Summary of the lesson in informatics “Computer presentations. Office programs Informatics lesson programs ms office

Municipal government educational institution

"Vishnevskaya average comprehensive school»

Belovsky district, Kursk region

Prepared and conducted by Natalia Sklemina

IT-teacher

Target: expansion of knowledge, skills and abilities of students on the topic "Software".

Tasks:

Educational: to acquaint students with the basic concepts of this section of the topic: software, its main components, consider the composition of system and application software, the purpose and functions of operating systems.

Developing: the development of methods of mental activity, the development of the cognitive needs of students, the creation of conditions for gaining experience in the work of students in the ICT environment.

Educational: to educate students in the ability to purposefully work with information, to achieve conscious assimilation of educational material by students, to develop the ability to work in a team, to work on increasing literacy oral speech, correct use computer terms.

Lesson type: a lesson in learning new material.

Forms of work in the lesson: independent work.

Methods: verbal (story), visual, dialogical, problematic, independent work.

Basic concepts: software, driver, interface, kernel, system software, application software, programming systems.

Equipment: computer class, multimedia projector, presentation.

During the classes

I .Organizing time

Hello guys! Sit down. Check if you are ready for the lesson. Are all the lesson accessories on your desktops? Today we have not only theoretical material, but also very interesting practical work.

II .Checking homework

To start learning new topic, let's reinforce the knowledge gained in the previous lessons. Let's recap the main points.

(slide 1) Frontal poll on the topic "File and file system".

1. What is a file? (A file is a program or data that has a name and is stored in non-volatile memory.)

2. What are the parts of a file name? (The file name consists of two parts, separated by a period: the actual file name (before the period) and the extension (after the period), which determines the file type).

3. Who gives the name to the file? (The name of the file (up to a dot) is given by the user (you can use the Russian alphabet)).

4. Who defines the extension? (The file extension is usually set by the program automatically when it is created).

5.What two areas does the disk break into during the formatting process? (To the file storage area and directory).

6. What two types of disk formatting do you know? (Complete and fast).

7. What is the difference between full formatting and quick formatting of disks? (Full formatting includes partitioning the disk into tracks and sectors, so all files stored on the disk are destroyed. Quick format only clears the disk directory).

8. What is a file system? (It is the part of the operating system that determines how files are organized, stored, and named on storage media.)

9. What are the file systems? (Single-level and multi-level)

You answered all the questions correctly, and we can move on.

(slide 2) Look at the topic of our lesson on the chalkboard. What are we going to study with you today? What are the objectives of our lesson?

That's right, today we are going to talk about computer software.

Open your notebooks and sign today's date and lesson topic.
III .Explanation of the new material

Problem statement.

Consider this situation. “Let's say we bought a new computer and want to start working on it. Can we do it? What else is needed for it to work? "

(Students begin to list individual computer devices, power connections, etc. And finally, the most attentive student says that software is needed)

Right. What is software? Please write it down in a notebook. Software (SW) - a set of programs stored on all devices of the computer's long-term memory. (slide number 3). Working on a computer is impossible without software.

Programs are different and they are divided into groups. Let's see what kind of groups they are.

(slide number 4) Software can be divided into three groups: system software, application software, and programming systems.

(slide 5) So the first one is system software... Let's put the definition in a notebook.

System software - these are programs that ensure the operation of all devices on a computer.

These are the programs that are necessary, without these programs the computer cannot work. We have already named one program, which one is it? (Operating system). A computer cannot work without it.

What kind Operating Systems you know? ( Windows,Linux, MasOC). What is it in our office? (WindowsXP)

The system software also includes such programs necessary for a computer as: file managers, antivirus programs, testing and diagnostic tools, programs that control local area network.

(clayout number 6) Second - application software... Let's write down the definition.

Application software - these are programs that are designed to solve problems and create computer objects (texts, pictures, etc.).

(slide 7) Application software is divided into: general purpose applications and applications special purpose.

- What applications do you think are included in general purpose applications?

Yes. If the user creates documents, then he needs a program text editor, if he is keen on drawing, then suitable for him graphics editor if it works with sound - sound editor if creates a database - database management systems, builds diagrams, tables - spreadsheets watching the video - multimedia player... This group includes your loved ones. game programs .

(slide number 8) The next kind of application software is special purpose applications. These include computer drawing systems, accounting software, dictionaries, encyclopedias, translators, text recognition systems, training programs.

For whom is the application software intended? (For us).

Quite right, application software is programs for the user (that is, for you and me). Some of them may be installed on your computer, others may not. It all depends on the wishes of the user.

What programs on our computers are related to the applied software?

(slide number 9) And the third type of software (sometimes these programs are not isolated, but referred to as system software) is programming systems- means allowing a person (programmer) to create programs for a computer himself. Let's write down the definition.

Programming systems - these are programs that are designed to create system and application software.

- Any joint venture is focused on a specific programming language. There are many different languages. (slide 10)

• Assembler,

  LISP and others.

A programmer writes programs in these languages, and with the help of programming systems he brings them into a computer, debugs, tests, and executes them.

At the beginning of the lesson, we talked with you, without which a computer cannot work? (No operating system).

Let's talk about it in more detail.

So, let's try to formulate the definition of an operating system with you.

(slide number 11)Operating system - it is a set of programs that manage RAM, processor, external devices and files, and conduct a dialogue with the user. this definition in the notebook.

We have already said about the types of operating systems, these are Windows, Linux, Mas OC. Also now there are operating systems for mobile devices. Do you know their name? (Androd). This operating system just allows you to own your phone practically like a computer.

Let's take a closer look at the structure of the operating system. What does it consist of? It has three parts.

Operating system structure: (slide 12)

Core- translates commands from the language of programs into the language of "machine codes", understandable by the computer.

Now let's figure out what each concept means.

So what is the core. The kernel is a program that translates commands from a program language into a machine language that can be understood by a computer. What is machine code? Machine code is 0 and 1, when we translate into 0 and 1, then the computer will immediately understand what it needs to execute.

Drivers- programs that control devices.

The next word is drivers. I think this word is familiar to you. What are drivers? What are they needed for? For example, a printer, when we buy it and try to install it, our computer does not see it and requires an installation disk from us on which the drivers are located. And there are programs that do not require the installation of drivers, they have already been automatically installed on the operating system of the computer - this is a keyboard, mouse, speakers.

Interface- the shell with which the user communicates with the computer

And the last part is the interface - the shell through which the user communicates with the computer. What does it mean. When we turn on the computer, a desktop appears in front of us and on it there are many, many different icons and practically all actions we perform by clicking directly on these icons, open folders, copy something. For example, we sent something to print, while we do not think about what is happening inside the system, the operating system does it for us. That's just the shell, these are the icons, the context menu is all the shell with which we communicate with the computer. We click on the icon, and the operating system does the rest for us.

There are three important parts of an operating system. Our operating system is stored on a hard disk. When you turn on the computer, it is loaded into RAM. And it is there until the moment we turn off this computer.

Conclusion: operating systems are of different kinds, as we said. But they all have the same functions, provide the user with access to the resources of the computer, in particular to its memory, and ensures the functioning of all these devices so that they can all work.

So, we have reviewed all the programs in groups. What three groups have we identified with you?

