give polite instructions by using zero conditionals.
4. Explain different models of document structures to peers.
5. Use cause effect conjunctions to justify their choices of certain software packages.
6. Use linking words that show addition and contrast on using different kinds of
documents.
7. Write a descriptive paragraph by summarizing main features of a database.
How learning
Activity Differentiation Interaction will be checked/
assessed
1. Ss answer questions Which data

fields would you include in these Revision
databases? Vocabulary
Patients of a hospital /library T-Ss
catalogues /school students . Least
2.Present a reading material on independent
different software packages and
functions. Quiz
Students identify their uses for special Grammar
purposes.
3. Ss complete the table with the Mini-test
applications that correspond to certain Integrated skills
tasks.
4. students discuss on the most independent Ss-Ss
used software giving reasons for
their choice using cause and effect
conjunctions.
6. Students match features with their
Write a
definitions. descriptive
7. Students work in pairs to label paragraph of
the given word process icon with the a database by
correct function. giving table
8. Students report back by presenting details.
them as instructions using zero
conditionals. Less T -Ss
9. Students write a descriptive independent
paragraph of a database by giving
table details.
10. Provide database of the library
catalogue and students write a
summary of both databases using
linking words for addition and contrast
concerning features of both.
HOMEWORK: Students will e-mail the teacher a letter provided in class following
the list of instructions concerning the set of rules for a formal letter.
52
TYPES OF SOFTWARE PACKAGES
Word Word processing is usually what leads people to using a computer

Processors for their work. Word processors will normally have the following
capabilities built into them:
1. Spell checking
2. Standard layouts for normal documents
3. Have some characters appear in bold print, italics, or underlined
4. Centre lines, make text line up on the left side of the paper, or
the right side of the paper
5. Save the document so it can be used again
6. Print the document.
Two of the most common word processing programs are WordPerfect

and Microsoft Word.
Spreadsheets The spreadsheet packages are designed to use numbers and formulas
to do calculations with ease. Examples of spreadsheets include:
1. Budgets
2. Payrolls
3. Grade Calculations
4. Address Lists
The most commonly used spreadsheet programs are Microsoft Excel

and Lotus 123.
Data Bases Database programs are designed for these types of applications:
1. Membership lists
2. Student lists
3. Grade reports
4. Instructor schedules
All of these have to be maintained so you can find what you need
quickly and accurately.
Some of the most commonly used database programs are Microsoft

Access and dBASE.
53
WEEK 15/ 16 TOPIC: INTERNET AND THE WEB
1. Identify a range of specialist ICT vocabulary and use it accurately in spoken and
written work.
2. Identify a range of specialist vocabulary connected to internet and web.
3. Identify details of a factual text.
4. Use accurately vocabulary to complete a descriptive passage.
5. Comprehend features of web browsers step development.
6. Use relative clauses to describe the meaning of compound adjectives.
7. Listen to authentic material and identify specific information and key vocabulary.
8. Make a summary of typical features of pie chart information.

checked /assessed
1. Warm up activity Sts think of a Less Ss-Ss Revision
well-designed webpage and say independent Vocabulary
what they find particularly useful
or attractive. Quiz
2. Sts read html tutorial website and Use internet glossary
explain the meanings of acronyms. to test Ss on vocabulary
3. Ss match vocabulary definitions independent Ss Ss-Ss and definitions
paired / small groups focusing
on compound Nouns created
(noun +present participle, Noun
+adjective).
independent Mini-test
4. Ss report on the steps for creating
a webpage.
5. Ss listen for specific info and key
More Ss-Ss Write a summary
vocabulary.
Independent for the information
6. Ss explain the meanings of presented in a pie
compound adjectives by
chart.
transforming them into relative
Clauses.
T-Ss
7. Ss read for specific information on
history /types/function of web
browsers.
8. Ss create their comprehension
questions for their peers.
9. Ss make a quiz based on their own
questions.
10. E licit to comprehension of a
pie chart and guides sts to write
a summary of most important
features.
T. provides Ss with links and they self check knowledge through

