types fast in 90 minutes

K A Z ® ( K e y b o a r d i n g A t o Z ) Instructor’s Edition

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NOT FOR PRINTING OR INSTRUCTIONAL USE

KAZ® (Keyboarding A to Z) VP and GM of Courseware: Michael Springer Series Product Managers: Caryl Bahner-Guhin and Adam A. Wilcox Developmental Editor: Brandon Heffernan Project Editor: Geraldine Martin Series Designer: Adam A. Wilcox Cover Designer: Steve Deschene Gotham New Media: Mark Meakings and Nick Rosenberg

COPYRIGHT © 2003 Course Technology, a division of Thomson Learning. Thomson Learning is a trademark used herein under license.

KAZ (Keyboarding A-Z) Typing Tutor © 2003 Gotham New Media.

KAZ Typing Tutor produced by Course Technology under license from:

Gotham New Media P.O. Box 23 Bexhill TN39 4ZU, UK www.kaz-type.com

ALL RIGHTS RESERVED. No part of this work may be reproduced, transcribed, or used in any form or by any meansgraphic, electronic, or mechanical, including photocopying, recording, taping, Web distribution, or information storage and retrieval systemswithout the prior written permission of the publisher.

For more information contact:

Course Technology 25 Thomson Place Boston, MA 02210

Or find us on the Web at: www.course.com

For permission to use material from this text or product, contact us by

• Web: www.thomsonrights.com • Phone: 1-800-730-2214 • Fax: 1-800-730-2215

Trademarks Course ILT is a trademark of Course Technology.

KAZ is a trademark of Gotham New Media.

If mike jived, rude dunce, slap now, baggy hat, and extra quiz are trademarks of Gotham New Media.

Some of the product names and company names used in this book have been used for identification purposes only and may be trademarks or registered trademarks of their respective manufacturers and sellers.

Disclaimer Course Technology reserves the right to revise this publication and make changes from time to time in its content without notice.

ISBN 0-619-24271-X

Printed in the United States of America

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C o n t e n t s

Introduction iii Topic A: About the manual............................................................................... iv Topic B: Setting student expectations ............................................................. viii Topic C: Classroom setup..................................................................................x Topic D: Support...............................................................................................xii

Introduction to KAZ 1-1 Topic A: Getting started................................................................................... 1-2 Topic B: The keyboard .................................................................................... 1-5 Unit summary: Introduction to KAZ................................................................ 1-8

The five key phrases 2-1 Topic A: The first key phrase .......................................................................... 2-2 Topic B: The second key phrase...................................................................... 2-8 Topic C: The third key phrase ........................................................................ 2-12 Topic D: The fourth key phrase ...................................................................... 2-16 Topic E: The fifth key phrase......................................................................... 2-20 Unit summary: The five key phrases............................................................... 2-23

Words and sentences 3-1 Topic A: The first two fingers.......................................................................... 3-2 Topic B: The first, third, and fourth fingers .................................................... 3-5 Topic C: The third and fourth fingers of the left hand..................................... 3-8 Topic D: Sentences ......................................................................................... 3-10 Unit summary: Words and sentences .............................................................. 3-13

Capitalization, punctuation, and numbers 4-1 Topic A: Capitalization.................................................................................... 4-2 Topic B: The number row............................................................................... 4-10 Topic C: Punctuation ...................................................................................... 4-12 Unit summary: Capitalization, punctuation, and numbers .............................. 4-16

The numeric keypad 5-1 Topic A: Playing with numbers ....................................................................... 5-2 Unit summary: The numeric keypad ................................................................ 5-6

Speed and accuracy 6-1 Topic A: Improving speed and accuracy ......................................................... 6-2 Topic B: Speed drills ...................................................................................... 6-23 Unit summary: Speed and accuracy ................................................................ 6-28

Course summary S-1 Topic A: Course summary ...............................................................................S-2 Topic B: Continued learning after class ..........................................................S-4

Index I-1 P

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ii KAZ® (Keyboarding A to Z)

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iii

K A Z ® ( K e y b o a r d i n g A t o Z ) Introduction

After reading this introduction, you will know how to:

A Use Course Technology ILT manuals in general.

B Use prerequisites, a target student description, course objectives, and a skills inventory to properly set students’ expectations for the course.

C Set up a classroom to teach this course.

D Get support for setting up and teaching this course.

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iv KAZ® (Keyboarding A to Z)

Topic A: About the manual

Course Technology ILT philosophy Our goal at Course Technology is to make you, the instructor, as successful as possible. To that end, our manuals facilitate students’ learning by providing structured interaction with the software itself. While we provide text to help you explain difficult concepts, the hands-on activities are the focus of our courses. Leading the students through these activities will teach the skills and concepts effectively.

We believe strongly in the instructor-led classroom. For many students, having a thinking, feeling instructor in front of them will always be the most comfortable way to learn. Because the students’ focus should be on you, our manuals are designed and written to facilitate your interaction with the students, and not to call attention to manuals themselves.

We believe in the basic approach of setting expectations, then teaching, and providing summary and review afterwards. For this reason, lessons begin with objectives and end with summaries. We also provide overall course objectives and a course summary to provide both an introduction to and closure on the entire course.

Our goal is your success. We encourage your feedback in helping us to continually improve our manuals to meet your needs.

Manual components The manuals contain these major components:

• Table of contents • Introduction • Units • Course summary • Index

Each element is described below.

Table of contents

The table of contents acts as a learning roadmap for you and the students.

Introduction The introduction contains information about our training philosophy and our manual components, features, and conventions. It contains target student, prerequisite, objective, and setup information for the specific course. Finally, the introduction contains support information.

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Introduction v

Units Units are the largest structural component of the actual course content. A unit begins with a title page that lists objectives for each major subdivision, or topic, within the unit. Within each topic, conceptual and explanatory information alternates with hands-on activities. Units conclude with a summary comprising one paragraph for each topic, and an independent practice activity that gives students an opportunity to practice the skills they’ve learned.

The conceptual information takes the form of text paragraphs, exhibits, lists, and tables. The activities are structured in two columns, one telling students what to do, the other providing explanations, descriptions, and graphics. Throughout a unit, instructor notes are found in the left margin.

Course summary

This section provides a text summary of the entire course. It is useful for providing closure at the end of the course. The course summary also indicates the next course in this series, if there is one, and lists additional resources students might find useful as they continue to learn about the software.

Index

The index at the end of this manual makes it easy for you and your students to find information about a particular software component, feature, or concept.

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vi KAZ® (Keyboarding A to Z)

Manual conventions We’ve tried to keep the number of elements and the types of formatting to a minimum in the manuals. We think this aids in clarity and makes the manuals more classically elegant looking. But there are some conventions and icons you should know about.

Instructor note/icon Convention Description Italic text In conceptual text, indicates a new term or feature.

Bold text In unit summaries, indicates a key term or concept. In an independent practice activity, indicates an explicit item that you select, choose, or type.

Code font Indicates code or syntax.

Longer strings of ► code will look ► like this.

In the hands-on activities, any code that’s too long to fit on a single line is divided into segments by one or more continuation characters (►). This code should be entered as a continuous string of text.

Instructor notes. In the left margin, provide tips, hints, and warnings for the instructor.

Select bold item In the left column of hands-on activities, bold sans-serif text indicates an explicit item that you select, choose, or type.

Keycaps like e Indicate a key on the keyboard you must press.

Warning icon. Warnings prepare instructors for potential classroom management problems.

Tip icon. Tips give extra information the instructor can share with students.

Setup icon. Setup notes provide a realistic business context for instructors to share with students, or indicate additional setup steps required for the current activity.

Projector icon. Projector notes indicate that there is a PowerPoint slide for the adjacent content.

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Introduction vii

Hands-on activities The hands-on activities are the most important parts of our manuals. They are divided into two primary columns. The “Here’s how” column gives short directions to the students. The “Here’s why” column provides explanations, graphics, and clarifications. To the left, instructor notes provide tips, warnings, setups, and other information for the instructor only. Here’s a sample:

Do it! A-1: Creating a commission formula

Here’s how Here’s why

1 Open Sales This is an oversimplified sales compensation worksheet. It shows sales totals, commissions, and incentives for five sales reps.

Take the time to make sure your students understand this worksheet. We’ll be here a while. 2 Observe the contents of cell F4

The commission rate formulas use the name “C_Rate” instead of a value for the commission rate.

For these activities, we have provided a collection of data files designed to help students learn each skill in a real-world business context. As students work through the activities, they will modify and update these files. Of course, they might make a mistake and, therefore, want to re-key the activity starting from scratch. To make it easy to start over, students will rename each data file at the end of the first activity in which the file is modified. Our convention for renaming files is to add the word “My” to the beginning of the file name. In the above activity, for example, students are using a file called “Sales” for the first time. At the end of this activity, they would save the file as “My sales,” thus leaving the “Sales” file unchanged. If students make mistakes, they can start over using the original “Sales” file.

In some activities, however, it may not be practical to rename the data file. Such exceptions are indicated with an instructor note. If students want to retry one of these activities, you will need to provide a fresh copy of the original data file.

PowerPoint presentations Each unit in this course has an accompanying PowerPoint presentation. These slide shows are designed to support your classroom instruction while providing students with a visual focus. Each one begins with a list of unit objectives and ends with a unit summary slide. We strongly recommend that you run these presentations from the instructor’s station as you teach this course. A copy of PowerPoint Viewer is included, so it is not necessary to have PowerPoint installed on your computer.

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viii KAZ® (Keyboarding A to Z)

Topic B: Setting student expectations Properly setting students’ expectations is essential to your success. This topic will help you do that by providing:

• Prerequisites for this course • A description of the target student at whom the course is aimed • A list of the objectives for the course • A skills assessment for the course

Course prerequisites Students taking this course should be familiar with personal computers and the use of a keyboard and a mouse.

Target student This course will benefit anyone who has a basic familiarity with computer keyboards and wants to learn how to touch-type to increase their speed and efficiency on the keyboard.

Course objectives You should share these overall course objectives with your students at the beginning of the day. This will give the students an idea about what to expect, and will also help you identify students who might be misplaced. Students are considered misplaced when they lack the prerequisite knowledge or when they already know most of the subject matter to be covered.

After completing this course, students will know how to: • Use the keyboard with correct posture, and identify the home keys and their

importance in touch-typing. • Touch-type all the letter keys. • Touch-type the letter keys with increasing speed and accuracy. • Touch-type capital letters, special characters, and standard punctuation. • Touch-type numbers on a numeric keypad. • Develop increasing speed and accuracy, and calculate words per minute typing

speed.

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Introduction ix

Skills inventory Use the following form to gauge students’ skill level entering the class (students have copies in the introductions of their student manuals). For each skill listed, have students rate their familiarity from 1 to 5, with five being the most familiar. Emphasize that this is not a test. Rather, it is intended to provide students with an idea of where they’re starting from at the beginning of class. If a student is wholly unfamiliar with all the skills, he or she might not be ready for the class. A student who seems to understand all of the skills, on the other hand, might need to move on to the next course in the series.

Skill 1 2 3 4 5

Using correct posture while keyboarding

Identifying the home keys

Touch-typing the I, F, M, K, E, J, V, and D keys

Touch-typing the Enter key and Spacebar

Touch-typing the R, U, N, and C keys

Touch-typing the S, L, A, P, O, and W keys

Touch-typing the B, G, Y, H, and T keys

Touch-typing the X, Q, and Z keys

Touch-typing capital letters by using the Shift key

Touch-typing special characters by using the Shift key

Touch-typing the standard punctuation keys

Touch-typing numbers on a numeric keypad

Increasing touch-typing speed and accuracy

Calculating words per minute typing speed

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x KAZ® (Keyboarding A to Z)

Topic C: Classroom setup All our courses assume that each student has a personal computer to use during the class. Our hands-on approach to learning requires they do. This topic gives information on how to set up the classroom to teach this course. It includes minimum requirements for the students’ personal computers, setup information for the first time you teach the class, and setup information for each time that you teach after the first time you set up the classroom.