IV .Physical training

A set of exercises to relieve fatigue from the shoulder girdle and arms:

I. p. - standing or sitting, hands on the belt. 1 - right hand forward, left up. 2 - change the position of the hands. Repeat 3-4 times, then relax down and shake with your brushes, tilt your head forward. Average pace.

I. p. - standing or sitting, hands with the back on the belt. 1-2 - bring your elbows forward, tilt your head forward. 3-4 - elbows back, bend over. Repeat 6-8 times, then hands down and shake loosely. The pace is slow.

I. p. - sitting, hands up. 1 - clench the hands into a fist. 2 - unclench the brushes. Repeat 6-8 times, then relax your hands down and shake your hands. Average pace.
V .Fixing the studied material

(slide 13) 1. Continue the phrase: The computer is a unity of two components ____________________________. (Hardware and software)

2.What is software? (Computer software is the entire set of programs stored in its long-term memory. Computer software can be replenished, changed).

3. Kinds of Software. (System, application software and programming systems).

4.What kind of software are the snitches? (Systemic).

5. Give some examples of application software. (Graphic and text editors, games, table processors, etc.)

6. What programs are called special purpose applications? (These are the programs used in professional activity, in training).
VI .Computer workshop (slide 14)

Open the tutorials on page 54, there you will find practical work 1.3. First, let's get acquainted with the objectives of this practical work and with tasks 1 and 2. Let's read out loud what will be required of us.

Now take turns taking a job at the computer.
Vii Lesson summary

Did you enjoy the lesson? What new have you learned in today's lesson?

Let's summarize the results of our work. What topic did we study today? What were our goals? Have we achieved these goals?

Informatics lesson summary « Computer presentations»

Lesson objectives.

Teaching goal- the formation of knowledge about the purposes of use, types, stages of creation, presentations, the formation of practical skills when working in the OpenOffice.org Impress program. A nurturing goal- fostering a positive attitude towards knowledge, the formation of students' creative abilities. Developing goal- the formation of interest in this topic, communication culture, improvement of mental operations.

Lesson objectives.

Show the relevance of this topic in modern society... To acquaint students with the concept of "presentation", with the types and stages of creating a presentation. Explore examples of presentation schemes. Introduce students to basic presentation development programs. Introduce students to the OpenOffice.org Impress program interface. Explore the taskbar of the OpenOffice.org Impress program. Apply what you have learned to create a test presentation in OpenOffice.org Impress.

Lesson type: a lesson in learning new material. Lesson type: mixed lesson. Didactic support: electronic presentation"Computer presentations".

During the classes:

No. Hello, let's pretend that I am defending an information project on the topic “Inventions of the 19th century”. You are a listener. Would you be interested in listening to my report? Most likely not. Since the story includes the names of the authors, the description appearance inventions, their possibilities. What would I need to include in my story so that you would be interested in listening to it, and the material would be better remembered? Of course, if the defense of my project is accompanied by images of the authors and their inventions, the main ideas will be written and highlighted, then the listener , i.e. you, it will be more interesting to listen to and this material will be better remembered. The person better remembers and understands the information that is presented visually. Tell me, in what cases, besides protection information projects Do you need a demonstration material? What do you think you used to demonstrate the material? That's right, in the old days, posters were drawn on sheets of Whatman paper for these purposes, then projection equipment appeared: epidiascopes, slide projectors, overhead projectors. recent times these methods of demonstration were replaced by computer presentations . Would you like to learn how to create such presentations and use them in everyday life? What do you think you need to know and be able to do? Tell me, is it possible to learn how to create presentations in one lesson? Thus, we can conclude that our work will be phased. Today in the lesson we will get acquainted with the concept of "presentation", with the types and stages of creation, study presentation schemes, analyze them, as well as get acquainted with the presentation development program and create a trial simple presentation So, we open notebooks, write down the number and topic of today's lesson "Computer presentations". What do you think the word "presentation" means? The word "presentation" means a performance, a demonstration. Where do you meet with computer presentations? In our lesson, my story is also accompanied by a presentation. What do I use to display a presentation from a monitor screen to a whiteboard? , projector. It projects the contents of the monitor screen (in this case the presentation) onto the board, which is the screen. (Projector Demonstration). The more effective the presentation is, the more it uses the capabilities of multimedia technologies. Let's remember what “multimedia” is?

Well done! Thus, in which case, in your opinion, is the presentation considered more effective? Of course, the more different media are used in the presentation (text, graphics, animation, sound, video), the more effective it is. The presentation consists of pages called slides Think and write down in a notebook a more accurate, in your opinion, definition of the presentation. Let's hear what you did? A presentation is a sequence of slides. A single slide can contain text, pictures, photographs, animation, video, and sound.
But there are several types of presentations. Let's look at them. I'll demonstrate two different kinds presentations, and you will try to understand how they differ from each other. (Demonstration of presentations. In the first presentation, slides are switched manually, and in the second - automatically). So what about the first presentation? About the second one? What's the difference? In the first example, the slides are changed manually, and in the second automatically. These are two different types of presentations: a scripted presentation and a continuous presentation.

Scripted presentation - slide show under the control of the presenter. We meet an example of such a presentation in computer science lessons. There is a sequence of slides that can contain titles "floating" on the screen, animated text, diagrams, graphs and other illustrations. I am the presenter as I accompany the slideshow additional material and I myself determine the time of demonstration of each slide. More and more, this form of presentation is used in the educational and extracurricular work of schoolchildren. Continuous presentation - no dialogue between the computer and the user is provided and there is no presenter. You can find such presentations at various exhibitions. For example, at an exhibition of paintings by an aspiring artist, you can see a multimedia projector that projects a small video about the artist on the screen, containing his photographs, biography and major works. You are the spectator. This video does not have a presenter. Slides will switch automatically after a certain period of time specified by the creator.

Before we get acquainted with the 3 types of presentations, let's remember how we search for information on the Internet. Step 1 - in the search engine we enter a query, i.e. the information that we need to find. What's next? Correctly, from the list below, you select the appropriate site and click on it with the mouse. Thus, the text fragment assumes a transition to another web page when you click on it. Therefore, there is a link between the two web pages. It's called hyperlink. And in presentations, we can also organize hyperlinks between slides. This presentation is called interactive. Let's remember what the word “interactive” means? Those. a dialogue is carried out between the user and the computer.

Interactive presentation - a dialogue between the user and the computer is provided. In this case, the presentation is controlled not by the presenter, but by the viewer (user) himself, i.e. he himself searches for information, determines the time of its perception, as well as the amount of required material. In this mode, a student works with a training program implemented in the form of a multimedia presentation. Let's take an example: Let's say in a computer science lesson a teacher gave you a training program implemented in the form of a multimedia presentation for independent work at home. Opening this presentation, you see 1 slide, which is the content of this program. By choosing the right topic and by clicking on it with the left mouse button, you will go exactly to the slide in which the topic you selected will be described. Thus, you do not need to flip through all the material, looking for the information you need.

