ALISON website
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I T English Essentials
Teacher Materials
An IT Skills Training Program
With Language Learning Support
Language Learning
Activity
Module 3 Lesson 3
Vocabulary Revision Sentence Completion
Sentence Completion
This vocabulary revision activity is accessed in the ITEE courseware. The student is required
to click on the Activities Icon, which will automatically open the activity. The document is
preformatted and the instructions for the activity are included.
Aims
The aim of this exercise is to revise and reinforce some of the key IT related vocabulary from
the unit.
Task Description
The students will have heard and seen these words in the instructional text from the unit. In
this exercise they will need to show that they understand the words well enough to put them
back into the text.
Preparation
This exercise is best done as a follow up to the instructional skill materials.
Procedure
Write the target words up on the board and se if the students can remember them.
You could do this by having a quick quiz. Give a definition and see if the students can guess
which word you are defining.
Tip: Get them to shout the word out when they think they know it and you will be able to hear
their pronunciation and help to correct it if there are any problems.
Once you have made sure they can remember what the words mean, tell the students they
must now put the words back into the sentences from the text.
Follow up
As follow you could ask the students what part of speech each of the target words is (e.g.
noun, verb, adjective etc.) You could also ask the students to create a new sentence using
one of the words.
Example
Drag the correct words into each of the gaps
Vocabulary Word: Cut
A. When using the 1.______ tool, the section of text is removed, and is no longer visible onscreen.
A. When using the [1.cut] tool, the section of text is removed, and is no longer visible onscreen.
Feedback
Use the answer sheet provided to check the learners progress
Language Learning
Activity
Module 3 Lesson 3
Vocabulary Revision
Template
Sentences
Drag the correct words into each of the gaps
Cut
Delete
File
Layout
Paste
Save
Select
Tools
A. When using the 1.______ tool, the section of text is removed, and is no longer
visible on-screen.
B. To retrieve the cut text, you must place it in a document, using the 2. ______ tool.
C. The Cut and Paste tools are very useful when changing the 3.______ of text in a
document.
D. To correct mistakes, word processing applications provide 4. _______ that allow
you to easily remove text from documents.
E. To remove text from a document, you first need to 5. _______ it.
F. To save the changes to the Essay document, click 6. ______ and then click Save.
G. To prevent loss of information and work, regularly 7.______ any changes you
make to your documents.
Language Learning
Activity
Module 3 Lesson 3
Vocabulary Revision
Answer Sheet
Answers
A. When using the [1.cut] tool, the section of text is removed, and is no longer visible
on-screen.
B. To retrieve the cut text, you must place it in a document, using the [2.paste] tool.
C. The Cut and Paste tools are very useful when changing the [3.layout] of text in a
document.
D. To correct mistakes, word processing applications provide [4.tools] that allow you
to easily remove text from documents.
E. To remove text from a document, you first need to [5.select] it.
F. To save the changes to the Essay document, click [6.File] and then click Save.
G. To prevent loss of information and work, regularly [7.save] any changes you make
to your documents.
Distractor: delete
Language Learning
Activity
Module 3 Lesson 3
Understanding Vocabulary Sounds
Understanding Vocabulary Sounds
This vocabulary activity is accessed in the ITEE courseware. The student is required
to click on the Activities Icon, which will automatically open the activity.
Aims
The aim of this exercise is to help students with their receptive recognition of the
sounds of the words.
The Task
The students will hear some of their key target vocabulary words. They will then have
to click on the image that corresponds to the word.
Preparation
You can ask students to do this activity either before (to pre-teach) or after (to revise)
the IT instruction activities.
Example
Listen to the words and click on the one you hear.
icon cut
icon paste
icon copy
icon cursor
icon close button
icon new document
icon save
icon open
icon vertical scroll bar
Feedback
Suggest to learners that they repeat this exercise a number of times to develop their
recognition of key words.
Language Learning
Activity
Module 3 Lesson 3
Vocabulary Pelmanism Game
Vocabulary Pelmanism Game
This vocabulary Pelmanism game is accessed in the ITEE courseware. The student
is required to click on the Activities Icon, which will automatically open the activity.
Aims
The aim of this exercise is to revise and reinforce the students’ understanding of
some of the key vocabulary.
The Task
The students will play a short memory game. They will see the backs of some picture
cards. They will click on the backs of two of the cards to see the face of the cards. If
the two cards have the corresponding picture and word, then they will keep these
face-up. If they don’t have the corresponding picture and word then the bards will
turn back again and they will have to try to remember what and where the cards
were. The aim of the game is to match all of the word cards to all of the correct
pictures.