Student computer requirements Each student’s personal computer should have:

• A keyboard and mouse • A numeric keypad (Depending on your class, the numeric keypad might not be

as important to some students. Consider skipping the unit on touch-typing on a numeric keypad if you experience time constraints.)

• CD-ROM drive • An SVGA monitor set to a minimum resolution of 800×600 • Access to a printer (optional) • Internet access if you want to download the Student Data files from

www.courseilt.com/instructor_tools.html

First-time setup instructions The first time you teach this course, you will need to perform the following steps:

1 Install any word processing software, such as Microsoft Word, accepting all the default settings during installation. Many operating systems come with basic word processors that will also suffice. These include WordPad or Notepad on a PC, and SimpleText or TextEdit on a Macintosh.

2 If you are teaching this course to kids, we have provided alternative text for the activities in Unit 6. This text is in a Microsoft Word file on the accompanying CD (see Kids Practice.doc). If you don't have the CD, you can download this file from the Internet. Here's how: a Connect to www.courseilt.com/instructor_tools.html. b Click the link for Business and Office Skills to display a page of course

listings, and then click the link for KAZ® (Keyboarding A to Z), 2nd Edition. c Click the link for downloading the Student Data files, and follow the

instructions that appear on your screen.

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Introduction xi

Setup instructions for every class Every time you teach this course, you will need to perform the following steps:

1 If necessary, reset any defaults that have been changed in previous classes. 2 Launch each student’s word processing program in advance. Set the default font

to a larger size to make it easier for students to see their results as they type. Inquire if there is anyone in the class who prefers even larger text.

3 Prepare to explain the importance of correct posture and wrist placement while using the keyboard. You will need to monitor students as they progress through the course and provide posture correction as needed.

4 Prepare to time students using a stopwatch or other tool that accurately measures time to the second.

5 If you are teaching this course to kids and you wish to use the alternative text for Unit 6, provide each student with a printed copy of Kids Practice.doc.

Speedbuilder The KAZ Speedbuilder CD is included with both the instructor’s edition and the student manual. Speedbuilder is designed to encourage short practice sessions, with twenty phrases presented at a time. The program provides feedback by displaying the learner’s progress in both speed and accuracy. Learners can choose practice material for kids or adults.

Speedbuilder also contains a key guide that illustrates the correct fingering for the a-z keys. To access the key guide, click the picture of the keyboard.

Installing Speedbuilder To install Speedbuilder, simply insert the CD into your CD-ROM drive. The setup program should start automatically. Then, just follow the screen prompts.

If the setup program does not start automatically, here’s what you do: 1 From the desktop, click the Start button and choose Run to open the Run dialog

box. 2 In the Open box, enter D:\kaz-setup.exe (where D: is your CD-ROM drive). 3 Click OK. 4 Follow the screen prompts.

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xii KAZ® (Keyboarding A to Z)

Topic D: Support Your success is our primary concern. If you need help setting up this class or teaching a particular unit, topic, or activity, please don’t hesitate to get in touch with us. Please have the name of the course available when you call, and be as specific as possible about the kind of help you need.

Phone support You can call for support 24 hours a day at (888) 672-7500. If you do not connect to a live operator, you can leave a message, and we pledge to return your call within 24 hours (except on Saturday and Sunday).

Web-based support The Course ILT Web site provides several instructor’s tools for each course, including course outlines and answers to frequently asked questions. To download these files, go to www.courseilt.com/instructor_tools.html. For additional Course ILT resources, including our online catalog and contact information, go to http://www.course.com/ilt.

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1–1

U n i t 1 Introduction to KAZ

Unit time: 30 minutes

Complete this unit, and you’ll know how to:

A Identify how KAZ works, and use the keyboard with correct posture.

B Use home row as the “home base” for your keystrokes.

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1–2 KAZ® (Keyboarding A to Z)

Topic A: Getting started Explanation The ability to touch-type using ten fingers is one of the most important skills required in

today’s computer literate society. There’s a significant difference in performance between people that touch-type with ten fingers and look at their screen and people that look down at the keyboard and hunt and peck the keys with two fingers. Touch-typists focus on the content of their work on-screen without having to think about the keyboard. Those who hunt and peck struggle to work at half speed, and their concentration is constantly broken. By using KAZ, you can significantly reduce the learning time required to acquire this valuable skill.

The KAZ method KAZ stands for Keyboarding A to Z. The KAZ method of teaching typing was developed in the UK by Gotham New Media, with the goal of revolutionizing the way people learn how to type properly. Learning how to touch-type the core A to Z keys, whether book-based or software-based, usually takes around 10 to 25 hours of boring repetitive drills. With the KAZ method, you can learn to touch-type in as little as 90 minutes, and you’ll have a lot more fun in the process.

How KAZ works The best things in life are simple, and the KAZ method was designed to be simple so that students can make progress quickly. The critical aspects that have made KAZ a success are the way it introduces the different keys, and the memorable phrases that bind the skills together.

Success is measured by your ability to touch-type all 26 alpha keys in as little as 90 minutes by using the five key phrases. Another measure of success will be your ability to immediately touch-type other words and sentences that are not prepared for.

How the KAZ method is different from traditional methods • Most other typing tutors, both book and software-based, use a method designed

for the manual typewriter, which was devised more than 60 years ago. • KAZ is a fresh, fast, and effective new approach to learning how to type. • KAZ combines word association with natural dexterity to create a method that

centers on five trademarked phrases. This method focuses on the way fingering is learned across the keyboard, and the symmetry of keystrokes.

• Each section in the KAZ program offers encouragement and bite-sized instruction, which enables you to work at your own pace and assimilate information and gain speed and accuracy without being aware of it.

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Introduction to KAZ 1–3

Proper keyboarding posture Good posture is critical to your ongoing success with the keyboard. Good posture can help prevent fatigue and soreness in your hands and wrists. Follow these guidelines as you proceed through this course:

• When your hands rest on the keys, your fingers should be slightly curved, as shown in Exhibit 1-1. They should not stick out straight.

• Use a soft touch on the keys. • Your elbows should rest lightly against your waist, and try to keep your wrists in

line with your hands, as shown in Exhibit 1-2. This will make it easier to reach the keys.

• Adjust you chair so that your feet rest on the floor. • Your arms should be approximately horizontal and your eyes at the same height

as the top of your monitor. • Make sure there is enough space underneath your workstation to move your legs

freely. • Move any obstacles. Avoid excess pressure on the backs of your legs and knees.

A footrest might also be helpful. • Don’t sit in the same position for long periods of time.

Exhibit 1-1: Proper finger curvature

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Exhibit 1-2: Proper keyboarding posture

Do it! A-1: Identifying proper keyboarding posture

Exercises 1 When sitting at your keyboard, your eyes should be the same height as the top of

your monitor. True or false?

True

2 Place your fingers gently on the keys

For the moment, it doesn’t matter which keys you choose.

Verify that your fingers are slightly curved, as shown

Verify that your elbows rest lightly against your waist

3 You should press the keys firmly. True or false?

False. Use a soft touch on the keys.

4 When you adjust your chair, how should your feet be positioned?

Your feet should rest comfortably on the floor.

5 When typing, your arms should be horizontal to the floor. True or false?

True P

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Topic B: The keyboard Explanation This book is designed for use with a QWERTY keyboard. QWERTY simply refers to the

first six letters in the main block of keys, which is the standard keyboard setup. If you look at your keyboard, you will see the main block of keys is, for the most part, made up of the letters of the alphabet. In this topic, you will learn how to use home row as “home base” for your keystrokes.

Home row Home row is the eight keys where you must place your hands when you start to type. They form a base from which to move. A, S, D, and F are pressed with the left hand. The J, K, L, and semicolon keys are pressed with the right hand, as shown in Exhibit 1-3.

Exhibit 1-3: Home row (the “home” keys)

Look at the numbers to see which finger to use for each key. • 4 is your little finger, or “pinky” finger. • 3 is your ring finger. • 2 is your middle finger. • 1 is your index finger.

You must rest these fingers on these keys when you are in between typing. As you reach for the other keys on the keyboard, your fingers will return to these home keys naturally. P

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As shown in Exhibit 1-4, the F and J keys have raised dots or ridges on them that provide tactile feedback that your fingers are on the correct keys. These ridges preclude the need to look down at the keyboard to verify that your fingers are on the correct keys. You will find that to operate a keyboard efficiently, it is essential to know the correct placement of your hands and fingers by touch.

Exhibit 1-4: Home row: A, S, D, F, J, K, L, and semicolon

Do it! B-1: Identifying home row

Here’s how Here’s why 1 Place your left index finger on F,

and your right index finger on J

Verify that you can feel the raised dots or ridges on these keys

The raised dots or ridges provide tactile feedback that your fingers are resting on the correct keys.

2 Gently lay your other fingers on the remaining home row keys, as shown

This is where your fingers must always be before you start typing.

Verify that the fingers of your left hand are resting on the A, S, D, and F keys

Verify that the fingers of your right hand are resting on the J, K, L, and semicolon keys

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3 Remove your hands from the keyboard, and close your eyes

To verify that you can find home row without looking at the keyboard.

With your eyes still closed, place your fingers on the home keys, and feel for the ridges on the F and J keys

4 Open your eyes and verify that your hands are placed correctly on the home keys

The four fingers of your left hand should rest on the A, S, D, and F keys. The four fingers of your right hand should rest on the J, K, L, and semicolon keys.

If necessary, practice a few times until you are successful

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Unit summary: Introduction to KAZ Topic A In this unit, you learned about the KAZ method for learning how to type. You learned

what makes KAZ different from older, more traditional methods. You also learned the correct posture to take when sitting at your keyboard.

Topic B Next, you learned about the eight keys that make up home row. You learned that these home keys are essential to typing, and that you must use them as the “home base” for your keystrokes. You also learned that the F and J keys have raised dots or ridges on them that provide tactile feedback that your fingers are on the correct keys.

Independent practice activity 1 With your eyes closed, place your left index finger on the F key.

2 With your eyes closed, place your right index finger on the J key.

3 With your eyes still closed, verify that you can feel the raised ridges on these keys.

4 With your eyes still closed, let your other fingers rest on the remaining home keys.

5 With your eyes still closed, press each home key one at a time, from left to right.

6 Open your eyes and verify that you have typed a, s, d, f, j, k, l, and ;.

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2–1

U n i t 2 The five key phrases



A Touch-type the first key phrase in the KAZ program, and use the Enter key and the Spacebar.

B Touch-type the second key phrase in the KAZ program.

C Touch-type the third key phrase in the KAZ program.

D Touch-type the fourth key phrase in the KAZ program.

E Touch-type the fifth key phrase in the KAZ program.

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Topic A: The first key phrase Explanation There are five key phrases in the KAZ program. These phrases are specially designed to

cover all the 26 keys with virtually symmetrical movements, so that one hand mirrors the other hand. These phrases provide progressively challenging exercises that, when practiced repeatedly, will help you to automatically locate each key on the keyboard.

If mike jived The first key phrase is if mike jived. The phrase involves multiple words, which means you’ll need to use the Spacebar in addition to the eight unique letters in the phrase. The keys in this phrase are shown in Exhibit 2-1.

Exhibit 2-1: The keys in if mike jived

The Spacebar The Spacebar is located below the keys. It’s the long key with no label, as shown in Exhibit 2-2. Depending on your keyboard and operating system, your Spacebar might look slightly different. You use the Spacebar to create spaces between words or letters. Use your right thumb to press the Spacebar. You should be able to reach it without taking your fingers off the home keys.

Exhibit 2-2: The Spacebar

The cursor

The cursor is standard in word processing programs. It is the vertical blinking line that delineates your location in the document. Typing a letter or space will move the cursor to the right, following the characters you type. The blinking helps you to quickly see where you are in the document.