Online tests
HOMEWORK:
Extension activity: Creating a webpage of your own
54
WHAT IS HTML ?
Go to the website: http://www.w3schools.com/html
Using the website, answer the following questions:
What is HTML?
What does HTML stand for?
What are HTML tags?
Explain the different types of HTML tags.
What is the purpose of a web browser?
Open the link http://www.w3schools.com/html/html_primary.asp
Do the four exercises as instructed on the page
What other aspects of HTML are there to study?
Extension activity: Creating a webpage of your own
Open the link HTML5
Open the link Build Your Professional HTML Website with Wix
Follow the instructions and build a simple web page. Save and present to your class /
group
HTML
A Very Simple Web Page
Here is a small bit of HTML code that will produce a web page.
<html>
<head>
<title>Basic HTML page</title> </head>
<body> <h1>Basic HTML Page</h1> <p>This is a line of regular text.</
p> <hr> <p>This is a line of regular text below a horizontal rule.</p>
</body> </html>
If you create a file with the above code in it and access it through a web browser,
you should get a page that looks like this:
Basic HTML Page
This is a line of regular text.
___________________________________________________
This is a line of regular text below a horizontal rule.

55
Instructions to students: read the following article about Web browsers, taken from
Wikipedia.
Work with a partner or small group and devise ten comprehension questions for another
pair or group of students.
You can devise true / false questions, multiple choice questions or straightforward
comprehension questions.
Swap questions and answer as a pair / group. Compare your answers.
Who won?
WEB BROWSERS
(From Wikipedia, the free encyclopaedia)
What is a web browser?