Conventionally, we can conclude that a hyperlink is a highlighted word or image on a slide, by clicking on which you will go to a slide explaining this word or image. Let's see an example of an interactive presentation. (Demonstration example). From the next lesson, we will get acquainted with the features of creating a presentation of each type.
Presentation creation is stepwise process... Where do you think you should start if you want to create a presentation on any topic? That's right, first you need to think about what slides will be in the presentation, and what they will contain. Thus,Stage 1 is creating a script. This stage plays an important role, since before creating it is necessary to think over the content of each slide, as well as the presence of a hyperlink between them (if any). Therefore, the basis of any presentation is a diagram in the form of a system of interconnected slides. Consider the following diagrams: a) Start End

b)
Start End

How do you think these schemes differ? How will the presentation with diagram # 1 be organized? That's right, the slides go sequentially one after another. Presentation with scheme # 2? Here, a hyperlink will be organized between the slides, i.e. the user can choose a different path of the slides. Let's conclude that the scheme №1 is the simplest structure of the presentation. Scripted presentations or continuously running presentations can have this structure. Diagram # 2 is a complex presentation structure. An interactive presentation can have such a structure. What will you do next, when the presentation scenario is developed, the diagram is thought out? Stage 2 - the development of a presentation using software. To do this, you need to choose a presentation development program. Each of the programs of this class has its own individual capabilities. However, they have a lot in common. Each such program includes built-in tools for creating animation, adding and editing sound, importing images, videos, as well as creating drawings. Examples of programs:Microsoft PowerPointOpenOffice.org Impress We will get acquainted and work with the program OpenOffice. orgImpress. (Demonstration of the program is accompanied by an explanation) Impress is a presentation program within OpenOffice.org. You can create slides that contain many different elements, including text, bulleted and numbered lists, tables, charts, pictures, and a wide range of graphics. Impress also includes prepared text styles, attractive background styles, and a handy help menu. OpenOffice.org Impress a window appears on the screen Autopilot presentations.
In the first window of the wizard, you select the type of presentation:

blank presentation- creates new presentation; from template- allows you to open a presentation from a previously saved template; open one of the presentations- opens an already existing presentation.

Go to the next window by pressing the button Further.

In the second step, set the slide style and presentation media. You can set these parameters later, so you can skip this step and click Further.


In the third window, select options for switching between slides in your presentation. These parameters can also be set later. Then press the button Ready... A window with a dialog for creating a slide will open.


This is the work area of ​​the program OpenOffice. orgImpress. We see the menu bar ("file", "edit", etc.), toolbars. Tell me, which toolbars are already familiar to you? Where did you meet them? Indeed, this is the Draw panel, the text editing panel that we met in text editor OpenOffice.org Writer. Toolbars allow you to create and format images, tables, diagrams, charts, work with text, etc. In the center of the window we see a blank slide, and on the right is the taskbar, which we will gradually get acquainted with. If you have not selected a slide background in the presentation wizard, then you can do this before starting work by selecting the "Page backgrounds" option in the taskbar. This background will be set by default for all subsequent slides. If you want to make a different background for each slide, then select the desired slide, the background you like, right-click on it and select “Apply to Selected Slides.” There is also the “Layouts” option in the taskbar. It allows you to select the desired location for subheadings, body text, and other objects. Press F5 to view a slide or presentation in full screen. Answers questions.

Student responses:Multimedia Are interactive systems that provide simultaneous work with sound, animated computer graphics, video frames and texts. Answers questions.

Think over a definition andwrite down in a notebook. Announce the result.

Write down a more precise definition in a notebook.

They watch presentations, analyze, find the difference, answer questions.

Write down the types of presentations and a short explanation in a notebook.

Answers questions.

Write down the type of presentations and a short explanation in a notebook.

View an example.

Answers questions.

They look through the diagrams, compare, draw conclusions.

Answers questions.Sketch schemes.

Record the stage of creating the presentation.

Write down sample programs and key features.

Answers questions.

They write down the main points of work in the program.

What do you think we can call the simplest presentation? Correctly, in which few environments are used, for example, only text. Today in the lesson we will create a test presentation, on the slides of which we will put text information. We will take the topic of our lesson as the topic of the presentation. Look in your notebooks and tell me what can we place on the presentation slides? Indeed, we can place the topic of the lesson, the definition of "presentation" and the types of presentation. this information on 3 slides. Choose a slide background, layouts you want. Text formatting in OpenOffice.org Impress is like formatting text in OpenOffice.org Writer. How can we change the font? What is meant by text formatting? That's right, you can change the text size, style, position, color. You can also use a bulleted and numbered list. So, let's get to work. (Practical work of students under the guidance of a teacher). Let's summarize. What did we learn in today's lesson and what did we learn? Today in the lesson we explored the topic "Computer presentations" and created a test presentation on the topic of the lesson. Let's repeat:

Why do we need to study this topic? What is a presentation? What types of presentation are there and how do they differ from each other? What needs to be considered before creating a presentation?

Well done! In the next lesson, we will get acquainted with the peculiarities of creating a presentation with a script and other features of the OpenOffice.org Impress program.

Topic: "Creating a presentation with a script

in a programme OpenOffice.org Impress "

Lesson objectives.

Teaching goal- mastering by students the knowledge system for creating computer presentations with a script, the formation of knowledge about changing slide layouts, ensuring an understanding of the content of the educational material, continuing the formation of practical skills when working in the OpenOffice.org Impress program. A nurturing goal Developing goal

Lesson objectives.

Review previously learned material. Introduce students to the new features of OpenOffice.org Impress. Explore the features of creating a presentation with a script. Show an example of a presentation with a script and analyze it. Apply what you have learned to create a scripted presentation in OpenOffice.org Impress.

Lesson type: combined lesson. Lesson type: lesson of practical work. Material and technical equipment: informatics office, multimedia projector with screen. Didactic support: electronic presentation "Sample presentation with a script", cards for doing practical work at the computer.

During the classes:

No. What can we place on a slide We can place text on a slide and format it. Tell me, in order to create full-fledged presentations, is it enough to be able to work only with text? Of course not. What else can we put on the slide? Any presentation will be more colorful, brighter, clearer if it contains images. Let's remember how we inserted images into a text document? In the OpenOffice.org Impress program, the command for inserting an image into a slide is the same as in the OpenOffice.org Writer program. the command "Insert" - "Image -" From file ", we can insert the desired image, located in the computer's memory, into the slide. (Demonstration of inserting an image into a slide).Let's write in a notebook:Insert pictures into a slide: "Insert" - "Image" - "From file". Having inserted the image, we can change its size, give a shadow and other effects, as well as place it anywhere on the slide. The program has the ability to work with the color of the image using the "Color" button.

When resizing, it is important to maintain the proportions. You can do this by holding down the SHIFT key before resizing. (Demonstration of image editing). This way we can insert text and images into the slide, let's compare two presentations. (Demonstration of a presentation without animation effects and with animation effects). Tell me, what is the difference between presentations? What else do we need to learn? Correctly, we need to learn how to give animation effects to all objects on the slide (text, images). You can do this by selecting the Effects option in the taskbar.

Select the object, on the taskbar, in the "Effects" parameter, click the "Add" button and select the effect you like. The parameters of this effect appear below.

