Toward computer literacy in the ESL classroom: An introduction To formatting

Word Processing software is used to create and print documents. English as a second language middle school students (with an intermediate level of English proficiency) will be introduced to the advantages of word processing with emphasis on text formatting features in Microsoft Works. Both independent and group work is included in the activities.

A lesson plan for grades 6–8

By Milena Dolezel

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Learning outcomes

• to have students predominantly do rather than learn about
• to require students to respond in “some meaningful fashion” (e.g. following instructions, solving a problem, etc.)
• to enlarge the students’ vocabulary, ensure comprehension of basic word processing terminology, and to be able to use the new lexical units in their appropriate context

Teacher planning

Time required for lesson

1.5 hours

Materials/resources

• pen and regular notebook paper for each student
• photocopy of the Works diagram attachment entitled format.bmp.
• a white board or chalk board

Technology resources

computer lab with Microsoft Works software

Pre-activities

Pre-computer activity: Show and Tell brainstorm

(10 – 15 minutes)

Prior to introducing this lesson, the teacher should have a clear understanding of computer terminology and word processing “how-to’s.” The students should exhibit ethical behavior in the use of computers and be familiar with computer hardware (monitor, keyboard, CPU, printer, mouse, speakers).

The teacher has written the following question on the left side of the board prior to the arrival of students: “What can we do with word processing software?”

The teacher or a student volunteer reads aloud the question. The teacher checks for overall comprehension (e.g. processing means to create or make) and proper pronunciation. The class in unison practices the phrase “word processing software.”

The teacher will then lead the class in a discussion (a brainstorm) of the various uses and advantages of this type of application software. While the class provides answers, the teacher or student volunteer will write the replies on the board and show whenever possible samples of authentic materials. See below for a list of suggestions.

• business and personal letters (for example: e-mail, a letter to parents)
• memos (such as those given to a school’s faculty)
• reports (an anonymous student report card)
• research papers (an essay from a former student)
• novels (check out some library books)

Also discuss the names of common word processing software programs such as Microsoft Works, Word, WordPad, Appleworks, and WordPerfect. Show the original packages/boxes or disks/CD-ROMS.

Once the activity has been completed, students will take notes while the teacher does a “go-around” checking for spelling errors. If time permits, allow for additional oral practice.

Activities

Computer activity: Formatting a tongue twister

30 – 45 minutes

1. In the center of the board, the teacher writes the title of today’s lesson: “FORMATTING TEXT.” Underneath this title, the teacher writes these words: “BEFORE — Sally sells seashells by the seashore.”
2. The class not only reviews the concept and rules behind a tongue twister but also gets to practice saying it.
3. Some students are asked to define the word “text.” Text are numbers, symbols, letters, and words that can be used to make a sentence. You may direct your students to look at their Qwerty keyboard. Although this homemade definition is quite basic, it sinks in with my students, whether they are L1 or L2 learners. I provide a lot of repetition of definition throughout the unit on word processing. I’ll ask the class, “Is the letter ‘A’ an example of text?” Yes. “Is the word ‘horse’ an example of text?” Yes. “Is the ‘@’ symbol (that we often use for e-mail addresses) an example of text?” Yes. “Is the title of today’s lesson an example of text?” Yes.
4. The tongue twister is typed into the computer by each student. At the same time, the handout is distributed.
5. The teacher asks the class if they think the text looks too plain or boring. “How can we formator change the appearance of these words so that the tongue twister is more appealing to the reader? In other words, who can tell me one text formatting feature that is included in this word processing program?” Students may look at the handout for hints. On the right side of the board, the teacher writes “Text Formatting Features.”
6. The teacher will then lead by example (see below). Be sure to review a feature’s pronunciation and spelling and its purpose in reading and writing (i.e. for emphasis and/or appearance,more visual impact). Demonstrate the “how-to’s” (changes from plain to formatted text — hands-on practice). Remember to write the term on the board under the heading “Text Formatting Features” and show its location on the handout. The following features will be covered in this lesson:
   • typestyle: bold (to make darker), italics (to slant text), underline (to place a line under a text)
   • font name/face (the look of the alphabet)
   • font size (small versus big point size)
   • font color (think of a rainbow)
   • text alignment: left, center, right
7. Allow the students plenty of practice time. Teach them as well how to remove the formatting from the text. Later, ask for volunteers to go over other formatting feature “how-to’s.” Do a go-around to answer individual questions and to solve problems. During this time, peer instruction can take place and students may try different methods to format text. Remember — there is more than one way to skin a cat!
8. The teacher returns to the center of the board and writes the words, “AFTER — Sally sells seashells BY the seashore.

An example of step-by-step instructions

“Let’s say that I would like to put more emphasis on the name ‘Sally.’ To indicate this to the reader, I use the bold feature. Everybody say bold. As you can see, the word is spelt b–o–l–d (write on board). To make the text bold, everybody move the mouse (an I-beam shape) to the beginning of the name ‘Sally’ and click once on the left mouse button. Now the cursor — that blinking line which is sometimes referred to as the insertion point — is located just before the letter ‘S.’ Next, we shall highlight this section of text. Class, click and press down the left mouse button (don’t lift your finger up yet) and move the mouse straight across the name ‘Sally.’ The text becomes selected by a darkened block. Everyone, please note that to make changes — to format a text, the text itself must first be selected. Look either on your monitor or handout and find the tool bar. The tool bar contains the bold icon or command. Move your mouse (an arrow shape) on top of this icon and click the left mouse button. What happened? To see the effect, click the left mouse button once again but this time in the document’s text area (where there is empty white space). ‘Sally’ is now in boldface.”

Post-computer activity: A review

5 minutes

The teacher asks the class for examples of text formatting features. The students can look at the board or the handout for clues. At the same time, the teacher checks the students’ pronunciations and spellings of these terms.

Assessment

Creating a computer-generated tongue twister

15 minutes

In this section, the students will be assessed informally by both teacher observation and an outcome-based student project.

• Put students in pairs or small groups.
• Each team will create at least three examples of well thought-out tongue twisters.
• The favorite will then be typed on the computer. The team is to format the text using several different format features. Students will take turns formatting each word. As well, each student should demonstrate proper formatting techniques.
• When a team has finished, the teacher or student will make a hardcopy (print-out) of the work.
• Each group will provide an oral presentation of the computer-generated tongue twister to the rest of the class.

Computer Dictation (During The Next Class: 10 - 15 minutes)

The teacher will dictate the Word Processing Terms while the students type their answers into the computer. Each student will be asked to format each text with a specific TEXT FORMATTING FEATURE.

For Example:

T: “Spell the word ‘Bold’. Format the text so that it appears in boldface.”

Variations: At least one of the words should remain in “plain” text (in other words, should not be formatted). You may also decide to let one or two students choose the feature for a particular text during the dictation.

Supplemental information

None

Related websites

A Tongue Twister Database
http://www.geocities.com/Athens/8136/tonguetwisters.html

International Collection of Tongue Twisters
http://www.uebersetzung.at/twister/

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