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Session 1.7

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sinamees shazah
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29 views2 pages

Session 1.7

Uploaded by

sinamees shazah
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd
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Document production: Entering and

1.7 editing data from different sources


This session demonstrates how to locate and import text that is in other formats before
working with page, paragraph and character settings.

Learning aims
 Create and open documents from different sources.
 Manipulate the page layout: size, orientation, headers and footers.
 Work with paragraph and character settings: alignment, font style and emphasis.

Differentiated learning outcomes Resources


• All students must be able to import text from another  Student’s Book: pages 31−36
source and adjust paragraph and character settings.  Files:
• Most students should be able to create a document WS1_7a.docx
from text in any format and confidently adjust page, WS1_7a_Answers.docx
paragraph and character settings. ComputerTypes.rtf
• Some students could locate and import text from any DesktopComputer.txt
source, creating a document exactly to given
specifications.

Starter suggestions
Begin with a discussion about file extensions.
• Do students know what these are?
• Do they know what extensions their own software uses for word processed
documents?
• What other extensions do they know? (.jpg and .mp3 probably)
Lead into asking how information could be shared between different people if they do
not use the same software. Introduce the idea of generic file types.

Main lesson activities


Teacher/systems preparation: You may need to alter the settings of the students’
computers so that you can see the file extensions when the contents of a folder are
viewed. (Look for a setting under Folder options where you can either Hide or
Unhide extensions of known file types.)
Student task: Ask students to open their own work area and identify various
extensions (Activity 1, Student’s Book, page 31) while you compile a list on the
board. Can students identify applications that use these extensions?
Student task: Ask the students to follow the steps in the Student’s Book, pages 31−32
for opening the document ComputerTypes.rtf, and then complete Activity 2. They
should not worry if the text of ComputerTypes.rtf does not fit on one page; the
important part of this activity is being able to find and understand the settings. They
can then adjust the settings in Activity 3.
Student task: Ask students to complete Activity 4 (Student’s Book, page 33) using
WS1_7a. Knowing and being able to identify serif and sans-serif fonts is an important
skill.

Cambridge IGCSE™ ICT Teacher’s Guide © HarperCollinsPublishers Ltd 2022


Teacher supervision: Make sure you can direct students to open the header and footer
via the menus and tabs because sometimes they are awkward to open up with a
double click.
Teacher supervision: Emphasise the need to save work regularly. A good habit might
be after entering a new paragraph or making a significant change. Depending on the
version of software being used, it might also be worth demonstrating the Auto-Save
function.

Give extra support by having a copy of ComputerTypes with DesktopComputer.txt


already inserted. This will enable students to practise fully the editing and formatting
tasks, should the import be difficult. Ask students to make other, specific changes to
the format of paragraphs and text. Introduce font colour.
Give extra challenge by asking students to work in pairs. One student asks the other
to make a specific change to their text. They then swap roles, exploring the other
buttons in the paragraph and font panels.

Plenary suggestions
After saving their work at the end of Activity 7 (Student’s Book, page 35), students
should then also resave the document as: ComputerTypes.txt
Ask students to open this and see the effect that saving in this format has had. A basic
(txt) text file contains only very basic formatting, much of their formatting in this lesson
will be removed.

Cambridge IGCSE™ ICT Teacher’s Guide 2 © HarperCollinsPublishers Ltd 2022

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