We can choose the speed, direction of the effect. By default, the appearance of this object will be produced by clicking the mouse, but we can change this by choosing in the item "Start" - "After the previous" / "Together with the previous". In what order do you set up the effects for objects, in this order they will be appear when viewed. (Demonstration of setting up animation for slide objects). Try to compose an algorithm for setting the animation of objects yourself. Let's hear the results. Now let's write down the resulting algorithm for setting the animation of the objects on the slide: Object animation:

Select the desired object. Select the Effects option in the taskbar. Click the Add button and select the effect you like. Adjust the effect parameters.

Since we are creating a scripted presentation, the slides will change at the click of the mouse, because the slide show is supposed to be accompanied by additional information. Before moving on to the practice, let's take another look at an example of a scripted presentation. (Demonstration example). Today we will create a presentation with a script on the topic "Attractions of the Republic of Belarus". I will give you the cards, read them carefully. The presentation will have 3 slides. On the 1st slide, you write the name "Attractions of the Republic of Belarus", and starting from the second slide, you place information about the attraction that is indicated in your cards. You must show your creativity and independently choose the necessary backgrounds, layouts, animation effects and arrange the proposed information and images on 2 slides. Let's get to work! All the necessary images are downloaded to the computers.

Outline outline of a lesson in computer science and ICT.

Topic: "Creating a continuous running presentation

in a programme OpenOffice.org Impress "

Lesson objectives.

Teaching goal- mastering by students the knowledge system for creating a continuous presentation, the formation of knowledge about changing slide layouts, ensuring an understanding of the content of the educational material, continuing the formation of practical skills when working in the OpenOffice.org Impress program. A nurturing goal- fostering a positive attitude towards knowledge, creating conditions for creative work students, the formation of the creative abilities of students. Developing goal- the formation of interest in this topic, communication culture, independence in the performance of practical tasks, the improvement of mental operations, the development of the emotional sphere.

Lesson objectives.

Review previously learned material. Introduce students to the new features of OpenOffice.org Impress. Explore the specifics of creating a continuously running presentation. Show the ability to change layouts in an arbitrary way. Show an example of a continuously running presentation and analyze it. Apply what you have learned to create a continuous presentation in OpenOffice.org Impress. Conduct individual work with those students who have difficulties while working with the program.

Lesson type: combined lesson. Lesson type: lesson of practical work. Material and technical equipment: informatics office, multimedia projector with screen. Didactic support: electronic presentation "An example of a continuous presentation", cards for doing practical work at the computer.

During the classes:

No. Let's remember what it means - a continuously running presentation? That's right, in such a presentation there is no dialogue with the user and there is no presenter. Slides switch automatically after a specified period of time. Where do we meet with such presentations? Where can we use the ability to create this kind of presentation? Today in the lesson we will talk about how to create such a presentation in the OpenOffice.org Impress program. We will also consider the possibility of changing the slide layout. Write down the number and topic of the lesson in notebooks. "Creating a continuously running presentation in the programOpenOffice. orgImpress». We know how to insert text, an image into a slide and arrange them in accordance with the selected layout. Do the proposed layouts always meet our requirements? That's right, the proposed layouts are not always suitable for certain slides. Therefore, it is easy to change the suggested layout in a presentation design program. When you select a layout, you can see that the layout areas text information indicated by a dotted line. If you click on the border of this area, then it can be enlarged, reduced, moved to the desired location, and even copied. (Demonstration of changing the layout).

So, what can we insert into a slide? What else can a slide contain? It is important to note that you can insert a diagram, table, and also create a diagram or an image in a slide using the "Drawing" toolbar. All of these features are similar to those of the OpenOffice.org Writer program.

What needs to be done to make the presentation run continuously? You need to adjust the time for each slide by clicking on the taskbar Slide Change option.

Here we can select an additional slide transition effect and adjust its speed. And also in the item "Change slides" you can configure automatic transition through n seconds ... This way, your slide will hang as long as you specified in this paragraph. You can also click the "Apply to all slides" button and the selected effect and time will be applied to all slides automatically. (Demonstration of the slide change setting). Now try to compose an algorithm for setting the slide change yourself. Let's hear what you got. We take into account all the mistakes and write down the correct one in a notebook. Algorithm for setting slide change:

Go 1 slide. Select the Switch Slides option in the taskbar. Choose the slide transition effect you like, adjust its speed. To create a continuous presentation, select automatic slide change and specify the number of seconds. If the timing of each slide is the same, click the Apply to All Slides button.

What do you think will affect the timing of each slide? It is important to set the time correctly so that the viewer has time to read the text on the slide and view the images. So, we covered how you can change the slide layout and how to set up automatic slide change for a continuously running presentation. Let's see an example of such a presentation. Today we will create a continuous presentation on the topic “Development History computing technology", Thereby recalling the material of grade 8. I will give you the cards, read them carefully. Your task is to create 2 slides. On the first slide, you have the very first devices for counting and write brief information about them. On the second slide, each of you will have a picture of a scientist and his invention to make it easier to count. Look at the layouts on the cards. Are there such layouts in OpenOffice.org Impress? How can we create them? All slide objects need to set up animation effects, as well as make the presentation continuously running, that is, set up automatic slide transitions. Get creative and get started with all the images you need are downloaded to your computers. (Control over work, correction).

Outline outline of a lesson in computer science and ICT.

Topic: "Creating an interactive presentation

in a programme OpenOffice.org Impress "

Lesson objectives.

Teaching goal- mastering by students the knowledge system for creating an interactive presentation, the formation of knowledge about creating their own slide backgrounds, ensuring an understanding of the content of educational material, continuing the formation of practical skills and abilities when working in the OpenOffice.org Impress program. A nurturing goal- fostering a positive attitude towards knowledge, creating conditions for the creative work of students, the formation of creative abilities of students. Developing goal- the formation of interest in this topic, communication culture, independence in the performance of practical tasks, the improvement of mental operations, the development of the emotional sphere.

Lesson objectives.

Review previously learned material. Introduce students to the new features of OpenOffice.org Impress. Teach how to create slides with an original background. Explore the features of creating an interactive presentation. Show an example of an interactive presentation and analyze it. Apply the knowledge gained while creating an interactive presentation in the OpenOffice.org Impress program. Conduct individual work with those students who have difficulties while working with the program. Conduct an oral survey on the main points of the topic "Creating a presentation in OpenOffice.org Impress".

Lesson type: combined lesson. Lesson type: lesson of practical work. Material and technical equipment: informatics office, multimedia projector with screen. Didactic support: electronic presentation "An example of an interactive presentation", cards for doing practical work at the computer.

During the classes:

# OpenOffice.org Impress has standard page backgrounds that you use in your presentations. Will they always be appropriate for certain themes? That's right, sometimes these backgrounds don't fit some themes. Therefore, they create their own original backgrounds. We can find the background you like on the Internet. Then you need to insert this image into the slide. What commands can we do this with? Correctly, "Insert" - "Image" - "From file". Then you need to stretch it to fit the slide, select the required layout and click the Send to Back button on the lower panel "Drawing".

Thus, your image will be the background, and on it you can write the necessary information and insert other images. But most often the image is very bright and the text merges with the background. Tell me if you need to increase the brightness or contrast to make it dimmer? Correctly, in order to dim the image, you need to increase its brightness. The "Color" button will help you with this.