Preparation
You could get the students to do this activity either before (to pre-teach) or after (to
revise) the IT instruction activities. You might also want the students to work together
in pairs on this activity and make it competitive.
Example
The learner clicks on two cards to see them and matches up words to icons.
Matches disappear, mismatches turn back again but remain in the same place.
Incorrect
Cut
Paste Icon
Paste
Cut Icon
Paste
Paste Icon
Correct
Cut
Cut Icon
Feedback
Use the answer sheet provided to check the learners progress
Language Learning
Activity
Module 3 Lesson 3
Vocabulary Matching Game
Template
Vocabulary Pelmanism Game
The learner clicks on two cards to see them and matches up words to icons.
Matches disappear, mismatches turn back again but remain in the same place.
Vocabulary and icons
[icon ] cut
[icon ]paste
[icon ] copy
[icon ] cursor
[icon ] close button
[icon ] new document
[icon ] save
[icon ] open
[icon ] vertical scroll bar
[icon ] horizontal scroll bar
Language Learning
Activity
Module 3 Lesson 3
Vocabulary Matching Game
Answer Sheet
Vocabulary Matching Game
The learner clicks on two cards to see them and match up words to icons.
Matches disappear, mismatches turn back again but remain in the same place.]
Use vocabulary and icons of
[icon ] cut
[icon ]paste
[icon ] copy
[icon ] cursor
[icon ] close button
[icon ] new document
[icon ] save
[icon ] open
[icon ] vertical scroll bar
[icon ] horizontal scroll bar
Language Learning
Activity
Module 3 Lesson 3
Vocabulary Matching
Vocabulary Matching
This vocabulary matching activity is accessed in the ITEE courseware. The student
is required to click on the Activities Icon, which will automatically open the activity.
Aims
The aim of this exercise is to revise and reinforce the students’ understanding of
some of the key vocabulary.
The Task
The students will see a collection of icons from the word processing computer
interface. They will then have to drag the correct vocabulary words onto the icons.
Preparation
You should do this activity after the students have completed the IT instruction
exercises. However with weaker students you may want to do it first as this will give
them more support when they do the IT exercises. A template with the icons is
provided. Ask them to try to label the icons on it together. Then you will find out
which ones they don’t know and you’ll be able to help them with these. You may
want your students to work together in pairs to do this. Then the stronger students
can help the weaker ones.
Example
Drag and drop words onto the matching icon.
Incorrect
[icon: cut] Paste
[icon: Paste ] Cut
Correct
[icon: cut] Cut
[icon: Paste ] Paste
Feedback
Use the answer sheet provided to check the learners progress
Language Learning
Activity
Module 3 Lesson 3
Vocabulary Matching
Template
Vocabulary Matching
Match the icon to the correct word
Note: Drag and drop words onto the matching icon.
[icon ] cut
[icon ] paste
[icon ] copy
[icon ] cursor
[icon ] close button
[icon ] new document
[icon ] save
[icon ] open
[icon ] vertical scroll bar
[icon ] horizontal scroll bar
Language Learning
Activity
Module 3 Lesson 3
Vocabulary Matching
Answer Sheet
Answers
[icon ] cut
[icon ] paste
[icon ] copy
[icon ] cursor
[icon ] close button
[icon ] new document
[icon ] save
[icon ] open
[icon ] vertical scroll bar
[icon ] horizontal scroll bar
Language Learning
Activity
Module 3 Lesson 3
Grammar Exercise: Word Ordering
Word Ordering
This grammar exercise is accessed in the ITEE courseware. The student is required
to click on the Activities Icon, which will automatically open the activity.
Aims
The aim of this exercise is to develop students’ listening skills.
Task Description
The students will see a collection of jumbled sentences. They will need to organise
the words into the correct order. They will be able to listen to the sentences to help
them.
Preparation
This exercise could be done either before the IT instruction units to help students
understand them or afterwards to consolidate the meaning and form of the
instructions.
Procedure
Explain to the students that they will need to organise the words in the sentence in
the correct order. Tell them that they will be able to listen to the sentences.
To help them understand, you could write an example sentence up on the board:
“I learning computer am use how to a”
Then ask them what the sentence should say. (I am learning how to use a computer)
Example
Listen to the following sentence and put the words into the correct order.