A web browser is a software application for retrieving, presenting, and traversing information
resources on the World Wide Web. An information resource is identified by a Uniform Resource
Identifier (URI) and may be a web page, image, video, or other piece of content. Hyperlinks
present in resources enable users easily to navigate their browsers to related resources. A web
browser can also be defined as an application software or program designed to enable users to
access, retrieve and view documents and other resources on the Internet.
Although browsers are primarily intended to access the World Wide Web, they can also be used
to access information provided by web servers in private networks or files in file systems. The
major web browsers are Firefox, Google Chrome, Internet Explorer, Opera, and Safari.
History
Main article: History of the web browser
The first web browser was invented in 1990 by Tim Berners-Lee. It was called WorldWideWeb (no
spaces) and was later renamed Nexus.
In 1993, browser software was further innovated by Marc
Andreesen with the release of Mosaic (later Netscape),
the worlds first popular browser, which made the World
Wide Web system easy to use and more accessible to
the average person. Andreesens browser sparked the
internet boom of the 1990s.
The introduction of the NCSA Mosaic web browser in
1993 one of the first graphical web browsers led to
an explosion in web use. Marc Andreessen, the leader of
the Mosaic team at NCSA, soon started his own company,
named Netscape, and released the Mosaic-influenced
Netscape Navigator in 1994, which quickly became the
worlds most popular browser, accounting for 90% of all
web use at its peak.
56
Microsoft responded with its Internet Explorer in 1995 (also heavily influenced by Mosaic),
initiating the industrys first browser war. Bundled with Windows, Internet Explorer gained
dominance in the web browser market; Internet Explorer usage share peaked at over 95% by
2002.
Opera debuted in 1996; although it has never achieved widespread use, having less than 2%
browser usage share as of February 2012 according to Net Applications, having grown to 2.14
in April 2011 its Opera-mini version has an additive share, in April 2011 amounting to 1.11% of
overall browser use, but focused on the fast-growing mobile phone web browser market, being
preinstalled on over 40 million phones. It is also available on several other embedded systems,
including Nintendos Wii video game console.
In 1998, Netscape launched what was to become the Mozilla Foundation in an attempt to
produce a competitive browser using the open source software model. That browser would
eventually evolve into Firefox, which developed a respectable following while still in the beta
stage of development; shortly after the release of Firefox 1.0 in late 2004, Firefox (all versions)
accounted for 7.4% of browser use. As of August 2011, Firefox has a 27.7% usage share.
Apples Safari had its first beta release in January 2003; as of April 2011, it has a dominant share
of Apple-based web browsing, accounting for just over 7.15% of the entire browser market.
The most recent major entrant to the browser market is Googles Chrome, first released in
September 2008. Chromes take-up has increased significantly year on year, by doubling its
usage share from 7.7 percent to 15.5 percent by August 2011. This increase seems largely to be
at the expense of Internet Explorer, whose share has tended to decrease from month to month.
In December 2011 Google Chrome overtook Internet Explorer 8 as the most widely used web
browser. However, when all versions of Internet Explorer are put together, IE is still most popular.
Function
The primary purpose of a web browser is to bring information resources to the user. This process
begins when the user inputs a Uniform Resource Locator (URL), for example http://en.wikipedia.
org/, into the browser.
The prefix of the URL, the Uniform Resource Identifier or URI, determines how the URL will be
interpreted. The most commonly used kind of URI starts with http: and identifies a resource to
be retrieved over the Hypertext Transfer Protocol (HTTP).
Many browsers also support a variety of other prefixes, such as https: for HTTPS, ftp: for the
File Transfer Protocol, and file: for local files. Prefixes that the web browser cannot directly
handle are often handed off to another application entirely. For example, mailto: URIs are usually
passed to the users default e-mail application, and news: URIs are passed to the users default
newsgroup reader.
In the case of http, https, file, and others, once the resource has been retrieved the web browser
will display it. HTML is passed to the browsers layout engine to be transformed from markup to
an interactive document.
Aside from HTML, web browsers can generally display any kind of content that can be part of a
web page. Most browsers can display images, audio, video, and XML files, and often have plug-
ins to support Flash applications and Java applets. Upon encountering a file of an unsupported
type or a file that is set up to be downloaded rather than displayed, the browser prompts the
user to save the file to disk.
Information resources may contain hyperlinks to other information resources. Each link contains
the URI of a resource to go to. When a link is clicked, the browser navigates to the resource
indicated by the links target URI, and the process of bringing content to the user begins again.
57
WEBSITE PRODUCTION
ASSIGNMENT: WEBSITE ARCHITECTURE AND COMPONENTS
Scenario
You are working for SpiderWeb designs as a junior website analyst/designer. You have been
asked to prepare a website for a new client who owns a Massage company called Massage4U.
Activity 1
Learners should compose a brief outline of the web architecture and components which allow
the internet and websites to function.
You need to make sure that they have all the components needed to operate a website,
produce a brief outline of the web architecture and components which enable Internet and web
functionality. This should include:
Web architecture:
Internet service providers
Web hosting services
Domain name
Domain structure
Registrars
WorldWide Web
Components:
Web servers
Mail servers
Proxy servers
Routers
Browsers
Activity 2
Learners will need to focus on the user and server side factors which affect website performance.
They need to know what can affect the performance of a website and have asked you to write a