(Demonstration of creating a background). Try to figure out the algorithm for creating your own background yourself and listen to the results. Let's write the resulting algorithm for creating the background:

Insert the image you like, selected as the background (command: "Insert" - "Image" - "From file"). Stretch it to fit the slide. Select the layout you want. Select the image, and on the Draw toolbar, click Send to Back. Use the toolbar to edit the image.

Let's remember what an interactive presentation is. That's right, such a presentation provides for a dialogue between the user and the computer. Also, the interactive presentation provides for the presence of hyperlinks. What is a hyperlink?
Hyperlinks can be divided into two types:

hypertext - a hyperlink is applied to the text string; hypermedia - hyperlink is applied to non-text objects (images, diagrams, etc.).

Before creating interactive presentation, you need to think over the scenario and the transition plan. Let's take an example. Let's say we want to create an interactive presentation on March 8th. What can be in my presentation? 1 slide of my presentation will contain the title and summary:* History of the holiday* Congratulations* Postcards

And on the first slide, a hyperlink will be applied to the text lines. Thus, by clicking on the line "Holiday history" we will go to a slide where this story will be described. Similarly with the lines "Congratulations" and "Postcards". But, having read the history of the holiday, we need to go back 1 slide. To do this, create a Home button and apply a hyperlink to it. And by clicking on this button, you can go back 1 slide and select the next item. How can we create a button? Which toolbar can help us? That's right, the Drawing toolbar. You can create a button using any geometric shapes, so let's try sketching a diagram of our presentation on the whiteboard.

How many slides are there in the presentation? (4) And it is important to remember that all the slides are created first, they are formatted, and only at the last stage are hyperlinks between the resulting slides organized. The organization of hyperlinks in OpenOffice.org Impress is fairly straightforward. The main thing is to determine the links. In order to create a hyperlink, you must select the required line or object and execute the command "Insert" - "Hyperlink". A window will open. On the left we select "Link to document", find the line "Link to document element" and select a specific slide by number (page N).

(Demonstration of the organization of hyperlinks between slides). Try to figure out an algorithm for creating hyperlinks and listen to the results. Let's write the resulting algorithm for creating hyperlinks:

Select the line or object you want. Run the command "Insert" - "Hyperlink". In the dialog box, select Link to Document. Find the line "Link to document element" and click on the button to the left of the line. Select the number of the slide you want to jump to. Click Apply.

I would like to draw your attention to the fact that hyperlinks can be organized not only between presentation slides, but also between documents in the computer's memory. For example, by creating a slide about the writer L.N. Tolstoy, it is not necessary to insert his image, but you can specify the path to this image in the computer. To do this, I will select the line “L.N. Tolstoy ", execute the command" Insert "-" Hyperlink "and select the line" Document ". (Demonstration of the organization of hyperlinks between the slide and other documents in the computer's memory). So, we have discussed with you how you can create original backgrounds for slides, as well as learned how to organize hyperlinks between slides and other documents. Let's see an example of an interactive presentation. Today we will create an interactive presentation "Cities of the World" with you. I will give you the cards, take a close look at the presentation diagram, so answer the question: how many slides will my presentation have? That's right, there are five of them. 1 slide contains the title of the presentation "Cities of the World" and the names of those cities that are indicated in your cards. For example, Moscow and Rome. Slide 2 will contain brief information about Moscow, and slide 3 will contain images of Moscow. Slides 4 and 5 contain similar information about Rome. Then you create the necessary buttons using the drawing tools. And only at the last stage do you organize the hyperlink between the slides! Do not forget that we have learned how to create our own original backgrounds. Therefore, if you are writing information about Moscow, the background can be an image of this city. Show your creativity and create an original interactive presentation! Let's get started! All the necessary images are downloaded to your computers. (Control over work, correction). (Verification of received presentations, assignment of marks). You are all great! We did the job. What new have we learned today? What we learned? Today we learned how to create original backgrounds and organize hyperlinks between slides. We learned with you the main features of OpenOffice.org Impress. Let's repeat the main points:

What is a presentation? What types of presentation are there, and how do they differ from each other? What objects can we insert into a presentation slide? How do I choose a different background for two slides? How do I animate a slide object? How to make a presentation run continuously? How to make an original slide background? How to organize hyperlinks between presentation slides?

Well done!

Outline outline of a lesson in computer science and ICT.

Topic: "Creation of a creative project" Me and my class "

Lesson objectives.

Teaching goal- generalization and systematization of knowledge on the topic "Computer presentations", checking the level of mastering the material, continuing the formation of practical skills when working in the OpenOffice.org Impress program. A nurturing goal- fostering a positive attitude towards knowledge, creating conditions for the creative work of students, the formation of creative abilities of students. Developing goal- the formation of interest in this topic, communicative culture, independence in the performance of creative work, improvement of mental operations, development of the emotional sphere.

Lesson objectives.

Summarize on the topic "Computer presentations". Summarize and systematize knowledge Conduct a test on the topic "Working in OpenOffice.org Impress". Apply the acquired knowledge in a comprehensive manner and show your creativity when creating a creative project "Me and my class". Combine the work received, analyze the results, summarize.

Lesson type: control and correction of ZUN. Lesson type: written survey, workshop. Material and technical equipment: informatics office, multimedia projector with screen. Didactic support: cards for performing verification work.
№
4. What is the name of the class of systems in which the hyperlink technology is applied to text elements? Write down the algorithm for setting the animation of objects. 6. Write down the algorithm for inserting the hyperlink.

II OPTION

1. What does the word “presentation” mean? 2. Draw simplest structure presentations. 3. Complete the table:

Presentation type

4. What is the name of the class of systems in which the hyperlink technology is applied to non-textual elements? Write down the algorithm for inserting an image into a slide. 6. Write down the algorithm for setting up automatic slide change. Today we will create creative project on the topic "Me and my class". Each of you will create 2-3 slides on which he will place information about himself, his photo and a photo of the class. What do we mean by the phrase "information about myself"? You need to post the information about yourself that you consider most important. Then we will combine all the resulting slides, put on music and watch the result. Do you think that since our presentation will look like a video, what kind of presentation will it relate to? Tell me, can there be hyperlinks in such a presentation? Of course not. Since a continuously running presentation does not provide for a dialogue between the user and the computer. Your slides must be decorated, the text must be formatted, animation effects set for all objects. Let's get to work!
Let's save your work: "File" - "Save As". Write down your last name as the file name. Let's transfer all the work to my computer over the network: "Home folder" - "Network" - "Samba Shares" - "20" - "Comp-masha" - "Documents" - "Project". Do you think how we can combine all the slides? We will open a new presentation and we will copy and paste your slides one by one. (Combine slides). Let's remember how to make our presentation run continuously? That's right, you need to adjust the time for each slide. How do we determine the time for each slide? The time will depend on the amount of information on the slide. The main thing is that the viewer has time to read the text data and view the images. (Time setting). What do we need to make our presentation look like a small video? That's right, there is not enough musical accompaniment for this. Let's select some music. (Listening to snippets of several tunes). With the melody selected, let's learn how to insert music into our presentation. Go to slide 1 of our presentation.In the taskbar, select the "Change slide" option.We find the item "Sound" - "Another sound" and select the necessary melody from the computer memory. The program also has standard sounds that can be set for each slide.