Incorrect
When using the text, the section of cut tool is visible, and is no longer removed onscreen.
Correct
When using the cut tool, the section of text is removed, and is no longer visible onscreen.
Feedback
Use the answer sheet provided to check the learners progress
Language Learning
Activity
Module 3 Lesson 3
Grammar Exercise Word Ordering
Template
Word Ordering
1. When using the text, the section of cut tool is visible, and is no longer
removed
on- screen.
2. To place the cut text, you must retrieve it in a document, using the tool
paste.
3. When changing the Cut and the Paste tools are very useful layout of text in
a
document.
4. To correct mistakes, remove text from documents. Word processing
applications provide tools that allow you to easily.
5. To remove a document, you first need to select text from it.
6. To click File save the changes to the click and then Save Essay document,
7. To prevent changes loss save of information and work, any you make
to your documents regularly.
Language Learning
Activity
Module 3 Lesson 3
Grammar Exercise Word Ordering
Answers
Word Ordering Answers
1. When using the cut tool, the section of text is removed, and is no longer
visible on-screen.
2. To retrieve the cut text, you must place it in a document, using the paste
tool.
3. The Cut and Paste tools are very useful when changing the layout of text
in a document.
4. To correct mistakes, word processing applications provide tools that allow
you to easily remove text from documents.
5. To remove text from a document, you first need to select it.
6. To save the changes to the Essay document, click File and then click
Save.
7. To prevent loss of information and work, regularly save any changes you
make to your documents.
Language Learning
Activity
Module 3 Lesson 3
Grammar Exercise
Answers
Sentence Transformations
This grammar exercise is accessed in the ITEE courseware. The student is required
to click on the Activities Icon, which will automatically open the activity.
Aims
The aim of this exercise is to help students understand the structure of the sentences
and how to use the two different forms to express a similar meaning.
Task Description
The students will see some sentences, each of which is followed by a group of
words. They will need to organise the groups of word so that they have a similar
meaning to the first sentence.
Preparation
This exercise is best done after the students have done IT instruction units, so that
they have had time to experience the structures being used in context.
Procedure
Explain to the students that they will need to organise the words in the second
sentence so that they have the same meaning as the first.
To help them understand, you could write an example sentence up on the board:
“My name is Brian”
Then ask them to organise these words so that they have the same meaning.
“called am Brian I”
Answer: I am called Brian
Example
Look at sentence A
A: When retrieving the cut text, the paste tool is used to place it in the document.
Now arrange the words in sentence B so that it has a similar meaning to sentence A
B: To retrieve the cut text, you must place it in a document, using the paste tool.
Feedback
Use the template/answer sheet provided to check the learners progress
Language Learning
Activity
Module 3 Lesson 3
Grammar Exercise
Template and Answer Sheet
Sentence Transformations
Arrange the words in sentence B so that they have a similar meaning as sentence A
A: When using the cut tool, the section of text is removed, and is no longer
visible
on-screen.
B: The section of text is no longer visible when you use the cut tool
A: When retrieving the cut text, the paste tool is used to place it in the
document.
B: To retrieve the cut text, you must place it in a document, using the paste
tool.
A: When removing text from the document, you first need to select it
B: To remove text from a document, you first need to select it.
A: When saving the changes to the Essay document, click File and then
click Save.
B: To save the changes to the Essay document, click File and then click
Save.
Language Learning
Activity
Module 3 Lesson 3
Grammar Exercise: Split Sentences
Split Sentences
This grammar exercise is accessed in the ITEE courseware. The student is required
to click on the Activities Icon, which will automatically open the activity.
Aims
The aim of this exercise is to help students formulate the correct sentence structure
for describing purpose and instructions.
Task Description
The students will see a collection of split sentences. They will need to correctly
match the two halves of the sentences to make a complete sentence.
Preparation
This exercise could be done either before the IT instruction units to help students
understand them or afterwards to consolidate the meaning and form of the
instructions.
Procedure
Explain to the students that they will need to match the two halves of the sentence.
It may help to write up the first sentence head on the board and ask them to find the
ending to the sentence. This will help students to understand what they need to do.
Once they have completed the exercise, you could write the sentences on the board
and ask students to identify the stressed words in the sentences and any other
features of pronunciation.
Example
The learner is asked to match the two halves to complete the sentences.
Incorrect
When using the cut tool, the section of text is removed, using the paste tool
Correct
When using the cut tool, the section of text is removed, and is no longer visible onscreen.