report that would address the following aspects:
What host server side factors can affect the performance of the site:
Web server capacity (available bandwidth)
Number of hits
file types (bitmap, vector, jpg, gif, wav, mp3; avi, swf)
What issues users visiting the site may have:
download speed
PC performance factors (browser, cache memory, processor speed)
Activity 3
As well as discussing the general security risks which threaten the integrity of data, learners
should define the laws and guidelines that a particular website has to adhere to.
58
You also need to produce a report which shows the security risks involved in website
performance: This should include:
hacking
viruses
identity theft
Add to the report the security protection mechanisms that need to be in place. This should
include
Firewalls
Secure Socket Layers (SSL)
Strong passwords
Activity 4
Learners should go into more detail regarding the way websites move information for
communication. Learners should discuss current methods of information sharing and
movements such as Web 2.0.
You also need to justify why they would need to have certain web architecture in place. You
will need to discuss in detail the way websites move information for communication, and
current methods of information sharing and movements such as:
Web 2.0
Blogs
Online applications
Cloud computing
applet
pre-written, mini-programs (sub-routines) used on a web page to operate a specific function.
For example, an applet might be used to make part of a text wiggle while various colours flow
through it. (From application.)
bandwidthrange of signal frequencies which indicates how much data can pass along a
channel at one time. Broadband networks, the basis of the information
superhighway, allow video signals to pass at high speed; narrowband networks tend to be text-
only and are slower. For example, voice over the telephone network requires a bandwidth of 3
kHz, while uncompressed video requires a bandwidth of 6 MHz.
cache
temporary memory used to access frequently used instructions, thus speeding up processing
time. Also denotes temporary storage of world wide web pages by browser software.
cookie
set of instructions from a web server to a client machine. Cookies may be used by a web site
owner to identify and track users of that site. Browsers can be customized to accept or reject
cookies.
Data-logging
acquisition of information by a computer through use of sensors to measure and record
environmental changes for example, the changes in temperature of water in a pond over the
period of several hours.
embed
59
to insert information stored in one format into information in another format, for example a
graphic into a text file.
field
category in a database, roughly equivalent to a column in a table. Databases contain records
(which are like the rows in a table) which have the same fields of information but for different
individuals or objects, e.g. a database of club members has a record for each member which
contains the fields name, initials, membership status, number.
gateway
device connecting different networks by carrying out protocol conversion between them, i.e.
translating the rules of communication of one set of computers to those of another.
graphical user interface
screen representation of the computers control system, enabling the user to move an on-
screen cursor, usually with a mouse, and click on pictorial representations or icons in order
to make the computer perform various instructions. Mouse movements usually have keyboard
alternatives.
hardware
physical components of a computer or a communications system, including both mechanical
and electronic parts, such as the processor, hard drive, keyboard, screen, cables, mouse and
printer. Contrasted with software.
HTML
computer language used to create hypertext documents such as world wide web pages. The
author using HTML marks up or defines how elements of the text will appear on the web by
inserting tags which will be invisible to the ordinary user of that page. The tags are special
instructions to the computer, such as to insert a picture or to change text size and style. Tags
may also define text or an image as a link to another page (a hyperlink). Text editors or word-
processing packages can be used to create HTML documents, and it is useful to know how to
create and edit raw HTML, but there are also many specially designed packages enabling easy
HTML creation.
hypertext transfer protocol (http)
standard for the process of requesting and transferring a page on the world wide web. For the
transfer to succeed, the page must have been constructed as a hypertext document using the
hypertext mark-up language.
Integrated Services Digital Network (ISDN)
telecommunications standard for the transmission of digital information over ordinary
telephone lines, and the name for the digital telephone network. Contains channels for
digitized speech, data, image or video signals.
Java
programming language designed to add interactivity and functionality to the web by enabling
developers to write and distribute programs that would run on any computer regardless of the
operating system.
Logo
simple programming language which allows the user to give instructions to a computer
in ordinary language words and numbers rather than codes. In its simplest form (turtle
graphics) it allows the user to control the movements of a screen turtle.
motherboard
main printed circuit board (PCB) in the computer, which holds the principal components. The
processor and clock chips will either be plugged into or soldered to the motherboard. See also
central processing unit.
operating system (OS)
program or set of programs which controls the computer. Different types of computer use
60
different operating systems, including MS-DOS, Windows 95 and successors, Risc-OS, and
MacOS.
portable document format (PDF)
used to store and transmit text and images with a set appearance, sometimes in order
that documents appear exactly as in print with the same line endings and pagination. PDF
files can be created and read using software such as Adobe Acrobat.
screen turtle
in Logo, representation of the floor turtle displayed on a computer screen. The screen
turtle can be shaped like an arrow head, a turtle or other user-defined shape. Also
described in national curriculum documents as a screen image.
MORE TIPS
Suggested activities: English Language outcomes