Please note that you do not need to click on the "Apply to all slides" button. Since when you click on it, you set this melody for all slides. That is, when you switch the slide, the melody will start over. Our creative project is ready. Let's see the result. (View the resulting project, error correction).

Topic lesson : Program Microsoft Office Publisher.Creation of educational products.

Lesson objectives:

1. Creation of educational products (knowledge of Microsoft Office Publisher, booklet creation), using templates for publications supplied with Microsoft Office Publisher.

2. Development of creativity and interest in the learning process in computer science lessons.

3. Education of the ability to conduct a dialogue, work culture, the formation of competence in the field of independent cognitive activity.

Lesson type: studying a new topic using heuristic dialogue.

Technologies used: heuristic learning through the creative-formative function of dialogue.

Lesson Objectives:

Master the principles of working in Microsoft Office Publisher

Acquire skills and abilities to work with the program

Create a booklet "Banknotes"

Equipment:

video projector, PC

files with materials for the lesson

Handout

presentation

Lesson plan:

1. Organizational moment.

2. Learning new material through the dialogue function

3. Creation of a booklet.

4. Reflection.

5. Homework.

During the classes:

1. Organizational moment. Good afternoon! The topic of our lesson “Program MicrosoftOfficePublisher... Creation of educational products. Booklet "Banknotes" "

We have to study new program Office Publisher. Today we will switch roles. I usually ask you questions to find out how you learned a topic. In this lesson, you will be asking questions. By asking me questions, you need to acquire the necessary knowledge to create a brochure using Microsoft Office Publisher. This method is called by the method of heuristic questions.

Heuristic learning for a student is a continuous discovery of something new (heuristic - from the Greek. heurisko- I search, I find, I open).

The method was developed by the ancient Roman teacher and orator Quintilian. To find information about an event or object, the following seven key questions are asked: Who? What? What for? Where? How? How? When? Paired combinations of questions give rise to a new question, for example: How – When? The answers to these questions and their various combinations generate unusual ideas and decisions regarding the object under study. Before you statements famous people on the importance of questions and dialogue.

"The question of a person takes precedence over the answer" H.G. Gadamer

"A smart question is already half of the knowledge." F. Bacon

“Human being is always“ being with others ”, K. Jaspers

“The formation of some knowledge as a manifestation of the student's creativity is possible when there are two consciousnesses, and, accordingly, it is only in the process dialogue » M. M. Bakhtin

On the importance of the ability to conduct a dialogue in heuristic learning . ( Khutorskoy A.V. )

“The ability to conduct a dialogue is based on the ability to simultaneously hear oneself and listen to another person, see his“ point of view ”, compare it with his own. A dialogizing person is a person who compares, and in comparison, as you know, a NEW is necessarily born: knowledge, emotion, creativity.

Dialogue is to differentiate an object into the smallest parts, to find relationships between them and then arrange them in an arbitrary order. That is, for creativity it is necessary to keep in sight both the small parts and the very process of their synthesis.

Dialogueizing is the ability to simultaneously see both the particular and the general in any thing, phenomenon, object of cognition, reflecting the methodological principle of the unity of differentiation and integration. In that consists creative and formative function of dialogue

The purpose of dialogue as a formcommunication – personality creation through intercultural enrichment, disclosure of the internal, creative abilities of the student, while the purpose of the monologue is the unidirectional transfer of knowledge and control in the form of a dictate of the externally assigned content of education, which suppresses the internal personal content of the student's education.

Here, the student's internal dialogue comes to the fore, which predetermines the paramount, logically natural significance heuristic learning.

It is based on educational activities design apprentice own meaning, goals, content and organization of education.

Important types of student activity at the first stage of a student's heuristic activity are the separation of knowledge from ignorance, posing questions, project activities on drawing up a goal-setting question. Dialogueization of this stage of the student's activity is aimed at strengthening the role of external dialogue.

The stage of cognition of the primary real educational object is correlated with the question "What?" and reflects differentiating the function of dialogue in heuristic learning.

The second stage of the student's heuristic activity is comparison the primary result of subjective cognition of an educational object with its cultural and historical analogue.

This stage of comparison, in essence, a dialogue between the subjective and the object, is correlated with the question "How?" and defines the integrating function of the dialogue.

The question "How?" defines activity part of the internal student content of education on the search for analogies and relationships between the identified features of a real fundamental educational object at the first stage of its research.

The third, final stage of the student's heuristic activity is the inclusion of his own educational result in the general educational product. This view activity is correlated with the question "Why?"

These three stages of the student's heuristic activity are links of one whole mechanism aimed at the formation creativity student "

2. Learning new material through the dialogue function.

So let's get started! Your questions?

Suggested questions:

1. What is the program for

Answer: Microsoft program Office Publisher is part of the Microsoft Office suite, designed to create printed publications such as: brochures, newsletters, business cards, calendars, catalogs, envelopes, stickers, menus, announcements, postcards, posters, etc.

2. What is educational (learning products)?

Answer: By educational products we mean the knowledge and skills of working in the programMicrosoftOfficePublisherand as a result, this is the booklet that we will create in this program.

(Educational products here mean firstly, the materialized products of the student's activity in the form of judgments, texts, drawings, crafts, etc .; secondly, changes personal qualities pupil developing in the educational process. Both components - material and personal, are created simultaneously in the course of constructing an individual educational process by a student. Khutorskoy A.V. )

3. What is a booklet?

Booklet (fr. Bouclette - ring) - a category of printed matter, usually printed on both sides, and having one or more folds. In the form of a booklet, short guides, advertisements, programs, leaflets, etc. are published.

The essence of the booklet is to contain as much information as possible, which the owner of the booklet wishes to convey to his audience, with a minimum space. Another important feature of a booklet that distinguishes it from leaflets - on the one hand and brochures on the other - is that the booklet does not have stapled pages like a brochure, but it is not a single-page sheet like a leaflet.

The information in the booklet can be of both educational and advertising nature. Brightness and brilliance for a booklet are a prerequisite, because he must attract attention and interest.

A competent booklet contains answers to basic questions that your potential audience may have. And if, moreover, it is “unusual”, then the booklet will set you apart from other offers.

From the history of the booklet

Many people have heard the word "Booklet", but few people thought about what is meant by this concept. The term itself - "booklet" - came to us from France, and it meant "fold" or "twist".

But it denotes not only the view printing products but also much more. For example, in architectural art, this is the name given to ring-shaped ornaments made with one or more rows of "rings". Since the 17th century, there has been a word "boucle", which to this day means strands of hair and curly locks. Ie. bookletit is the similarity of form and execution.

So the name itself tells us that a booklet is paper folded one or several times. More often there are booklets folded two or three times, but there may be more complex booklets - "accordions".

The history of the booklet can be traced back to the time when mankind invented writing. At this point of reference, the booklet becomes so ancient that it is almost impossible to find its roots. There is also a second possible starting point - the invention of printing. When the word first became printed, of course, there were printed forms aimed at informing or offering products. This starting point makes the booklet look much younger.

However, you can find another starting point in the history of booklets. This point is determined by the emergence of the modern classical form of the booklet: a sheet, which is folded into one or several layers, is distributed freely and is intended to inform a certain segment of the population about services, goods, or about certain phenomena.