Feedback
Use the answer sheet provided to check the learners progress
Language Learning
Activity
Module 3 Lesson 3
Grammar Exercise
Template
Split Sentences
Match the two halves to complete the sentences
When using the cut tool, the section
of text is removed,
using the paste tool.
To retrieve the cut text, you must
place it in a document,
you first need to select it.
The Cut and Paste tools are very
useful
click File and then click Save.
To correct mistakes,
and is no longer visible on-screen.
To remove text from a document,
To save the changes to the Essay
document,
word processing applications
provide tools that allow you to easily
remove text from documents.
regularly save any changes you
make to your documents.
To prevent loss of information and
work,
when changing the layout of text in
a document.
Language Learning
Activity
Module 3 Lesson 3
Grammar Exercise
Answers
Split Sentences
When using the cut tool, the section of text is removed, and is no longer visible onscreen.
To retrieve the cut text, you must place it in a document, using the paste tool.
The Cut and Paste tools are very useful when changing the layout of text in a
document.
To correct mistakes, word processing applications provide tools that allow you to
easily remove text from documents.
To remove text from a document, you first need to select it.
To save the changes to the Essay document, click File and then click Save.
To prevent loss of information and work, regularly save any changes you make to
your documents.
Notepad Activity
Module 3 Lesson 3
Recording Vocabulary
Recording vocabulary
The Notepad feature is accessed in the courseware. The student is required to click on the
Notepad Icon, which will download the document to their desktop. The document is
preformatted and the instructions for the activity are included.
Aims
The aim of this exercise is to help students make useful vocabulary notes and to help them to
understand what information they need in order to know and use a word.
It should also help them to understand and use the built in vocabulary notebook on the
ALISON interface. The exercise also gives them the opportunity to practice their editing skills
using cut, paste and copy.
Task Description
The students will use their editing skills to arrange some information into clearly structured
vocabulary records.
Preparation
Ask the students what information they need about a word in order to ‘know’ it and be able to
use it and try to elicit;
? How to spell it
? How to say it (the pronunciation)
? How it sounds
? What it means
? How to use it in a sentence / with other words
Tip: If the students are having a problem with this you could give them a dictionary and ask
them to tell you what information the dictionary includes about each word.
Procedure
?
?
Tell the students that they are going to use their editing skills to make some good
vocabulary records.
Tell them that they are going to include the following information
Spelling
Meaning
Part of speech
Sound
Example sentence
?
?
It might be a good idea to choose an easy word they know well and work through this
with them as an example on the board.
Tell them that the vocabulary records they have are mixed up and that they need to
arrange them into the correct groups.
Follow up
As a follow up to this activity you could ask students to make some more records of other
words. Also see if they know the same information about some of the other words they have
been learning. You could also ask them to start keeping a vocabulary record like this of new
words as they learn them.
Feedback
Use the answer sheet provided to check the learners progress
Notepad Activity
Module 3 Lesson 3
Recording Vocabulary
Template
Please cut and paste these notes into the correct sections of your vocabulary record:
/phonemic script /
/phonemic script /
/phonemic script /
A small arrow or bar which can be moved around the computer screen to different places in a text.
Cite
Cursor
I placed the cursor at the beginning of the sentence and started to type.
Noun
Noun
Source
The place where you found information
To write or say where you found information
Verb
Wikipedia is a very useful source of information, but you should check that it is correct.
You should always cite the source of any information you copy in to an essay.
Spelling
Meaning
Part of speech
Sound
Example sentence
Spelling
Meaning
Part of speech
Sound
Example sentence
Spelling
Meaning
Part of speech
Sound
Example sentence
Notepad Activity
Module 3: Lesson 3
Recording Vocabulary
Answer Sheet
Spelling
Source
Meaning
The place where you found information
Part of speech
Noun
Sound
/phonemic script /
Example sentence
Wikipedia is a very useful source of information, but
you should check that it is correct.
Spelling
Cite
Meaning
To write or say where you found information
Part of speech
Verb
Sound
/phonemic script /
Example sentence
You should always cite the source of any information
you copy in to an essay.
Spelling
Cursor
Meaning
A small arrow or bar which can be moved around the computer
screen to different places in a text
Part of speech
Noun
Sound
/phonemic script /
Example sentence
I placed the cursor at the beginning of the sentence and started
to type.