Explain learning objectives: by the end of the session students will be able to identify
and define a range of specialist ICT vocabulary and use accurately in spoken and
written examples.
1. Group discussion and topic focus: Elicit any current knowledge of specialist
vocabulary, e.g.. What do learners know, where would they see the vocabulary,
how would they use it? What does the Internet provide us with? What was life
like before computers?
2. Either: PowerPoint presentation of sample specialist vocabulary /overview of
ICT subject headings
3. Or onscreen text: www.explainthatstuff.com/internet. Group reading,
definitions, target vocabulary.
4. Cloze exercise with target vocabulary
Differentiated / extended activities

1. Vocabulary: matching definitions paired / small groups
2. Grammar focus: identify verb tenses and change to past / future
3. Writing: create own sentences with definitions
4. Noun +verb collocations from text
5. Individual research.
Assessment
1. Learners can define the target vocabulary and use independently
2. Learners can read, understand and summarise the main points of English text
3. Learners can identify the tenses of verbs used and identify different forms
61

Identify a range of specialist ICT vocabulary and use accurately in spoken and written
work
Planning and preparation - suggested resources
A Z glossary of ICT specialist vocabulary cut and laminated into

word / definition pairs
1. Power Point slides with vocabulary / definitions organised alphabetically
2. Power Point slides with graphics / labelling
3. Printed text with topic vocabulary, e.g. from text book, website, IT magazine
4. http://www.explainthatstuff.com/internet.html
5. Cloze materials http://www.explainthatstuff.com/articles_computers.html
6. Computers with access to internet http://dictionary.cambridge.org/dictionary/
british/
7. Multiple choice questions
62
WEEK 15/ 16 TOPIC: ASSESSMENT/PROJECT COMPLETION

( SUGGESTED TESTS)
ASSESSMENT
TEST 1 (weeks 1,2,3,4)
I .Make the right choice:

1. ____________ is not an input device
A. joystick B. keyboard C. printer D. graphic tablet
2. ________ is an input device.
A. mouse B. hard disk C. monitor D. printer
3.____________ is not an input device.
A. plotter B. printer C. mouse D. LCD monitor
4.What does LCD stands for?
A. Least Color Display B. Liquid Crystal Display C. Liquid Colour Display
II. Put the verbs in brackets either in the Gerund or the Infinitive form.
A computer is an electronic machine that processes information. _______ (take)

information is called input, ___________ (store) information is known as storage..
In the 1970s and 1980s, if you wanted a home computer (do) __________almost anything
at all, you had to write your own little program (do) ___________ it.
Before beginning (install ) ______ your computer, you need (make) _____ sure that all
the computer parts that you have are compatible with each other.
III. Change the sentences from active into passive.

1. We use floppy disks to transfer small files of data from one machine to another.
2. We use DVDS for storing video so we shall often see them measured in minutes, e.g.
4. 7GB = 120 minutes
3. We measure storage capacity and file with bytes and gigabytes.
4. The user writes data to the CD once or fills it over time using multi-session.
5. ROM stores the instructions for the computer to start up.
IV .You bought a projector. The projector doesnt work. Write a letter of

complain. Ask either for a refund or a replace.(100-120 words)
63
TEST 2 (weeks 5,6,7,8)
I. Complete the sentences using the words in the list.
Server, Internet, URL, web, website

1. _____is a worldwide network ofcomputers, linked mostly by telephone lines.
2. _ _____is the worldwide collection of text pages,digital photographs,music files,
videos, and animations you can access over the Internet.
3. ______is the page address you see in the long bar at the top of your Web browser.
4. A website is simply a collection of interlinked documents, usually stored in the
same directory on a publicly accessible computer known as a_______.
II. Join the following sentences by using relative pronouns.
1. This is the laptop. I bought it yesterday.

2. This is the new website. The students helped to design it.
3. He is the employer. He installed the new program for our company.
4. Jane is the person you are looking for. She is the manager of the company.
5. Mira is an expert in IT. You are using her computer.
III. Rewrite the sentences without changing the meaning and using the word in
bold:
1. Is the computer an electronic machine that processes information?-the teacher
asked. If
The teacher ________________ an electronic machine that processes information.
2. What do you suggest me to buy, a DELL or an ACER?

wanted
The client ___________________ to buy, a DELL or an ACER.
3. Check that you are applying for the correct job!