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The five key phrases 2–3

Do it! A-1: Typing if mike


1 Without looking down at the keyboard, place the fingers of both hands on the home keys

Remind students to watch their screens as they type. The letters that appear will provide confirmation that they are pressing the correct keys. With the second finger of your

right hand, reach up from K and press I, without looking down at the keyboard

Point out that the F key is one of the home keys. Students’ left index fingers should rest there.

2 With the first finger of your left hand, press F

You have now completed the first word ‘if.’

3 With your fingers resting lightly on the home keys, reach down with your right thumb to press the Spacebar once

To create a space between the word ‘if’ and the next word in the phrase.

Observe how the cursor moves one space to the right

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4 Taking your time, type if, and then a space, several times

Type this over and over again, until you feel the action becomes automatic. Don’t worry about making a mistake. That’s expected at this early stage.

Remind students not to look at the keyboard as they proceed through this and every subsequent activity.

After you have typed these characters several times, observe how the characters automatically flow down to the next line on the screen

This is known as ‘word wrap.’ The lines in your document are automatically created, so you don’t have to worry about reaching the right edge of the document.

5 With your hands resting on the home keys, slowly reach down with your right index finger and press M

To type the first letter in the word ‘mike.’

6 Taking your time, type if m several times

(Be sure to include a space between ‘if’ and ‘m,’ and each instance of ‘if m.’) Type this until you feel the action becomes automatic.

7 Type if mi Put a space between ‘if’ and ‘mi’ each time.

With the second finger of your right hand, press K a few times, inserting a space between each k

K is one of the home keys. Remember not to look down at the keyboard as you type.

8 Type if mik several times Keep typing until it feels automatic.

Encourage students not to look down even if they’re feeling lost on the keyboard. Tell them to feel for the raised ridges of the F and J keys to orient themselves back to home row.

9 With your fingers resting on the home keys, use the second finger of your left hand to reach up and press E

10 Press E several times, with a space between each letter

To practice locating the E key and the Spacebar.

11 With your fingers resting on the home keys, type mike several times, with a space in between each word

Don’t rush yourself. It’s better to start with a slow, rhythmic pace than a hurried, inaccurate pace.

12 Type if mike several times, with a space between each word

Repeat these two words until they feel automatic.

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The Enter key Explanation The Enter key, shown in Exhibit 2-3, moves the cursor down one line and repositions it

along the left margin of the document. Use the Enter key to create new lines or paragraphs. Use your right pinky to press the Enter key.

The Enter key

Exhibit 2-3: The Enter key on a standard keyboard

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Do it! A-2: Typing if mike jived


1 Rest your fingers on the home keys

Stress the importance of students resting the fingers they’re not using on the home keys at all times. With your right index finger, press

J The J key is one of the home keys. It has a raised ridge on it to help orient you to home row.

2 With the second finger of your right hand, reach up and press I

You’re already familiar with the I key.

3 Using the first and second fingers of your right hand, type ji several times

You can add a space between each pair of letters if you choose. Type these two letters until the sequence feels automatic.

4 With the index finger of your left hand, reach down and press V

You can also practice moving your finger down without pressing the V key.

With your fingers resting on the home keys, type jiv several times, with a space between each one

Make sure you use your right index finger for the J, your second finger for the I, and your left index finger for the V key.

5 With the second finger of your right hand, reach up and press E

Bring the same finger back to its home row position and press D

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6 Type ed several times Make sure you press both keys with the same finger, as shown in the picture above.

7 Type jived several times, with a space between each word

Repeat the word until you feel the action is automatic.

8 With your fingers resting on the home keys, type if mike jived four times

Remember to look at your screen, not down at your hands, and to insert a space between each word.

9 With your right pinky finger (your fourth finger), press e, then return your right hand to the home keys

Feel free to look down at the keyboard as you press the Enter key for the first few times. When you think the action feels automatic, repeat this step without looking at the keyboard.

Press e again, and return your fingers to the home keys

Repeat this four more times

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Topic B: The second key phrase Explanation In this topic, you will learn to automatically locate the R, U, N, and C keys by

practicing the phrase rude dunce.

Rude dunce You might think this is a strange phrase to practice, but remember that these word combinations are specially designed to gradually teach you the keyboard in sequence. The phrase rude dunce contains two letters on the keyboard that you’re already familiar with, D and E. As you learn to locate the other letters in this phrase without looking at the keyboard, you will also practice keys you already feel comfortable with.

The keys in this phrase are shown in Exhibit 2-4.

Exhibit 2-4: The keys in rude dunce

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Do it! B-1: Typing rude

Here’s how Here’s why 1 With your fingers resting on the

home keys, reach up with your left index finger and press R, as shown

Press this key several times, inserting a space between each letter

Remember to use your right thumb to press the Spacebar.

2 With your right index finger, reach up from the J home key and press U, as shown

Press this key several times, and insert a space between each letter

3 Type ru several times, with a space between each pair of letters

Remember, it’s critical that you keep the fingers that you’re not using on the home keys. 4 Press D with the second finger

of your left hand D is a home key you should feel comfortable with at this point.

Reach up from D and press E with the same finger

Type de several times, with a space between each pair

5 Type rude several times, with a space between each word

Remember, don’t look down at the keys.

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Completing the phrase Explanation Now, you’ll type the word ‘dunce’ to complete the second phrase in the KAZ program.

This word contains only two new letters, n and c, as shown in Exhibit 2-5. To press the N key, you use your right index finger. To press the C key, you use the second finger of your right hand.

Exhibit 2-5: The N and C keys

Do it! B-2: Typing rude dunce


home keys, press D with your left hand

Use the second finger of your left hand.

With your right index finger, reach up and press U

You should feel comfortable locating this key without looking at the keyboard.

2 Type du several times, with a space between each pair

Remind students to press the Spacebar with their right thumb.

3 With your right index finger, reach down and press N

4 Type dun several times, with a space between each instance

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Tell students that this is probably the trickiest key so far. Tell them to pull their second finger down and inside just a bit.

5 With the second finger of your left hand, reach down and press C several times, slowly

6 Press e To start a new line.

7 Type the word dunce several times, with a space between each word

You’re already familiar with the E key in three different words. It’s okay if you make a few mistakes.

Tell students to concentrate and not look at the keyboard. Tell them to look at the screen to see the letters as they type. 8 Type rude dunce several times,

with a space between each word Concentrate on accuracy rather than speed.

9 Type if rude mike jived several times, with a space between each word

Type slowly while looking at your screen. You will only need the first and second fingers of both hands to complete this phrase.

10 Check your posture

Verify that you are not slouching, and that your elbows are lightly resting against your waist. Your fingers should be curved slightly, and resting on the home keys

11 Type if mike jived four times, and press e after each phrase

Encourage students to take a break at this point. Have them stretch their arms and fingers, and encourage them to discuss the progress they feel they’ve made.

12 Type rude dunce four times, and press e after each phrase

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Topic C: The third key phrase Explanation So far, you have learned to touch-type almost half the letters in the alphabet. In this

topic, you will learn to touch-type the third key phrase in the KAZ program, slap now.

Slap now Yes, another silly phrase, but remember, it was specially designed to involve sequential, symmetrical finger movements. The phrase slap now involves new keys and new fingers, but you will likely find that they are no more difficult than the previous keys you have become familiar with. You will use the third and fourth fingers of both hands to complete this phrase. The first three letters are home keys, and you’re already familiar with the N key.

You will learn to automatically locate the S, L, A, P, O, and W keys, which are highlighted in Exhibit 2-6.

Exhibit 2-6:The S, L, A, P, O, and W keys

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Do it! C-1: Typing slap now

Here’s how Here’s why 1 Close your eyes and place your

fingers on the home keys

2 With the third finger of your left hand, press S

Remember to keep your eyes closed.

Open your eyes and look at your screen

Verify that you have typed the letter s. If you didn’t press the right key, don’t worry about it. It will soon become automatic.

3 Press S several times, with a space between each letter

Use your left ring finger (your third finger).

4 With your right ring finger (your third finger), press I

5 Type sl several times, with a space between each pair

Use the third fingers on each hand.

6 With your left pinky finger (your fourth finger), press A

7 Type sla four times, with a space between each combination

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8 With your right pinky (your fourth finger), reach up and press P

Bring your right pinky back to its home key, and then press P again

Repeat this step four times

Tell students to follow this flow: left ring finger, right ring finger, left pinky, right pinky up

9 Type the word slap four times, with a space between each word

Make sure you look at the screen, not down at the keyboard.

Focus on your accuracy, not your speed.

Press e, and type slap another four times, with a space between each word

The fingering is left ring finger, right ring finger, left pinky, right pinky up.

Direct this question to the class.

10 Which finger do you use to type N?

You use your right index finger

11 With your fingers resting on the home keys, reach down and press N a few times

Press N again, followed by a space

Use your right thumb to press the Spacebar.

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12 With your right ring finger (your third finger), reach up from the home key and press O

13 With your left ring finger, reach up from the home key and press W

14 Type ow four times, with a space between each pair

Type now four times, with a space between each word

Type slowly, while looking at your screen.

15 Type slap now four times, with a space between each phrase

Repeat this phrase until you feel the action is automatic

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Topic D: The fourth key phrase Explanation Hopefully, you’re starting to feel more comfortable locating the keys we’ve covered so

far. There are only eight keys you haven’t learned of the 26 letters in the alphabet. In this topic, you’ll learn the next key phrase to practice, baggy hat.

Baggy hat In the phrase baggy hat, there are five new keys you’ll need to learn: B, G, Y, H, and T. Other than the letter a, you will use your index fingers to type all the letters in this phrase.

Exhibit 2-7: The keys in the phrase baggy hat

The first word, baggy, starts with the B key, which involves a larger reach than you have made so far. To press the B key, you stretch your left index finger down and slightly inside, as shown in Exhibit 2-8.

You’ll also need to reach to press the Y key. To press the Y key, stretch your right index finger up and slightly inside, as shown in Exhibit 2-9.

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Exhibit 2-8: The B key

Exhibit 2-9: The Y key

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Do it! D-1: Typing baggy hat

Here’s how Here’s why 1 Move your left index finger from

its home position down to B

Practice making this move from F to B a few times

It’s okay if you look at the keyboard while you practice this move.

2 Type ab four times, with a space between each pair

3 Type fb four times, with a space between each pair

4 Type ab fb f four times Take it slowly and focus on your accuracy. Remember to look at the screen and return your fingers to their home keys after you press each key.

5 With your fingers on the home keys, move your left index finger across to press G, as shown

6 Type bag several times, with a space between each word

7 With your fingers on the home keys, reach up with your right index finger and press Y

It’s okay if you look at the keyboard to press Y for the first time.

Type ggy four times, with a space between each instance

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Concentrate on your accuracy, and keep your eyes on your screen.

8 Type the word baggy several times, with a space between each word

Type b with your left index finger, type a with your left pinky finger, type g with your left index finger, and y with your right index finger.

9 With your right index finger, reach across to press H, as shown

Type ha four times, with a space between each pair

Use your left pinky finger to press the A key.

10 With your left index finger, reach up from its home key and press T, as shown

Repeat the action of moving from the home key position to T several times

11 Type hat four times, with a space between each word

12 Type baggy hat several times, with a space between each word

Type this phrase until you feel the action is automatic. Take your time and concentrate on accuracy.

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Topic E: The fifth key phrase Explanation You’ve come a long way, and there are only three new keys to learn. The final key

phrase in the KAZ program is extra quiz. The new letters in this phrase are x, q, and z.

Extra quiz In the phrase extra quiz, you might find the X, Q, and Z keys are the hardest to locate by touch-typing. Take a little extra time with these keys. They are a little more difficult to touch-type than the others, but they are also the least frequently used letters in the alphabet. Eventually, you will find these keys as automatically as your home keys.