If we consider the booklet from the last position, then we can assume that the booklet in its modern form was formed in the late 19th - early 20th centuries. It was at this time that new inventions in the printing industry, the emergence of such a concept as advertising, led to rapid development. different types advertising products, including booklets.

(Demonstrated several booklets Appendix 1.)

How to start the program Microsoft Office Publisher?

Start - All programs - Microsoft Office - Microsoft Office Publisher

We launch the program.

The program window opens.

How to choose a brochure?

Left: New publication - Start with layout - Print publications - Booklets (informational, price list, event, charity)

What kind of booklet should you choose?

Choosing informational.

The right pane will display layouts of information brochures. You can view them by moving the cursor from one layout to another (without clicking). Click the selected layout once.

How do I choose a color scheme?

Click Color schemes and choose the scheme you like. You can create your own color scheme for body text, hyperlinks, viewed hyperlinks, headings, borders, shadows, and more. To do this, click the link Custom color scheme at the bottom of the screen and go to the tabCustom. You can save the created scheme. To do this, click the buttonSave schema, in the window that appearsSave schema enter a name for the schema and clickOK. The created scheme will appear in the list of available color schemes. ClickOK.

How to choose a font style?

To select a font style, clickFonts schemes and in the list that opens, use the scroll bar to browse the suggested options. Once selected, click once.

How to fill out the booklet?

Fill in the text boxes with articles on the suggested topic.

Find and place images in planned locations.

Create image captions if required.

If there is one, fill in the table template.

Add design elements to the brochure.

Save your completed booklet.

Note All banknote data are in the folder For students to read - Banknotes.

3. Creation of a booklet.

And so, the main questions have been resolved. You can start creating your brochure. In the course of work, you can ask your questions. I wish you success!

4. Reflection.

The booklets have been created. They can be used to determine the level of mastering new material.

What was not clear during the work?

Think about what prevented you from achieving the desired result?

In your opinion, have the objectives of the lesson been completed?

5. Homework.

Create your business card using MS Publisher templates.

Annex 1.

Appendix 2.

Setting Booklet Options

Publisher creates the layout of your brochure using special frames called placeholders. By clicking inside any frame, you can replace the text and placeholder pictures with your own.

Entering text into existing text frames

Click inside the text frame. All placeholder text will be highlighted. After that, start typing. The typed text will automatically replace the layout text.

Entering titles

1. For convenience, zoom in on the screen by clicking the buttonLarger on the toolbar.

2. Move the cursor to the work area and click in the leftmost column of your booklet. The text is highlighted. Type the name of your bookletBanknote.

Click in the text frameThe organization's motto and type your motto. The motto is designed to clearly highlight the goals and objectives of your organization.

Note In field The organization's motto it is not necessary to type exactly the motto. You can use this field to enter any other text.

If you want tochange the width or height of any frame , click once its border. Move the cursor to one of the white markers that will appear around the perimeter of the frame and drag it in the desired direction. Enter the required text in the boxes.

After you fill out the first page of the booklet, go to the second. To do this, click on the corresponding page number2 on the buttonMoving onpages (in the status bar at the bottom of the screen).

You can insert a text file using the commandText file menuInsert or from the clipboard. If all the text does not fit into the text frame,Publisher prompts you to use auto-blend. If you answerYes, the program will automatically place all the text while creating the necessary text frame links.

Adding text entry fields

Any default layout contains a certain amount of text fields. However, sometimes they are not enough or their location does not match your design. In these cases, you can add new text boxes:

Click the buttonInscription on the toolbarObjects on the left side of the screen.

Move the cursor to the work area and place it in the place of the document where you want to place the text. Hold down the left mouse button and drag out the text frame, starting at the top-left corner and ending at the bottom-right corner, where the text should end.

Click inside the text frame to start entering text.

If necessary, you can change the style of the text (font, size, style) using the toolbarStyles and formatting, and only then start entering text.

Replacing Pictures

The brochure layout contains graphic fields in which some pictures have already been inserted. As a rule, you need to replace them with your own.

To replace the image in the brochure, double-click the existing one,Publisher will open the task paneInsert a picture. You can chooseCollection of pictures orA collection of pictures on the Internet, by clicking once on the corresponding label. WindowInsert a picture can be called by selecting in the menuInsert commandDrawing and clickingPicture.

Click the buttonTo find.

Grouping and ungrouping objects

Grouping combines objects in such a way that you can work with them as a single object. All objects in the group can be flipped, rotated, resized or scaled. In addition, you can simultaneously change the attributes of all objects in the group (change the fill color or add a shadow to all objects in the group, etc.), or select the desired an element within a group and apply the attribute to it without first ungrouping. You can also create groups within groups, which helps when creating complex graphic objects. You can ungroup a group of objects at any time and then re-group them.

To group objects:

Click the buttonObject selection on the toolbarObjects. While holding down the left mouse button, draw a frame around (outside) the objects that you want to combine into a group.

In the lower right corner of the selected group of objects, click the buttonGroup objects .

To ungroup objects:

Click once on the group of objects you want to ungroup.

In the lower right corner of the selected group, click the buttonUngroup objects.

Inserting and deleting pages

If you do not have enough pages to post the material, add them.

On the menuInsert select teamPage. Set the number of new pages, their location and appearance.

After setting the parameters, clickOK.

If the booklet contains pages that you do not need, delete them.

Go to the page you want to delete.

On the menu Edit choose Delete page.

If you delete only one page from a two-sided page, a window appears. Deleting a page. Select the one you want to remove (for example, Right page only) and click OK.

Insert a drop cap

Sometimes the first letter of text highlighted (drop cap) helps draw attention to text or helps fill a page with little text.

Select the paragraph in the text where you want to enter a drop cap.

On the menu Format select team Initial letter.

In the dialog box that opens, select a drop cap style.

Note In the tab Arbitrary drop cap you can change the settings for the drop cap.

TOPIC: "Repetition of Microsoft Office Applications"

Lesson objectives:

• Check knowledge of applied programs Power point, Paint, Word, Excel. , the ability to work with the main elements of these programs., to form abstract thinking ..
• Develop computer literacy, skills in working with text, pictures, tables.
• Bring up creativity, team spirit, neatness.

Equipment: Power Point software, Paint, Word, Excel, instruction cards.

Lesson type: competition lesson

During the classes

І Organizational moment

Teacher:Good afternoon! We are glad to welcome you to our computer cafe. Today we have a repetition lesson. In this lesson, we will review the main applications Power Point, Paint, Word, Excel. The lesson will be held in the form of a competition, so the success of the team will depend on each of you. And our guests will evaluate our teams. Good luck everyone, we're starting.

So, first task... Let's recall the rules of conduct in a computer class. For each correct answer, the team receives 1 point.

II Main part

Teacher: Since there are guests in the class who do not know enough of our team members, I ask the captains to present their team using the Power Point program (this was homework). The maximum score is 3 points.

Virus competition

Teacher: A virus got into the computer, it broke all the contents of the spreadsheet into parts and entered it into another table. Using the completed spreadsheet, restore the original document to Excel. Maximum score 3 points (4 people from one team and 4 people from the other team, perform half of the task)

The address	Text	The address	Text	The address	Text	The address	Text
	lc
	Naob
	Ska
	shh,
	ak

Fizpause

Document Decoding Competition

Teacher: In A. Conan Doyle's story, the criminal uses the original code to record his threats - he draws little men. The shrewd detective Sherlock Holmes unravels this code and catches the criminal. Now for a moment of attention: teams can earn 1 point by answering the question: "What is the name of the story in question?" ("Dancing Men").