To
She advised me _________________ job!
4. Multimedia is a combination of text, graphic art, sound, animation delivered to
you by computer- the teacher explained.
That
The teacher explained __________________ a combination of text, graphic art,
sound, animation delivered to you by computer.
IV. Write a letter of application. A company is looking for someone who is excellent
at computers, can travel a lot, works long hours and deals with costumers. ( 100-
120 words)
64
TEST 3 (weeks 9,10,11,12)

I.Match each words from 1 to 8 with the ones from a to h:
1. High definition a. internet radio

2. read and write b. disc
3. play c. videos and music
4. tune in to d. television
5. broadband e. data
6. optical f. your favorite sites
7. browse g. compatible
8. fully backward h. access
II. Complete these instructions on how to navigate in the internet with the words
in the box.
Client web page surf web browser URL

Search engine web server website
1 . Start up your computer and connect to the internet.

2. Open your______________________________ .
3. Type the ________________to access a website.
4. Your web browser sends the request to the correct________________ .
5. The server looks for the document and sends it to the_________computer .
6. Your web browser displays the selected ________________on the screen.
7. From the home page of the _________you can __________to the other pages by
clicking on hyperlinks.
8.If you want to find more websites ,use a ____________________.
III. Correct the underlined errors in the followwing definitions.
1. Mobile Tv Broadcasting is a system who lets you watch Tv on a PDA or mobile phone.
2. A computer geek is someone which is an enthusiastic user of computers ,sometimes
to an obsessive degree.
3. The recycle Bin is the folder that deleted files are stored until you decide to delete
them completely.
4. Digital Terrestrial TV is a technology where allows you to receive more channels and
a better picture through a conventional aerial instead of a satellite dish.
IV. Write a paragraph on how virtual communication can be beneficial to

business people.
65
TEST 4 (weeks 13,14,15,16)
I.A manager is giving his colleagues some advice on how to prevent spam.
Complete the sentences with the words in the box.
Mailing list spam email address newsgroups spammers
1. Never ever reply to a ________email or click on a link within the mail this will lead
to
more junk email being sent to you. Unsubscribing only confirms you do actually exist
,so they`ve hit the jackpot.
2. Don`t let your email address be displayed anywhere on the Internet ,including
________,chat rooms or any websites.
3. Never forward a spam to other people -____________ might be able to track their
addresses too , and you could end up losing friends!
4. Send your emails on a strictly need to know basis: don`t include everyone on a
__________ unless it is really necessary.
5. Treat your _____________like your phone number-don`t give it out randomly. Try
to use a different one when shopping.
II. Match the two halves to make definitions
1. A web browser is a program a. where emails are kept and received.

2. A host is a computer b. used for displaying web pages
3. The inbox is the location c. who is new to an activity such as using a PC
4. A ripper is a piece of software d. used to provide data and services to other
Computers
5. A newbie is somebody e. which is used to extract files from a CD/DVD and
Convert them to other formats.
III. Choose one of the alternatives in italics to complete this newspaper article.
Sharing your broadband connection with your neighbours is either the best way of making
friends or the fastest way to lose them. Thanks to new European legislation modem/
wireless/telephone technology and a firm called MyZones ,several households within
300 metres of each other can now share the cost of fast 2.broadband/dial-up/phone
access. But the more people using your network ,the slower it gets.If four people are
using it at once ,the surfing speed 128k.Clive Mayhew-Begg,chief executive of MyZones
says :Sharing broadband is just the start of a new generation of consumer based
internet services .It starts on July 25 when MyZones will start selling 150 starter kits.
These include wi-fi point and ADSL 3.3G/modem /web TV but not the wi-fi adapters
you and your neighbours will need. These will cost extra 60 or so for each computer
logged on to the wireless network.
IV .Write about the web page design that you find particularly useful and
attractive and justify your answer.
66
Suggested activities: English Language outcomes
Explain learning objectives: by the end of the session students will be able to
identify and define a range of specialist ICT vocabulary and use accurately in
spoken and written examples.
1. Group discussion and topic focus: Elicit any current knowledge of