Exhibit 2-10: The X, Q, and Z keys

To press the Q key, you will reach up with left pinky finger, as shown in Exhibit 2-11.

Exhibit 2-11: Proper positioning for the Q key

To press the Z key, you will use the same finger, only you will reach down, and slightly inside. To press the X key, you reach down and slightly inside with your left ring finger (your third finger). These moves will likely feel the most awkward of all the keys you have learned so far. Don’t worry; they will soon be second nature to you like the other keys. It’s a bit like learning how to drive; you start by learning the controls, and through repeated practice, the controls become second nature to you. You work the controls without having to think about your actions. Eventually, with a lot of practice, touch-typing all the keys in the alphabet will feel automatic. P

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Do it! E-1: Typing extra quiz


home keys, press E with the second finger of your left hand, as shown

2 With your left ring finger (your third finger), reach down and slightly inside to press X

Look at your screen and verify that you have pressed the right key.

Practice pressing X several times, returning your left ring finger to its home key each time

3 Type ex four times, with a space between each pair

4 Type tra four times, with a space between each instance

You’re already familiar with these keys.

Tell students to take this step slowly, and reinforce the required finger movements.

5 Type the word extra several times, with a space between each word

Repeat this word, slowly, until it begins to feel comfortable. Don’t worry about making mistakes. Just try to feel the correct sequence and location of each key.

6 With your fingers resting on the home keys, reach up with your left pinky finger and press Q

7 Type ui four times, with a space between each pair

You’re already familiar with the U and I keys.

8 Type qui four times, with a space between each instance

Go slowly, and look at your screen to verify that you are pressing the correct keys.

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9 With your left pinky finger, reach down and slightly inside to press Z

Type uiz four times, with a space between each instance

Tell students to take this step slowly, and reinforce the required finger movements.

10 Type the word quiz several times, with a space between each word

Repeat this word, slowly, until it begins to feel comfortable.

11 Type the phrase extra quiz several times, with a space between each word

Don’t worry about making mistakes. Just try to feel the correct sequence and location of each key. Repeat the phrase until you can type it accurately several times in a row.

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Unit summary: The five key phrases Topic A In this unit, you learned how to touch-type the I, E, F, M, K, J, V, and D keys. You

practiced these keys by using the KAZ key phrase if mike jived. You also learned how to touch-type the Spacebar and Enter keys.

Topic B Next, you learned how to touch-type the R, U, N, and C keys. You practiced these keys by using the KAZ key phrase rude dunce.

Topic C Then, you learned how to touch-type the S, L, A, P, O, and W keys. You practiced these keys by using the KAZ key phrase slap now.

Topic D Next, you learned how to touch-type the B, G, Y, H, and T keys. You practiced these keys by using the KAZ key phrase baggy hat.

Topic E In this topic, you learned how to touch-type the X, Q, and Z keys. You practiced these keys by using the KAZ key phrase extra quiz. These three keys are the hardest to learn, because the action is a bit awkward at first. With the right amount of practice, you will likely find them to be as easy to touch-type as the other keys.

Independent practice activity 1 With your fingers resting on the home keys and your eyes focused on your screen,

type the following phrases four times each. Insert a space between each word and start each phrase on a new line by pressing the Enter key.

if mike jived

rude dance

slap now

baggy hat

extra quiz

2 Type slap mike now several times, until it feels automatic and you have no errors three times in a row.

3 Type if baggy hat dance several times, until it feels automatic and you have no errors three times in a row.

4 Type rude dance hat several times, until if feels automatic and you have no errors three times in a row.

5 Type baggy dunce hat several times, until it feels automatic and you have no errors three times in a row.

6 Try mixing the keywords up to make your own phrases, even if they’re complete nonsense.

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3–1

U n i t 3 Words and sentences



A Touch-type words that involve using the first two fingers on each hand more quickly and accurately.

B Touch-type words that involve using the first, third, and fourth fingers on each hand more quickly and accurately.

C Touch-type words that involve using the third and fourth fingers of the left hand more quickly and accurately.

D Touch-type complete sentences with increasing speed and accuracy.

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Topic A: The first two fingers Explanation You’ve successfully made it through all the alphabet keys. Now you’re ready to begin

practicing other words that will help you to touch-type more accurately. In this topic, you will practice words that involve using the first two fingers on each hand.

Words that involve using your first two fingers To get started, you will type some simple words combining some of the letters of the first two key phrases you have learned, if mike jived and rude dunce. To type the words in this topic, you’ll only need the first two fingers on each hand. Practicing in this way will help you to become progressively automatic in your touch-typing skills.

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Words and sentences 3–3

Do it! A-1: Practicing words using your first two fingers

Here’s how Here’s why 1 Verify that you are sitting

comfortably It’s important that you’re not slouching, and that you follow the guidelines for proper keyboarding posture.

2 With your fingers resting on the home keys, type the following words three times each, with a space between each word:

Make sure you look at your screen as you type, not down at your keyboard.

creed

crime

deem

deer

dice

diced

did

3 Type each of the following words three times each, with a space between each word:

died

dive

drink

dunce

feed

fence

fend

feud

fever

find

five

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4 Take a quick break to wiggle your fingers and stretch out a bit

5 Type the following words three times each, with a space between each word:

fried

if

jived

kid

kin

mend

mere

mice

mike

mind

murder

need

never

nice

rice

rude

rum

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Topic B: The first, third, and fourth fingers Explanation You have now practiced touch-typing several words that involve your first two fingers

on each hand. In this topic, you will continue to develop your touch-typing skills by practicing words that involve your first, third, and fourth fingers on each hand.

Words that involve your first, third, and fourth fingers Remember the phrases slap now and baggy hat? These phrases worked on your first, third, and fourth fingers. You will now practice touch-typing other words that involve these fingers.

Do it! B-1: Practicing words using your first, third, and fourth fingers


Remember to keep your eyes on your screen.

1 Type each of the following words three times, with a space after each word:

bag

baggy

ball

bang

bats

blast

gang

2 Take another look at the words you just typed. Are you making any consistent mistakes?

Answers will vary. Encourage students to keep working on these words until they can complete them mostly error-free.

3 Practice all words in the previous list that resulted in an error

Perhaps you were going too fast. Try slowing down a bit if you’re making consistent errors.

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gasp

ghost

glow

gnat

hag

hall

halt

hang

happy

hat

hog

host

hot

last

5 Take a quick break to stretch your arms and wiggle your fingers

It’s important to take regular breaks when you’re typing for a long period of time.

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Remember, you’re working on your accuracy at this point, so make sure you type at a pace you’re comfortable with, and don’t look down at your keyboard.

long

pall

pang

plan

play

post

sag

salt

sang

slap

slay

slow

soggy

song

stab

stag

stall

tag

tall

toast

what

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Topic C: The third and fourth fingers of the left hand

Explanation In this topic, you will continue to develop your touch-typing skills by practicing words that contain the letters you used in the key phrase extra quiz.

Words that involve the third and fourth fingers of the left hand You might find this set of words a little trickier because they involve the third and fourth fingers on the left hand, which are typically not as strong as the others because they’re not used as often. Keep in mind that any “awkward” keys will eventually become as easy to you as the keys in home row.

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Do it! C-1: Practicing words using the third and fourth fingers of the left hand

Here’s how Here’s why 1 Type the following words three

times each, with a space between each word:

Type these words slowly. Some of these keys are a little harder to reach and remember, so try to focus on your accuracy, not speed.

exact

excite

exit

extra

haze

laze

lazy

maze

quad

quart

quick

quiet

quit

quite

quiz

raze

relax

taxi

teal

zoo

tazer

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Topic D: Sentences Explanation At this point, you should begin to feel more confident in your ability to touch-type. You

have thoroughly practiced all the letters in the alphabet, and you have drilled through several words that will help you find the keys you need without having to think about it. In this topic, you’ll continue to develop these skills by typing complete sentences.

Typing sentences Had enough of random words and nonsense phrases? Now you will practice your touch-typing skills by typing complete sentences. Don’t worry about punctuation and capitalization yet—you’ll learn those keys later in this course.

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Do it! D-1: Practicing with complete sentences


home keys, type the following sentences three times each, and press e after each sentence

Look at your screen as you type. You can verify your accuracy as you go.

come to the shops with me

please clean your room

dance this way

jane walked to and from school

drive this car today

2 Take a quick break to stretch your arms and wiggle your fingers

You might also want to stand up and have a quick stretch.

3 Type each of the following sentences twice, and again, press e after each sentence

he pretends to cry

be extra quiet in class

she wants to go to the zoo

the dog jumped back up

mike opened his present

play golf today

hang out the washing please

catch the taxi

the sun was hot

walk very quickly down the stairs

jane was lazy

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Measuring your progress Explanation Congratulations, you’ve come a long way! You can always measure your progress by

going back and typing the key phrases you learned earlier. You’ll probably notice that you can type these phrases faster and with greater accuracy. As you continue to practice your touch-typing, revisit these phrases from time to time to help you become more automatic, and to help you gauge your progress.

Do it! D-2: Measuring progress


home keys, type the following phrases several times each:

if mike jived

slap now

rude dunce

baggy hat

extra quiz

Encourage students to share their sense of progress with the class.

2 Did you type these phrases faster and more accurately than the last time you typed them?

Answers will vary. Remind students that there’s only one way to become an effective touch-typist; practice, practice, practice.

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Unit summary: Words and sentences Topic A In this unit, you practiced touch-typing words that involve the letters in the key phrases

if mike jived and rude dunce. Typing these words involves using the first two fingers of each hand. You practiced words like creed, crime, deed, and dice to help you become more automatic with these keys.

Topic B Next, you practiced touch-typing several words that consist of the letters in the key phrases slap now and baggy hat. Typing these words involves using your first two fingers on each hand. You practiced words like bag, baggy, ball, bang, and bats to help you become more automatic with these keys.

Topic C Then, you practiced touch-typing words that involve using the letters in the key phrase extra quiz. These words involve using the third and fourth fingers of the left hand. You practiced words like excite, exit, extra, quad, quick, and quite to help you become more automatic with these keys.

Topic D Finally, you continued to develop your touch-typing skills by typing complete sentences. You focused on your accuracy rather than your speed, as you practiced several sentences made up of keys whose position on the keyboard you are now familiar with.

Independent practice activity 1 Type the following words two or three times each, or until they feel automatic:

crime deem dice drink feed find fever fried mend rice rum

2 Type the following words two or three times each, or until they feel automatic:

ball blast gang glow ghost happy host sloppy salt 3 Type the following words two or three times each, or until they feel automatic:

extra haze quick quart quiet quiz taxi tazer

4 Type the following sentences two or three times each, or until they feel automatic:

catch the taxi

play golf today

jane was lazy

mike opened his present

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4–1

U n i t 4 Capitalization, punctuation, and numbers



A Touch-type the Shift key and Caps Lock key to create capital letters.

B Type numbers and use the Shift key to access special characters.

C Touch-type the standard punctuation keys.

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Topic A: Capitalization Explanation The next step in the development of your touch-typing skills is the Shift key. When you

press and hold the Shift key, all letters you type become capitals, which are of course essential to any language. In this topic, you’ll learn how to touch-type capital letters by using the Shift key as you type.

The Shift key Most standard keyboards have two Shift keys, so you can use either hand, depending on preference or the location of the key you’re shifting. The Shift keys are always located on both ends of the bottom row of letter keys. The shaded keys in Exhibit 4-1 are examples of the two Shift keys. Most Shift keys have an up-pointing arrow, and one or both Shift keys are elongated.

Exhibit 4-1: The Shift keys

Typing capital letters To type capital letters, you need to press and hold the Shift key and then press the desired letter key. This might seem difficult at first, but with practice you’ll find it simple, and you won’t need to think about it as you go.

Use your pinky fingers (your fourth fingers) to press the Shift keys. If you need to type a key that’s on the right side of the keyboard, use your left pinky to hold down the left Shift key. If you need to type a key that’s on the left side, use your right pinky finger to hold down the right Shift key, as shown in Exhibit 4-2.