Now the teams will have to decipher the document. Time is limited to 8 minutes. (4 people from one team and 4 people from the other team, perform half of the task). (Get the text by entering the encoded text below. Format the text according to the given format parameters. Which are indicated in curly braces before the text fragment to be formatted).

Abbreviations used

+ - start from the "red" line

Line alignment:

• L- on the left border,
• R- on the right border,
• M- in the center,
• L-R- in width.
• Times, Arial- font type,
• 10,12,14 …-font size

Inscription:

• bl- bold,
• ital-italics

Encoded text:

(Arial 16 R bl) Director of MZSH # 22 ( + Times 18 R bl) T.V. Anokhina ( + Arial 16 R bl) from students (Times 18 R bl) 10 grades ( + Times 20 M ital) statement. ( + Times 16 L-R) We ask you to allocate funds for the installation (Times 18 L-R bl ital) of completely new computers (Times 16 L-R) in the computer science office (room 14), and connect them to the Internet. ( + Times 20 L bl ital) 03/16/2008 ( + Times 20 R bl ital) 10-A grade students

The finished document looks like this:

Director of MZSH No. 22

-T.V. Anokhina

from students of grade 10

statement.

We ask you to allocate funds for installation brand new computers to the informatics office (room 14), and connect them to the Internet.

March 16, 2008

10-A grade students

The maximum score is 3 points.

Competition "Draw a Landscape"

Teacher: According to statistics, at about 1.5-2 years old, a child begins to take an active interest in drawing, creating his "works" mainly on walls, doors, windows. Those whose parents look at this outrage approvingly grow up as artists. And now we will find out which of the participants used parental approval.

The whole team draws at one computer, one person at a time coming up. Participants are invited to paint a landscape. Each team receives cards with objects, each team member draws this object. Time is limited to 10 minutes.

Cards: sun, clouds, frame of the house, flower, river, inscription, windows and doors of the house.

The maximum score is 3 points.

Competition "Annotations"

Teacher: Usually, any artistic, and not only artistic, work is preceded by an annotation, which briefly describes its essence. Try these annotations to guess what kind of fairy tale we are talking about. If you answer on 1 try, then you earn 3 points, from 2 - 2 points, from 3 - 1 point.

• 1.1. attempt: the main idea of ​​the work is that only forward planning and prudence helps to preserve not only health, but also life itself, both for one single individual and for the whole group. The main characters of the work are close relatives, which, however, does not eliminate disagreements over the solution of the housing problem (3 points)
• 1.2 try: Two buildings built by individual projects, do not withstand tests in artificially created difficult aerodynamic conditions
• 1.3 try: And only the foresight and ingenuity of the third relative, who preferred the standard design of a stone dwelling, allows everyone to get rid of martyrdom and even triumph over the eternal enemy.
• 2.1 try: The moral of the work is that being overly sociable and not being discriminating in acquaintances leads to trouble.
• 2.2 try: At the first meeting, the title characters behave correctly and limit themselves to a peaceful conversation. But already the second meeting ends tragically - one of the interlocutors sees too late and becomes a victim of an insidious pretender.
• 2.3 try: And only the intervention of representatives of the most ancient profession (workers of the local timber industry) is the status quo restored.

ІІІ. Summarizing. Winner's reward ceremony.

IV. Homework

Today in the lesson in an unusual form, we repeated all the previously studied applied programs. In the next lesson, we move on to learning a new application from the Microsoft Office suite. Therefore, at home, look at which program we have not yet studied.

⁠Program "ktpdat" allows the teacher to significantly reduce the time spent on drawing up calendar-thematic plans.
⁠ In particular, the program significantly saves the time required for arranging the dates of lessons and analyzing the number of hours spent on studying academic discipline within the calendar boundaries of the academic period according to the compiled schedule of lessons.

Features of the program:

• - suitable for different forms organization of the educational process (quarters, modules, trimesters)
• - calculates the number of lessons for individual study periods
• - generates the dates of the lessons according to the schedule and the annual calendar schedule (including for the schedule with a "fractional" load)
• - allows you to choose the shape of the calendar (Sun, Sun + RF Holidays, RF Holidays, seven days a week and holidays), which allows teachers to use it additional education and teachers from foreign countries
• - has an intuitive interface, conveniently located controls, numerous tips and protection from ill-conceived user actions

This is how the "Calendar" sheet for data entry looks like:

The program gives out the dates of the lessons in the selected format and the number of lessons by study period:

It remains only to insert the received lesson dates into your calendar-thematic plans.

Tested in Excel 2003 and Excel 2007

The program consists of 24 tasks (17 main and 7 bonuses) for different topics: units of information measurement, computer device, software, logic, algorithms, Internet addressing.

At the end of the program, the result: the sum of the points scored, the number of completed tasks and bonuses, the time taken.

The target audience: for teacher

It is proposed to solve the largest number of examples in 100 seconds. There is a rating of the best "solvers" (competitive element).

Tested in grades 7-9. The kids love it.

Rebuilt from python to .exe, so the size is large. I will improve as my skills grow.

Small computer practical work in informatics. Tasks of the same type on the topics: "Measurement units", "Algorithm compilation", "Information coding", "File selection by mask".

Can be used for repetition and consolidation of the material, as well as for various extracurricular activities.

Target audience: for grade 8

Elective by choice "Computer graphics" contains theoretical and practical information on issues related to the ability to work in text and graphic editors.

After completing this course, students should have a better understanding of computer graphics and the varieties of those programs that work with graphics. Perhaps some of them will associate their future profession with this.

This course aims to:

• Formation of skills and abilities to work in text, graphic editors, the ability to create publications and simple presentations.
• The development of schoolchildren's cognitive interest, creative activity, theoretical, creative thinking, as well as the formation of operational thinking aimed at choosing the best solutions.
• Development of memory, attentiveness, logical thinking, education of information culture.
• Development of the ability to work with additional programs, choose the right sources of additional information.
• Improving work skills and increasing interest in modern computer technology.
• Deepening, generalization and systematization of knowledge on PC software

The structure of the course involves the study of theoretical material and conducting practical training on a personal computer in order to apply the obtained theoretical knowledge in practice.

Target audience: for grade 5

In the Demo version, not all sheets are available and some journal functions are limited. The demo version was created to familiarize you with the main functions of the magazine.

So, the functions of the Demo version:

1. Automatic counting of the number of absences for each student;
2. Automatic calculation of the percentage of quality and performance by class for the entire year of study and separately by quarters;
3. Automatic construction of charts for grades in a specific class.
4. Automatic calculation of all grades in a quarter for the entire year of study.

In this version, two sheets are not available for editing and use: Quarter totals and progress report for all grades of a particular teacher.

So, the Trial version additionally contains:

1. Automatic calculation of all grades in all grades and all subjects of one particular teacher;
2. Automatic construction of performance charts for all classes of the teacher for the quarters and the year;
3. Automatic sheet generation Subject teacher progress report