specialist vocabulary, e.g.. What do learners know, where would they see
the vocabulary, how would they use it? What does the Internet provide us
with? What was life like before computers?
2. Either: PowerPoint presentation of sample specialist vocabulary /overview
of ICT subject headings
3. Or onscreen text: www.explainthatstuff.com/internet. Group reading,
definitions, target vocabulary.
4. Cloze exercise with target vocabulary
Differentiated / extended activities
Vocabulary: matching definitions paired / small groups

Grammar focus: identify verb tenses and change to past / future
Writing: create own sentences with definitions
Noun +verb collocations from text
Individual research.
Assessment
Learners can define the target vocabulary and use independently

Learners can read, understand and summarise the main points of English
text
Learners can identify the tenses of verbs used and identify different forms
67
68
69
70

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English for Skills Course Outline 18 Weeks

VOCATIONAL ENGLISH FOR ICT

British Council Albania

@ British Council Albania 2012-09-24

Strengthening the education and vocational training, restructuring it according to

Designing and offering a new structure of curricular documents for English

1. Programme: English for Skills - Vocational English with ICT .............................. 7

PROGRAMME: ENGLISH FOR SKILLS - VOCATIONAL ENGLISH WITH ICT

LEARNING OBJECTIVES / OUTCOMES

TOPIC / TEACHING RESOURCES ADDITIONAL

WEEK HARDWARE / Use and non- Whole group http://www. http://www.

See sample See example

WEEK INTERNET Modal Verbs See example http://www. http://www.

WEEK 9 MULTIMEDIA Adjectives Group focus: See BBC Rough guide

WEEK CREATIVE Modal verb http://www. Employment Example http://www.digital

WEEK Common Asking questions: Identify most See example

Linking words Explanations Project writing

WEEK INTERNET Compound http://www.bbc. See example http://www.

WEEK Assessment Assessment Assessment

WEEK Assessment / Assessment / Assessment /

WEEK 1/ 2 TOPIC: HARDWARE / SOFTWARE

A computer is an electronic machine that processes informationin other words, an information

WHAT IS A COMPUTER PROGRAM?

ADAPTING AUTHENTING MATERIALS FOR THE CLASSROOM

Cloze exercises specialist vocabulary, word recognition, sentence grammar,

1. Copy and paste text into a new document

2. Cut target vocabulary and paste into another new document

Processing: Your computers processor (sometimes known as the_______

Output: Your computer probably has an ________ screen capable of displaying

graphics loudspeakers inkjet printer keyboard mouse microphone

voice recognition hard-drive memory flash memory

central processing unit fan LCD

WEEK 3/ 4 TOPIC: HARDWARE / SOFTWARE

1. understand instructions and demonstrate basic knowledge of installing hardware

HOMEWORK: Students will conduct

HOW TO INSTALL A COMPUTER: EXAMPLE RESOURCES

It is cheaper to install a computer by yourself than

CPU CPU fan video card

to the power supply and connect it to the hard drive.

Now get your motherboard. Be careful in handling the motherboard so as not

Focus: Listening for specific information:

4. Return to YouTube video (or other) to consolidate sequencing

Extension / differentiated activities:

How to send a text message

Topic focus and learning outcomes:

Planning and preparation - suggested resources

Printed text (see resources: printers, scanners and video projectors)

A BEGNNER`S GUIDE TO BUYING A LAPTOP

Adapted from Brian Westover PCMag December 2010

Processor: The real driving force of the computer is called the

Graphics Card: The graphics card is

Optical Disc Drive: Standard in most

Hard Drive: This is where the

WHAT WILL YOU USE YOUR PC FOR?

TIPS FOR LAPTOP SHOPPING

A BEGNNER`S GUIDE TO BUYING A LAPTOP

Adapted from Brian Westover PCMag December 2010

Individual worksheet and comprehension questions

What are the main considerations when buying a laptop?