Many touch-typists develop their own preference for how they use the Shift key, and you might do the same in time. Some typists prefer to always use one Shift key, no matter which letter they need to capitalize.

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Capitalization, punctuation, and numbers 4–3

Exhibit 4-2: Use your pinky fingers (your fourth fingers) to press the Shift keys

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Do it! A-1: Using the Shift key


When you press the Shift key, make sure you don’t take your fingers off their home keys.

1 With your fingers resting lightly on the home keys, reach down and slightly outward with your left pinky finger to press s

Practice the motion of moving your pinky from A to s a few times

2 Use your left pinky finger to press and hold s

Press I

3 Do you see a capital I on your screen? If not, try again.

Answers will vary.

Remind students that they must hold down the Shift key while they type the letter.

4 On the next line, type If Mike jived

Press the Enter key to go to the next line.

Type If Mike jived a few more times

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5 With your fingers resting on the home keys, reach across with your right pinky finger to press the other s key

Practice the motion of moving your pinky from the semicolon key to s a few times

6 Use your right pinky finger to press and hold s

Tell students that they will likely develop a preference for which Shift key they use regularly.

Press R

On the next line, type Rude dunce

Type Rude dunce a few more times

Practice this phrase until the motion feels more comfortable.

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Practice makes perfect Explanation Now that you’re a little more familiar with the Shift key, you’ll practice typing

complete sentences with proper capitals, as well as a few abbreviations that consist of multiple capital letters.

Do it! A-2: Typing capital letters


home keys, type Slap Now Use the right Shift key for the letter S and the left Shift key for the letter N.

On the next line, type Slap Now a few more times

Go slowly. Your goal is still accuracy and building familiarity with the keyboard.

2 On the next line, type Baggy Hat a few times

Use the right Shift key for the letter B and the left Shift key for the letter H.

3 On the next line, type Extra Quiz a few times

Use the right Shift key for both letters.

4 Type the following phrases three times each:

If Mike Jived

Rude Dunce

Slap Now

Baggy Hat

Extra Quiz

Don’t worry about making errors. Your goal is to develop a feel for the Shift key that is as automatic as the home keys.

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Caps lock Explanation The Caps Lock key locks the letters so that they appear as capital letters, until you press

the key again. The Caps Lock key, shown in Exhibit 4-3, is a toggle switch, which means pressing it once activates it, and pressing it again deactivates it. On most keyboards, a small light will turn on somewhere on the keyboard, which indicates that Caps lock is activated. Caps lock is useful when you want all your text to be uppercase, which is often used in informal writing, or to create headlines and other noticeable text in such things as flyers and newsletters.

Use your left pinky finger to press the Caps Lock key. It’s a similar motion to pressing the left Shift key, but you move your pinky directly across to the left, instead of across and slightly downward.

Exhibit 4-3: The Caps Lock key

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Do it! A-3: Using the Caps Lock key


home keys, reach your left pinky across to press k, as shown

You might notice a small light turn on somewhere on your keyboard.

2 Type the following phrases:

IF MIKE JIVED

RUDE DUNCE

Tell students that for some consecutive capital letters, they will likely prefer to hold down the Shift key and type multiple letters, rather than use Caps Lock intermittently.

SLAP NOW

BAGGY HAT

EXTRA QUIZ

3 With your fingers resting on the home keys, reach your left pinky across to press k

The light on your keyboard should turn off.

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Typing capital letters intermittently Explanation When you need to type consecutive capital letters and then return to lowercase letters,

you have two options. If you prefer to use the Caps Lock key, you can turn it on and off as needed. Or, you can hold down the Shift key and type the letters you need, and then take your pinky off the Shift key to return to lowercase letters. Eventually, you will decide which option feels most comfortable to you.

Do it! A-4: Typing consecutive capital letters


1 With your fingers resting on the home keys, type the following sentences three times each:

Try to determine your own preference for using Caps Lock or pressing the Shift key to type multiple consecutive capital letters.

The dog JUMPED up

Tell students that this activity is less guided than previous activities because you want to see if a preference develops between using the Shift key and the Caps Lock key. Play GOLF Today

The SUN was HOT

Jane works for NASA

Catch The TAXI

MIKE WAS HERE

Walk Quickly Down The Stairs

2 Do you think you have a preference between using Caps Lock and holding down the Shift key? If so, describe why you think one is easier than the other.

Answers will vary.

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Topic B: The number row Explanation Often, you’ll need to type numbers along with your text. On most standard keyboards,

you have the option of using the number row along the top of the keyboard, or the numeric keypad on the right side of the alphabet keys. In this topic, you will learn the number row.

Typing numbers The number keys are a longer stretch from home row, but in time, you’ll be able to type the numbers you need with accuracy and speed. Even many experienced typists are not as accurate with the number keys as they are with the alphabet keys, so feel free to glance down at your keyboard as you type numbers. It’s not as important or realistic to touch-type the number keys or assign specific fingers to each key, because they are not used extensively and the reach involved can be difficult for many people.

Even so, try to concentrate on keeping your fingers on the home keys while you type numbers. If you take them off the home keys, you will lose your orientation to the keyboard, which can cost you speed and accuracy while you type words and numbers intermittently.

Exhibit 4-4: Number row

Some keyboards also have a keypad; a second set of number keys to the far right of the main alphabet keys. Some typist find it easier to use these keys because of their compact arrangement, but again, you will likely develop your own preference for typing numbers.

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Do it! B-1: Typing numbers with letters


home keys, type the following sentences and phrases:

Try hard to keep your idle fingers on the home keys as you type the numbers.

11 men played cricket

Only 2 can go

7 divided by 3

4 boys and 3 girls went to school

94 books were overdue

39 people came to the meeting

He climbed 61 steps that day

2 Repeat these sentences and phrases a few more times, or until the action feels automatic.

Shift key characters Explanation Take a look at the characters above the number keys. These are called Shift key

characters. To type them, you need to press and hold the Shift key. It’s not important to learn how to touch-type these characters, because you won’t use them nearly as often as the alphabet keys and they involve a stretch that is difficult for most people.

Some keys are in different locations, depending on the make of the keyboard and the country in which it is sold. Even still, you should have a general understanding of their location so that you can type them without too much hesitation and delay.

Do it! B-2: Typing Shift key characters

Here’s how 1 Type the various Shift key characters several times, at your own pace. With the

exception of the Shift key, don’t worry about which fingers you use.

2 Practice a few of your own sentences that involve the Shift key characters.

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Topic C: Punctuation Explanation Punctuation is a critical part of touch-typing. To be a fast, accurate typist, you’ll need to

punctuate your sentences as automatically as you type letters. In this topic, you’ll learn how to touch-type the most frequently used punctuation keys: the comma, period, and semicolon.

The comma, period, and semicolon Some punctuation keys involve the use of the Shift key, and some involve just the key itself. The semicolon key is perhaps the easiest punctuation key because it’s one of the home keys. The comma and period do not require the Shift key either, and they are no more difficult to reach than some of the other letters you’ve already learned.

Exhibit 4-5: The most frequently used punctuation keys

Touch-typing the punctuation keys These three common punctuation keys involve the right hand. For the semicolon key, use your right pinky finger (your fourth finger). The semicolon is a home key, so your finger should already be resting on it. All you need to do is press it. To touch-type the comma key, use the second finger of your right hand. For the period key, use your third finger.

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Do it! C-1: Typing the punctuation keys


home keys, press the semicolon key a few times

Type the semicolon several times, with a space between each one

2 Type if mike jived;

Type rude dunce;

Type slap now;

3 With your fingers resting on the home keys, reach down with the second finger of your right hand to press the comma key

Type a row of commas with a space between each one

4 Type rude dunce,

Type baggy hat,

Type extra quiz,

5 With your fingers resting on the home keys, reach down with the third finger of your right hand to press the period key

Tell students that they should try to get into the habit of typing two spaces after a period.

Type a row of periods with two spaces between each one

When typing, you’ll need two spaces after a period.

6 Type baggy hat. Make sure you add two spaces after each period.

Type slap now.

Type extra quiz.

Type rude dunce.

Type if mike jived.

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Punctuation keys involving the Shift key You’ve probably noticed that some keys have two symbols on them. The bottom symbol is the default key. The top symbol is the Shift alternate for that key. For example, if you need a question mark, you need to press Shift+?, because the question mark is the alternate on the forward slash key, as shown in Exhibit 4-6.

Default key

Shift alternate

Exhibit 4-6: The question mark key requires the Shift key

The colon is the Shift alternate of the semicolon, which is a home key. The double quotation mark is the Shift alternate of the apostrophe (or single quote) key, and the exclamation point is the Shift alternate of the number 1 key.

Do it! C-2: Typing punctuation keys that involve the Shift key


home keys, use your left pinky finger to press and hold s

With your right pinky finger, press the colon key

The colon is the Shift alternate of the semicolon key, which is a home key.

Type a row of colons, with a space between each one

2 Type the following phrases three times each, with a space between each one:

baggy hat:

slap now:

if mike jived:

3 With your fingers resting on the home keys, use your left pinky finger to press and hold s

With your right pinky finger, reach down and slightly to the right to press the question mark

Tell students that they should get into the habit of typing two spaces after a question mark.

Type a row of question marks, with two spaces between each one

When you type, you’ll need two spaces after a question mark. P

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4 Type the following phrases three times each, with two spaces between each one:

slap now?

baggy hat?

extra quiz?

5 With your fingers resting on the home keys, reach across with your right pinky finger to press the apostrophe key

The apostrophe key is to the right of the semicolon.

Type a row of apostrophes, with a space between each one

Type the following phrases three times each, with each phrase starting on a new line:

Use the Enter key to start a new line.

mike’s baggy hat

jane’s extra quiz

6 With your fingers resting on the home keys, use your left pinky finger to press and hold s

With your right pinky finger, reach across to press the apostrophe key

Observe the double quotation marks on your screen

The quotation mark is the Shift alternate of the apostrophe key.

Type a row of quotation marks, with a space between each one

Type the following phrases three times each, with each phrase starting on a new line:

“if mike jived”

“slap now”

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Unit summary: Capitalization, punctuation, and numbers

Topic A In this unit, you learned how to touch-type the Shift key and Caps Lock key to create capital letters. You learned how to automatically type with proper capitalization, and how to alternate between consecutive capital letters and lowercase letters.

Topic B Then, you learned how to use the number row. You learned how to type numbers along with letters, and you learned how to access the Shift key characters that are alternates to the number keys.

Topic C Finally, you learned how to touch-type the standard punctuation keys. You learned how to touch-type the comma, period, and apostrophe keys. You also learned how to touch-type the punctuation keys that involve the Shift key; the colon, question mark, and quotation mark.

Independent practice activity 1 Type the following sentences and phrases. Follow the exact capitalization and

punctuation that you see for each one. Don’t worry if they take some time. The keys are still new to you and you will need to practice your new skill several times before it becomes automatic.

The lady’s handbag was brown.

Mike’s hat was lost.

He lives in WINCHESTER.

Jane was quite upset, and decided to:

18 BOYS: 13 GIRLS

The Man in the Moon

The villa was $550 for ONE week’s rental.

“Peter asked you to call him in the morning.”

Jones, Bloggs & Smith, 98 Church Road, EXETER.

The room has an area of 15 square miles.

“Don’t forget to add a 10% surcharge” said Mary’s brother.

2 Now see how automatic you are with the original five key phrases:

if mike jived

rude dunce

slap now

baggy hat

extra quiz

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5–1

U n i t 5 The numeric keypad



A Touch-type the numbers on the numeric keypad.

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Topic A: Playing with numbers Explanation You’re already familiar with the number keys along the number row above the letter

keys. Many keyboards also have a numeric keypads, which are designed to improve your ability to touch-type numbers. In this topic, you will learn how to touch-type number keys as they appear on a numeric keypad.