Notepad Activity
Module 3: Lesson 3
Citing Sources
Citing Sources
The Notepad feature is accessed in the courseware. The student is required to click on the
Notepad Icon, which will download the document to their desktop. The document is
preformatted and the instructions for the activity are included.
Aims
The aim of this exercise is to help students understand how to correctly cite the sources of
information they include in their work. The exercise also gives them the opportunity to
practice their editing skills using cut, paste and copy.
Description of the task
The students will see a number of text citations. The information in the citations is in the
incorrect order. Using a model example, the students will need to reorder these so that the
citations are correct.
Preparation
It may be a good idea to try to elicit from the students the various elements that make up a
citation before starting the exercise.
Tip: You could try showing them an article in a journal and asking them what information
they would need to include.
These vary but the most common things to include are:
Author's name
Date of publication or last revision
Title of document
Title of complete work
URL
Direct the students to the example citation and ask them how many elements are included
and what they are. Tell the students that they will need to look at some other citations that are
in the incorrect order and rearrange them so that they are correct.
If your students are having problems with these you could use the example to demonstrate
the correct procedure.
Example
Incorrect
(2006) Smith C: April 2006 The Future of Global Warming: New Environment Journal,
http://new-environment.com/smith/futureofglobalwarming.html
Correct
Smith C (2006) The Future of Global Warming: New Environment Journal, April 2006
http://new-environment.com/smith/futureofglobalwarming.html
Feedback
Use the answer sheet provided to check the learners progress.
Notepad Activity
Module 3 Lesson 3
Citing Sources
Template
Example
This text shows how sources are recorded in a bibliography
Look at the format carefully.
Smith C (2006) The Future of Global Warming: New Environment Journal,
April 2006 http://new-environment.com/smith/futureofglobalwarming.html
Activity
Format the following references in the same way.
You will need to copy and paste them into the correct order.
1. http://journal-environmental-care/lance/globalwarmingbeaches.html Global
Warming
and our Beaches: June 2005 (2005) Journal of Environmental Care, Lance H
2. http://new-environment.com/gritt/whyclimatechange.htmlGritt S Why Climate
Change: (2007) New Environment Journal, December 2007
3. http://journal-environmental-care/bush/goodsciencebadscience.html Bush G
(2008) Good Science Bad Science: Journal of Environmental Care, January
2008
1.
2.
3.
Notepad Activity
Module 3 Lesson 3
Citing Sources
Answer Sheet
Answers
Incorrect
1. http://journal-environmental-care/lance/globalwarmingbeaches.html Global Warming
and our Beaches: June 2005 (2005) Journal of Environmental Care, Lance H
2. http://new-environment.com/gritt/whyclimatechange.htmlGritt S Why Climate Change:
(2007) New Environment Journal, December 2007
3. http://journal-environmental-care/bush/goodsciencebadscience.html Bush G (2008) Good
Science Bad Science: Journal of Environmental Care, January 2008
Correct
1. Lance H (2005) Global Warming and our Beaches: Journal of Environmental Care, June
2005 http://journal-environmental-care/lance/globalwarmingbeaches.html
2. Gritt S (2007) Why Climate Change: New Environment Journal, December 2007
http://new-environment.com/gritt/whyclimatechange.html
3. Bush G (2008) Good Science Bad Science: Journal of Environmental Care, January 2008
http://journal-environmental-care/bush/goodsciencebadscience.html
Notepad Activity
Module 3 Lesson 3
Citing Sources
Lesson Extension Activity: Discussion
Discussion Activity
A discussion about ‘the importance of citing sources’ is a great way to put language into
practice. You could do this in class or get students to do it in pairs or small groups. The small
groups should elect someone to report the groups answers to the class if asked.
Here are some possible questions that students could discuss:
?
Is cheating in an exam wrong? Why? Why not?
?
Is copying someone else’s work / homework wrong? Why? Why not?
?
How is taking information from another source without citing it, like cheating or copying?
?
Why should you cite the sources of your information?
?
Why is citing the sources of your information properly different to cheating or copying?
?
How does it help your reader?
Useful web resources
These websites provide information about different standards for the way you should site
sources of information.
Wikipedia: Citation Styles
http://en.wikipedia.org/wiki/Citation_styles
A reference guide to using internet resources: Chapter 8: Citation styles
http://www.bedfordstmartins.com/online/citex.html
The Center for Communication Practices: What citation styles and how do I know which
one?
http://www.rpi.edu/web/writingcenter/wc_web/school/citations.htm