Numeric keypads Some numeric keypads are extensions to keyboards, while others are built in. When entering numbers, especially accounting figures, accuracy is critical. Numeric keypads improve your ability to type numbers fast and accurately, because the numeric keys above the letter keys are a big reach and it’s easy to make mistakes with them.

Exhibit 5-1: A typical numeric keypad

Touch-typing the numeric keypad You’ll only need your right hand to cover all the keys on a numeric keypad. The finger assignments are divided into four columns, as shown in Exhibit 5-2. The home keys on a numeric keypad aren’t as standard as the alphabetical home keys. On some keypads, the 5 key has a raised ridge, like the F and J keys. This would indicate that the 4, 5, and 6 keys are the home keys. However, many people consider the 1, 2, and 3 keys the home keys for a keypad, so it’s best that you develop your own preference for where your fingers rest on the keypad as you type.

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The numeric keypad 5–3

Exhibit 5-2: Finger assignments for the numeric keypad

Use your first finger to press the 1, 4, and 7 keys. Use your second finger to type the 0, 2, 5, 8, and forward slash keys. Use your third finger to type the decimal point, 3, 6, 9, and asterisk (*) keys. Finally, use your fourth finger to press the Enter, plus, and minus keys. When working with a numeric keypad, it’s even more important to look at your screen as you type, so you can verify your accuracy as you go.

Num lock Most keypads have a Num Lock key, which is a toggle switch that enables and disables the keypad. When the keypad is enabled, a light should appear somewhere on the keyboard

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Do it! A-1: Exploring the numeric keypad

Here’s how Here’s why 1 Press m and verify that

a light comes on. If a light turns off, press m again.

To verify that the keypad is active.

2 Check to see if one of your numeric keys has a raised ridge.

If one exists, use this key’s row as home row for your fingers.

3 With your first three fingers resting on your numeric home keys, type the following lines of numbers:

This exercise is just to get a feel for the keypad keys. Make sure you look at your screen, not down at the keys.

1122112211

1133113322

2233113322

4455665544

7788998877

The Tab and Enter keys Explanation The numeric keypad has its own Enter key, which makes it easy to start a new line as

you’re typing numbers. The Tab key is also commonly used to add space between text or a series of numbers. The Tab key is located to the left of the Q key, as shown in Exhibit 5-3. You can use your left pinky finger (fourth finger) to press the Tab key as you type numbers on the numeric keypad.

Exhibit 5-3: The Tab key

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The numeric keypad 5–5

Do it! A-2: Touch-typing numbers

Here’s how Here’s why 1 With your first three fingers

resting on your numeric home keys, type the following numbers. Use t to create the spaces.

Try not to look at the keypad while you type. Verify your accuracy by looking at the screen as you go. Go slowly. Work more on your accuracy than your speed.

33.32 3100

13.10 202

0113 0.03

123.0 1312

2 Type the following numbers, using t to create the spaces:

4564 5466

6465 4263

1536 2463

3461 2552

3 Rest your fingers a bit, and have a stretch if you need one.

4 Type the following numbers, using t to create the spaces:

7987 9878

8898 9787

8558 7649

7958 1886

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Unit summary: The numeric keypad Topic A In this unit, you learned how to touch-type numbers on a numeric keypad. The numeric

keypad is designed to make touch-typing numbers easier than the standard number row. Just like the letter keys, you will become automatic on the numeric keypad with a lot of practice.

Independent practice activity 1 With your fingers on your numeric home keys, type the following numbers, while

focusing on accuracy rather than speed. Use the Tab key to create the spaces, and look at your screen as you type.

886 8581 888 8585 580 878 7788 9787 9978 5885

82.8 28.1 18.81 4864 88.66 8848 9899 99.39 399 33.99

6969 .0132 1.123 2.235 4.423 8.832 52.25 4680 088 7373

4685 5565 6789 0.012 .2389 1133 7985 3215 3446 0119

9119 21.3 0.000 .0874 0505 6540 9875 6541 1116 0880

99.6 58.21 56.4 0123 2109 9748 3737 4884 1865 1545

717 8484 7913 7535 1595 9515 7535 3545 6745 8852

3464 9746 8513 1589 9841 3478 1236 4559 9874 0290

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6–1

U n i t 6 Speed and accuracy



A Develop your speed and accuracy by touch-typing a series of short phrases, followed by a series of complete sentences.

B Develop your speed and accuracy by touch-typing text in paragraph form, and calculate your words per minute typing speed.

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Topic A: Improving speed and accuracy Explanation Now that you have the fundamental skills you need to touch-type successfully, you can

work to develop your speed and accuracy. In this topic, you will warm up with short phrases, and then touch-type paragraphs of text to analyze your speed and accuracy.

Developing your touch-typing speed The only way to develop speed and accuracy is practice and repetition. It’s best to focus on your accuracy as you repeat typing drills. Improving your accuracy will increase your confidence, and your speed will develop naturally as a result.

This topic provides you with carefully selected sentences and paragraphs that will help you increase your speed and accuracy. You can use this topic at any time to test yourself and develop your skills. You should also use this course as a reference to go back and work on some of the drills you find most helpful.

Short phrase practice Use this section to warm up when you begin a practice session. Allow approximately 10 minutes to cover each set of 20 phrases. In this exercise, you will focus on the lowercase a-z keys only. Your goal is to duplicate all the phrases, repeating as required until you feel you are achieving a steady, consistent rhythm with few errors. Start out by focusing on your accuracy. Speed will only come with time and practice.

When you practice a long list of drills like the one that follows, always start by checking your posture and finger positioning on the home keys. Make sure you always return your fingers to the home keys in between each key you type.

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Speed and accuracy 6–3

Do it! A-1: Practicing short phrases

Here’s how

1 Type the following phrases. Make sure you are looking at your screen, and focus on your accuracy, not your speed. Don’t worry about capitalization and punctuation in this activity.

If you are teaching this class to kids, consider using Kids Practice.doc in place of the phrases and sentences in this activity.

when will we start the game

it could be a long time coming

come along with me and we will see the game

the ride was a lot of fun

she went to work today

can we come to the school party

we can see the sun set in the distance

a bridge is the only way to cross this river

the river is flowing fast and free

time waits for no one

summer holidays are the best time of the year

you are the last person to see the painting

they want everybody to enjoy the show

please discuss your needs with the leader

once upon a time there were three bears

living on board a ship is sometimes very scary

the first time we came over we were very late

it could be that the engine has stalled

it tells the story of eight women and one man

we look forward to welcoming you to our home

2 Take a quick break to stretch your arms and fingers.

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3 Type the following phrases. Make sure you are looking at your screen, and focus on your accuracy, not your speed. Don’t worry about capitalization and punctuation in this activity.

we climbed the mountain path and arrived at the summit at sunset

the weather in the region was cloudy and raining

it would be a very long time before we went back

the zoo was full of interesting animals

there was peace and quiet whilst the service was in progress

the quaint cottage sat on the bleak and windswept hillside

amazingly the race got off to a fast pace

everyone involved saw the young boy race ahead of the pack

the horse show was a great success and we all enjoyed the day out

being in time for class is the best way to stay in his good books

thanks for your email and for attaching the copy report

we can send this report to everyone in the sales group

please let me know when you are going on holiday

it would help if you could fix the door before you leave tonight

if we recycle our waste we can help stop global warming

too many extra lessons make learning very long and boring

sixteen of us raced past the start line and took up positions

the cattle were grazing on the long grass and looked very content

we traveled a long way in the back of the taxi

4 Take a quick break to stretch your arms and fingers, and check your posture.

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5 Continue with the following phrases:

all roads lead to the center of town

try our ancient remedy for stress

there is a major new attraction in the theme park

it is best to be quiet in the library at all times

a morning tour will include the most impressive buildings in town

we can make the meeting tomorrow and will bring the report with us

at last we can the see light at the end of the tunnel

now the ship had docked we can all disembark and enjoy the beach

the space shuttle is very impressive

she was amazed to see no one was injured in the accident

the last time we cycled to the park it rained cats and dogs

the clown was funny in his red hat and pointed shoes

we were told we could eat our supper later if we wanted to

many people felt the need to go to the church to pay their respects

service given with pleasure is now the new slogan

a place to go and stay put for a few days away from the busy office

all the rooms offer tea and coffee making facilities

the doctor examined the patient and told her not to worry

the prices quoted in the brochure are per person per night

email the different options to her and see what she prefers

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6 Take a quick break to stretch your arms and fingers, and then continue with the following phrases:

the web has truly saved me a great deal of time and money

business leaders now believe that touch typing helps efficiency

a visit here is a bit like staying at home

it was a true story depicted with great understanding

courage and determination are all you need to succeed

some people worked a lot harder than others

we enjoyed the stunning views from the top of the hill

snow and rain were forecast for the afternoon

making a list of priorities on a daily basis helps get the work done

happy customers are what we all strive for

telephone and mail are being gradually replaced by email

twenty eight of the boats were built in this ship yard

being able to touch type without looking at the keyboard is great

being able to touch type is going to make using my computer more enjoyable

we all need to be able to touch type so we can focus on our work

kaz is a very quick way to learn to touch type

walking in the woodland he could see lots of wild animals living there

quick and easy is the best way to start the race

zip along and get me a hot cup of coffee please

there could be at least twenty ways to complete the puzzle

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the exit sign was illuminated with a green and red light

trains and boats and planes

a great deal of time is wasted in meetings that are not properly planned

towns and cities are usually much noisier than the suburbs

the lazy man was quietly sleeping at his desk

quick as a flash she jumped over the wall and ran along the street

maximum effort and concentration are needed to win at this game

releasing the weight of lead from the boat caused it to sink

now and then you come across something really new and useful

the group of children really enjoyed the day at the museum

shoals of fish came right up to the side of the boat

we can agree to the terms of this agreement so we can move forward

meeting up in two weeks time works best for everyone

playing a musical instrument is a great achievement

time after time the fox would return for more food at the house door

she met her best friend after work and went for a meal

he was really getting the hang of this typing business

all you need to do is concentrate on typing accurately and speed will follow

there are many types of software but he liked playing games best

after this you will feel ready for anything

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they celebrated her birthday by inviting friends and family to a party

bricks and mortar are one of the most popular of investments nowadays

the building will take just under two years to complete

they do not seem to have thought of the problems involved

let us all go and see the animals in the zoo together

we can all be quiet for as long as it takes to get his attention

there are easier terms to be found if we shop around

the proposed network would be modeled on the same one as before

some people are very cautious before accepting strangers in their home

the number one expense for most people is taxes

the ice cream had melted and was running down my hand

we sat there uncertain of his message

please expand your point of view so we can all share it

the two women met with him and left twenty minutes later

he parked the car and walked up the drive cautiously

the milk cartons were filled with red paint for the walls

great opportunities are not always seen with your eyes

the information pack contains a service guide and a price list

please read the terms and conditions and get back to me as soon as possible

let us look at the results of the course

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people of all ages from all over the world learn to touch type with kaz

it is a waste of time and money if he cannot make the meeting

teachers and students should be able to touch type

let us spend some time walking around the beautiful gardens

time and again it was shown that people liked the town shops

the airport lounge was new and welcoming for new passengers

takeoff was always an exciting time for the children

parents had said the school was the best in the district

why make something complicated when common sense tells you it is simple

easier times are around the corner

once it was possible to cycle all the way into town without seeing a car

will the last person the leave the room please turn our the lights

so long as we all think it is complicated it will remain so

now we can visit the zoo anytime we want without our teachers

they all decided to walk up the stairs to get some exercise

there was a post at every twist and turn of the path

she would clean her bike every week without fail

sometimes he was the last person to know what was going on

please find attached the agreement for your signature

can you let me know what dates you have free next month please

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if you want further information please call my office

now we know what is needed to plan the campaign

it seemed as if the people were keen to join in the race

please let her know where to go to get help and advice

to apply for a certificate please contact your local office

it is important that we get this message across

please make up your mind and let me know what you need soon

it seemed as if all the children were learning at the same pace

the steps begin a couple of feet above ground

she always wants to get her own way

this is what some people do to their gardens

any wine lover will find this online magazine a joy

we are hoping to get a chance to visit again soon

the weather reports say we can expect hot and sunny weather

she has many friends in high places

please be sure to train all the team in the correct procedure

now that we have the resources we need to set a target for completion

the man on the train got up to offer his seat to the lady

twenty three of the fifty people attended the course

the manager of the division questioned the results

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on a hazy day the view is very restricted

at last the hustle and bustle of the day was behind them

driving without looking at gears is like typing without looking at the keys

many of his friends saw his new touch typing skill and were envious

it could have been the air conditioning that gave him a cold

she was the best public speaker to come out of the school

progress is often made by having the time to stop and play with ideas

the meeting started with the minutes of the last meeting being read

he was naturally quite shy and reserved

he was so happy in his new job

there is no better feeling than playing at home

the weekend is what we all look forward to

she was studying graphic design at college

the coastal town had replaced all its street furniture

can you call the customer for their purchase order number please

it is never to late to learn to touch type

the world is getting smaller all the time

we have the network version of kaz for all employees to use

the intranet version of kaz makes learning really simple

so far not many of the teachers had received their laptop computers

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everyone was looking forward to the next meeting

if mike jived rude dunce

slap now baggy hat

it was time to take the extra quiz

now that we have completed the assignment we can move on

we need to know how many people will be attending the seminar

the cat and the dog finally became the best of friends

sometimes the zoo keeper asked us to keep quiet

the ship sailed for the next port as the sun was setting

come along to the next staff meeting if you can

it was high time the group solved this problem

all holidays need to be recorded with the manager in advance

the pilot carefully threaded the aircraft between the low clouds

they were all amazed at the acceleration of the aircraft

now was not the best time to be taking a break

if you have a good idea then believe in it and never give up

innovation is a necessity not a luxury in business and education today

affordable accommodation is essential for people working in the city

trains will need to improve their service if they are to compete

it is never a good idea to cross a busy main road

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Practicing with complete punctuated sentences Explanation Now, you’ll start drilling complete sentences. Again, allow approximately 10 minutes to

cover each set of 20 phrases. Your goal is to duplicate all the phrases, repeating as required until you feel you are achieving a steady, consistent rhythm with few errors.

Remember, always start by checking your posture and finger positioning on the home keys. Make sure you always return your fingers to the home keys in between each key you type.

Do it! A-2: Practicing complete sentences

Here’s how 1 Type the following phrases. Make sure you are looking at your screen, and focus

on your accuracy, not your speed.

The box contained two parcels.

A class of girls walked to the library.

Who is she?

The bird can't fly.

Peter bought a new CD.

Jane was sad, but cheered up later.

Catch the horse.

Whatever you do, don't feed the penguins.

Sunshine now, rain later.

Mike jived all night.

She wore a baggy hat.

Wear the dunce hat, she said.

Extra homework for you.

The police quizzed the teacher.

Quickly, come and see.

It won't matter a bit.

Be careful, Mr. Smart.

Introduce me to her tomorrow.

The relationship had broken down. P

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Clever Chloe can collect the ball.

If you always win then it will be difficult for me.

Officially, the time had come.

She took early retirement.

The bank statement showed a huge overdraft.

Heavy horses happened to pass by.

The garden looked lovely in Summer, but bleak in Winter.

Coal prices went up by 100%.

The bus carried 28 children, with 2 to each seat.

Goodness knows what I will do on Saturday.

He went clothes shopping at the new shopping mall until 2200 hours.

Well done, Marisa the teacher said.

He only drinks Chardonnay.

The men loved playing golf early in the morning.

The early morning dew glistened in beads on the newly-mown grass.

Stop! Look! Listen!

Everyone knows how to play that game.

Instinctively she turned to go home to her old address.

Perfect! she exclaimed.

It hurts to inform you of the truth.

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Mr. & Mrs. Johnson frequently went to the zoo.

The dog was a nuisance jumping up when visitors arrived.

The paperboy disliked delivering papers in the early morning.

Cars, trains and buses were delayed by the accident.

How many times do I have to tell you?

He wanted to change his chintz curtains for velveteen ones.

Often the clock lost seconds and had to be adjusted.

All my pencils need sharpening today.

The fax machine seemed to be continually engaged.

The shiny paper did not absorb the ink.

Why don’t you go and ask the shop-keeper?

Too many cooks are in the kitchen.

Dirty knees need washing.

I had to clean the carpet regularly in her house.

The content's page numbers were wrong.

The dictionary needed updating every year.

Good lighting shops are hard to find.

It belongs to the girls with the plaits.

Freckles enhanced the little girl’s face.

The little boy blew bubbles on the beach.

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The railway station was dirty and in need of renovation.

Each envelope was steamed open to see the contents.

The telephone directory did not have the information I required.

The red car reversed straight into the brick wall.

The old stone frog looked perfect in the surroundings.

She only reads biographies.

Eat your spinach!

For his birthday, he went to London.

The woman burned the midnight oil.

His books were overdue and a fine had to be paid.

The ambulance arrived to take him to the hospital.

The cyclist wore cycling shoes, shorts and a helmet to protect himself.

Use your vote wisely.

How do you keep your car so clean?

Walking downtown became something of a habit.

It never seemed to rain during the week.

The smell of cinnamon evoked memories of her holiday in America.

We have recently acquired a liaison officer in our department.

It didn’t seem to matter how many times it took.

Valentine’s day is on February 14.

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They decided to get married at the end of May.

She could not make an appointment that day.

Linda had to wait hours in the accident and emergency department.

The boy fractured his arm when he fell off his horse.

The cornflowers looked beautiful in the terracotta tub.

The views across the countryside were breathtaking.

The association met on the second Tuesday of every month.

Adjust the chair to suit your height.

Zoology was offered as an alternative at the university.

Keep knocking those knees together.

The author could not grasp the ideas.

The price was $400.

David gained an impressive 91% in his geography examination.

The bus driver was often insulted by the passengers.

It won’t matter if you take your sports kit to school.

Behave sensibly at all times.

The training course proved too hard for the trainee.

She eventually turned up with grazed knees and a sprained elbow.

Anxiously, the mother waited for his return.

There was a wealth of information available to all who wished to access it.

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Go and get six, seven or eight disks.

To raise money for charity, Joe said he would walk to raise money.

It's rare for us to see Mark and Georgina these days.

I told the maintenance people that the computer screen was pink.

David was feeling unwell, so he left the office at lunch time.

Lyn asked the service engineer to listen to the knocking sound in her car.

I told them that my name had been omitted from the mailing list.

My sister hopes to visit Spain in August with her new baby.

The football team arrived early for the match.

In order to log on to the system you must key in your password.

The first prize in the competition was a camera with a zoom lens.

The Zurich festival is well known for its jazz bands.

Max took sixty rolls of fax paper to the exhibition.

The hotels in Texas are very luxurious.

The following are on call: Gina, Pam, Claire and Martin.

The menu for Monday consisted of the following: soup, quiche and salad.

Liz found the journey quite exhausting but the views were exhilarating.

All the equipment in the office had to be replaced after the fire.

The views in the Lake District are disappointing if it is drizzling with rain.

Mark named his new car ‘Blue Bottle Rocket’.

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I asked the bank to let me have $200 in Euros.

Can Jim join us for dinner tonight?

We are going to an art exhibition while we are in Zurich.

The company guaranteed next day delivery for an additional $3.00.

The Museum's display of fine old quill pens was quite extraordinary.

It would be a good idea to have a color printer installed.

They were told the job was urgent and that it must be delivered by Monday.

All the staff were told they must attend the fire drill.

John rang to say he was sorry but he would not be staying for the party.

If you want a good career you must concentrate on your studies.

We went to the local Health Center to see what information we could get.

The Casualty Department was busy when we arrived.

The kitten had knocked all the flowers off the kitchen table.

Mark, Chris and Lyn organized a charity fun run in aid of the local hospital.

The Marketing Manager asked to see all the staff at 1:00 pm.

The baby was born at 5:20 pm and they have called her Billy Jo.

The market sold apples, pears, plums, peaches and pomegranates.

The Dr called in to see the new baby and was very pleased with her progress.

We are hoping to visit Paris with the children.

The buzzards were swooping low in the sky and were very impressive.

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I was amazed to see him driving a bulldozer.

It was a pity to see the dog muzzled but he had seized the leg of the boy.

The boy’s coat had torn and he looked exhausted when he arrived back.

The hay fever season is upon us and everywhere people are sneezing.

He was abroad on business when his baby son was born.

The bridesmaids were bedecked in blue and yellow ribbons.

The children were fascinated to hear about the journey across the desert.

Don’t forget to close down properly before switching the computer off.

People are too lazy to walk and prefer to stay close to their cars.

The views at the top of the mountain were wonderful and worth the effort.

He will need to arrive early to show the new people around the office.

Their flight was delayed, so it was decided to take them straight to the hotel.

The garden area includes a lake and fountain where you can sit and relax.

We caught the next plane back from Venezuela because of the earthquake.

It took 4 people 3 hours to repair the damage to the electricity pylons.

The meeting will start at 3:00 pm but we hope it will be finished by 6:00 pm.

The marathon is 26 miles long and I was surprised that Sue succeeded.

Elizabeth will be 48 on June 14, and we will have a celebration party.

The bouquet of flowers looked magnificent when it was received.

The Johnson’s vacation lasted three full weeks.

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The results were put on the notice board for everyone to see.

It was not possible to speak to all the students but 454 were questioned.

He has decided to take early retirement and I think his wife will join him.

The new word processing manual was very easy to understand.

All the manuals are kept in the office cupboard and you must sign for them.

We climbed to the top of the tower and felt quite dizzy when we looked over.

The cup of coffee completely covered his keyboard and he did not care.

The factory works mainly with part-time workers.

If you want a job, call Mrs. Howell and say I said to contact her.

Did you call Max to say you would be coming?

I wanted to fax him but did not have his fax number with me.

The menu was very comprehensive and quite competitively priced.

The file was called ‘River Hunt’ and was not at all exciting.

The starters were from $3.50 with a main course from $6.50.

I am always amazed at the equipment on show at the computer exhibition.

Over a dozen people volunteered to climb the mountain.

The kids went climbing on their holiday, and they all had fun.

Francesca won a holiday for two in France; she is planning to go next month.

There is a special sale on software starting at 9:00 am this Saturday.

We will need to research the prices to make sure we get a bargain.

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The man slipped past security and was not spotted for several hours.

The apples were a mixture but the cox apple was voted the best.

There was an alarming accident on the road this morning.

The traffic was held up for over an hour but he had his phone with him.

Can you contact the computer supplies company immediately?

We need a further one hundred disks delivered before Monday at 9:00 am.

The Queen arrived at the docks and was cheered by the crowds.

The hotel has leisure facilities, which can be enjoyed by all the residents.

We are taking the children to London to see the sights.

How much did you say you wanted to pay for the china dog?

Mr. Buxton was in Room 48 but the meeting was in Room 58.

The sponsored walk was 33 kilometers and 8 of my friends had entered.

The conference is in Glasgow and will be on text processing.

We need to know what the shipping costs will be and then fax them.

We can guarantee delivery within 48 hours but only to a mainland address.

The contestants were pleased to claim their prize of a holiday in Switzerland.

Julia Quinnell passed her exams with top marks!

How quickly can you deliver the goods?

The holiday for two people was in Canada and was a wonderful win.

He called the Chairman’s secretary to say he was stuck in a traffic jam.

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Topic B: Speed drills Explanation In this topic, you will consolidate what you’ve learned and the practice you’ve put in to

build your typing speed to 15-20 words per minute.

Practicing with paragraphs Work through the exercises in sequence and use the practice drills as frequently as possible to increase your typing speed and accuracy. Practicing with paragraphs is perhaps the best way to hone your touch-typing skills because most of your typing in your profession or hobby will likely consist of paragraphs of text, rather than short phrases and sentences.

Do it! B-1: Warm-up and accuracy practice

Here’s how 1 Type each of the following sentences three times each. Remember to rest your

fingers on the home keys and adopt the correct posture. Concentrate on rhythm and accuracy.

It was the first time the Manager had spoken to the group.

Yellow and red were the most suitable colors for the brochure.

They were all very amazed to see the dog jump the fence.

Quick as a flash – the boy ran over the box to the exit!

Why is it that most people when questioned prefer blue?

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Measuring your typing speed Explanation If you want to measure and record your typing speed, you will need a stopwatch and a

pen and paper. You can also use the Date/Time clock on your computer to determine your speed. In the following activity, there is a number at the end of each line of text. This number represents the number of characters in that line of text. The numbers are progressively added with each line. To calculate your one-minute speed:

1 Prepare to start typing, and start your stopwatch or clock. Begin when the timer reaches a point from which you can easily determine when one minute has elapsed.

2 Using the numbers in parentheses at the ends of each line of text, add up the number of characters and spaces you have typed.

3 From this sum, subtract 1 for each error you make. 4 The average word size is 5, so divide your total by 5 to determine your words

per minute typing speed.

For example, let’s say the text you need to type is:

It could be argued that workers in zoos are very fortunate to (61) be able to spend time with animals like foxes, most of which (121) will never display anything but quiet joy and affection for humans. (186)

Assume that you typed the following amount of text, with the following errors (shown in bold):

It could be argued thit workors in zoos are very gortunate to be able to spend tume with animlas like foxes, most of which will never

The line numbers indicate that you have typed 121 characters to the end of line 2, and then 10 characters and spaces of the next line, for a total of 131 characters. Subtract 6 for the six errors made, and your total is 125. Divide 125 by 5 (the average number of characters per word), and your typing speed would come out to 25 words per minute. For a two-minute test, you need to divide your final total by 2 to arrive at your words per minute speed. For a three-minute test, divide your total by 3, and so forth.

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Do it! B-2: Calculating your words per minute typing speed


1 Prepare to start typing. Check your posture, and make sure your fingers are resting on your home keys. If you’re timing yourself, open the Date/Time clock and move it to a corner of your screen. Pick a good starting point for the second hand.

You might want to use a stopwatch and lead students through this activity. Have them start at the same time, but stress that this is not a contest.

If you finish typing the paragraph within sixty seconds, continue typing from the beginning.

2 On your instructor’s mark, begin typing the following paragraph. Do not stop typing until one minute has elapsed.

If you’re practicing this speed drill on your own, begin typing when the second hand reaches the point you have chosen.

Do NOT type the numbers at the end of each line.

It could be argued that workers in zoos are very fortunate to (61)

be able to spend time with animals like foxes, most of which (121)

will never display anything but quiet joy and affection for humans. (186)

3 Repeat step 2.

4 Repeat step 2 again.

5 Look over the results of all three efforts.

Select the one that resulted in the fewest errors and the most characters.

6 Using the numbers in parentheses at the end of each line of text, add up the number of characters and spaces you have typed.

7 From this sum, subtract 1 for each error you made.

8 Divide your total by 5 to determine your words per minute typing speed.

9 Record your results and conduct this test yourself several times at the conclusion of each practice session.

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Comparing your results to more familiar text Explanation In the next activity, you will again test your typing speed by using a long sentence made

up of the five key phrases you learned. You will likely be slightly faster in this exercise because of your familiarity with these phrases. Eventually, with a lot of practice and repetition, you will be able to type this fast with text that’s more unpredictable.

Do it! B-3: Calculating speed with familiar text

Here’s how Here’s why 1 Prepare to start typing. Check your posture, and make sure your fingers

are resting on your home keys. If you’re timing yourself, open the Date/Time clock and move it to a corner of your screen. Pick a good starting point for the second hand.

If you finish typing the paragraph within sixty seconds, continue typing from the beginning.



If mike jived and wore a baggy hat printed with rude dunce he would (78)

take the extra quiz and slap now. (111)

3 Using the numbers in parentheses at the end of each line of text, add up the number of characters and spaces you have typed.

4 From this sum, subtract 1 for each error you made.

5 Record your results and indicate that this test was based on the five key phrases.

Eventually, you will type at this speed, and most likely faster, with any long sentence or paragraph.

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Two-minute speed check Explanation In the next activity, you will calculate your speed over a two-minute span. Your results

might be the same as they were in the first speed check, but you might find that a test of more than one minute more accurately reveals your words per minute typing speed.

Do it! B-4: Checking your speed over two minutes

Here’s how Here’s why 1 Prepare to start typing. Check your posture, and make sure your fingers

are resting on your home keys. If you’re timing yourself, open the Date/Time clock and move it to a corner of your screen. Pick a good starting point for the second hand.



Remember; if you finish typing the paragraph within sixty seconds, continue typing from the beginning.

Council meetings are scheduled for the last day of March, June, (64)

September and December. The chair person will read the minutes (129)

from the previous meeting which must be agreed by those present (193)

before the meeting can begin. Members of the public can attend the (261)

meetings but space is limited and quickly fills up. The meetings (327)

have a reputation for lively debates. (364)

3 Calculate your typing speed and record your results.

Remember to jot down that this was a two-minute test.

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Unit summary: Speed and accuracy Topic A In this unit, you learned how to develop your speed and accuracy by touch-typing a

series of short phrases, followed by a series of complete sentences. You learned that the only way to develop your speed and accuracy is through practice and repetition.

Topic B Finally, you learned how to calculate your words per minute typing speed. You determined your typing speed at this point in your skill development, and compared your results to a second speed test made up of the five key phrases. Then, you checked your typing speed over a two-minute span.

Independent practice activity 1 Practice your speed and accuracy with the following paragraph. Time yourself to

determine your progress.

Policemen can assist in prevention of crime at all levels of society, as (73)

well as undertake many other duties that help to ensure people feel safe (146)

and secure as they go about their day to day work and enjoy life in their (220)

communities. (232)

2 Practice your speed and accuracy with the following paragraph. Time yourself to determine your progress.

There were many times when the people responsible for organizing (65)

vacations for the group felt they would never be able to satisfy everyone. (140)

Many times agreement could not be reached on the best method of (204)

transportation and departure points. Would it be possible to please (273)

the majority? (286)


Council meetings are scheduled for the last day of March, June, (64)

September and December. The chairperson will read the minutes from (132)

the previous meeting which must be agreed by those present before the (202)

meeting can begin. Members of the public can attend the meetings but (172)

space is limited and quickly fills up. The meetings have a reputation for (247)

lively debates. (262)

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Light pollution is a growing problem and one that is only now attracting (73)

public attention. Chances are if you live near a town or city you will (145)

miss out on the wonders of the visible night sky as light from buildings (218)

and street lamps leaks skyward and blots out the view of the stars. (286)

Many children have yet to see a star! Many campaigners are pressuring (356)

authorities to shield street lights from leaking wasted light skywards. (427)

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S–1

K A Z ® ( K e y b o a r d i n g A t o Z ) Course summary

This summary contains information to help you bring the course to a successful conclusion. Using this information, you will be able to:

A Use the summary text to reinforce what students have learned in class.

B Direct students to the next courses in this series (if any), and to any other resources that might help students continue to develop their touch-typing skills.

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S–2 KAZ® (Keyboarding A to Z)

Topic A: Course summary At the end of the class, use the following summary text to reinforce what students have learned. It is not intended as a script, but rather as a starting point.

KAZ® (Keyboarding A to Z)

Unit 1

In this unit, students learned about the KAZ method for learning how to type. They learned what makes KAZ different from older, more traditional methods. Then, they learned the correct posture to take when sitting at the keyboard, and the eight keys that make up home row. They also learned that the F and J keys have raised dots or ridges on them that provide tactile feedback that your fingers are on the correct keys.

Unit 2 Students learned how to touch-type the I, E, F, M, K, J, V, and D keys. They practiced these keys by using the KAZ key phrase if mike jived. Then, they learned how to touch-type the Enter key and Spacebar. Next, students learned how to touch-type the R, U, N, and C keys. They practiced these keys by using the KAZ key phrase rude dunce. Then, students learned how to touch-type the S, L, A, P, O, and W keys. They practiced these keys by using the KAZ key phrase slap now. Students also learned how to touch-type the B, G, Y, H, and T keys. They practiced these keys by using the KAZ key phrase baggy hat. Finally, students learned how to touch-type the X, Q, and Z keys. They practiced these keys by using the KAZ key phrase extra quiz.

Unit 3 In this unit, students practiced touch-typing words that involve the letters in the key phrases if mike jived and rude dunce. Then, they practiced touch-typing words that involve the letters in the key phrases slap now and baggy hat. Students then practiced touch-typing words that involve the letters in the key phrase extra quiz. Finally, students continued to develop their touch-typing skills by typing complete sentences. They focused on accuracy rather than speed.

Unit 4 Students learned how to touch-type the Shift key and Caps Lock key to create capital letters. They learned how to automatically type with proper capitalization, and how to alternate between consecutive capital letters and lowercase letters. Then, students learned how to use the number row. They learned how to type numbers along with letters, and how to access the Shift key characters that are alternates to the number keys. Finally, students learned how to touch-type the standard punctuation keys, including the comma, period, and apostrophe keys. Students also learned how to touch-type the punctuation keys that involve the Shift key: the colon, question mark, and quotation mark.

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Course summary S–3

Unit 5 In this unit, students learned how to touch-type numbers on a numeric keypad.

Unit 6 Students learned how to develop speed and accuracy by touch-typing a series of short phrases, followed by a series of complete sentences. They learned that the only way to develop speed and accuracy is through practice and repetition. Then, students learned how to calculate their words per minute typing speed. They also learned how to calculate typing speed over a two-minute span.

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S–4 KAZ® (Keyboarding A to Z)

Topic B: Continued learning after class Point out to your students that it is impossible to become a proficient touch-typist in a single day. After completing this class, students are likely to be typing with all ten fingers but still relatively slowly. Encourage them to avoid the temptation of reverting to old typing habits, and emphasize the importance of continuing with the drills. If they stick to the program, soon they’ll be able to “think” their words onto the screen without being aware of their fingers.

It’s essential that students persevere for the first few days at slow speed, while making frequent use of the Speedbuilder exercises in short breaks.

Next courses in this series This is the only course in this series.

Other resources Students might find some of these other resources useful as they continue to learn keyboarding. For more information, visit www.course.com.

• Performing with Computer Applications, 2nd Edition ISBN: 0-619-05596-0

• Computer Concepts BASICS, Second Edition ISBN: 0-619-05578-2

• Essential Introduction to Computers, 5th Edition ISBN: 0-619-20078-2

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I–1

Index

C Capital letters, 4-2, 4-9 Caps Lock key, 4-7 Cursor, 2-2

D Drills with paragraphs, 6-23

H Home row, 1-5

K KAZ

Compared to traditional methods, 1-2 Defined, 1-2 How it works, 1-2

Key phrases Baggy hat, 2-16 Extra quiz, 2-20 If mike jived, 2-2 Rude dunce, 2-8 Slap now, 2-12

N Number keys, 4-10 Numeric keypads, 5-2

P Posture, 1-3 Punctuation keys, 4-12

Q QWERTY keyboards, 1-5

S Sentences, 3-10 Shift key, 4-2

Characters, 4-11

T Toggle switches, 4-7

W Words per minute speed, 6-24

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I–2 KAZ® (Keyboarding A to Z)

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types fast in 90 minutes

Documents

topic b

topic d

topic c

trademarks of gotham

trademark of gotham

disclaimer course technology

trademarks course ilt

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