Basic English [ for Computing 8 страница

High-level languages are closer to human languages and are therefore easier to use. They include: C++ (C plus plus), Java, JavaScript, Visual Basic, andDelphi.

One of the easiest programming languages to use is called BASIC. Some of the expressions used in the BASIC language are shown in the table below.

Expression	Meaning
REM	remark (a note for the
	programmer)
PRINT	shows the value of a variable
	on the display screen
INPUT	waits for the user to input a
	value into a variable
DO WHILE condition repeats the instructions
instructions	while the given condition is
LOOP	true
END	marks the end of a program

All computer programs, however, have to be converted into low-level machine code to be understood by a computer. Some languages can be compiled by a compiler program, which converts the whole program into machine code at one time. Other languages are interpreted by an interpreter program which converts the program into machine code one line at a time, as each line is required by the processor. A compiled program only needs to be

compiled once, but an interpreted program needs to be interpreted every time it is used. Compiled programs are therefore faster than interpreted programs. Note that HyperText Markup Language (HTML) is not really a programming language, but is used for creating webpages.

BASIC uses the following mathematical symbols:

/ - divide by ** - raised to the power of

* - multiply by (times)

Objectives

By the end of this unit, students should be better at: organizing information to explain systems/processes copying down accurately lines of program code.

They should be able to use simple reported speech to describe instructions.

They should know and be able to use these words: assembly language, machine code, high-level language, low-level language, HyperText Markup, tag.

Tuning-in

Task I

At first glance, it may seem that none of these extracts from programs mean anythingl Don't panic. Your students will probably have seen examples of the different kinds of languages shown here and a second look will reveal that three of them contain some English words and that one of them (c) is simply an English sentence written over three lines. Ask your students to do this in pairs. Then compare rankings round the class.

Key

1c 2a 3e 4d 5b

Task 2

Explain first that natural language means a human language and that machine code is a language which only computers understand. The higher the level of language, the closer it is to natural language.

Key

1c 2a 3e 4d 5b

Listening

Task 3

Give the students a short time to study the program, and discuss it in pairs; but do not ask them for their ideas until after they have listened to the recording.

Key

Ifs a program to calculate the average of a series of numbers, for example test results.

Task 4

Before you play the recording, give students a little more time to study the program individually, and make predictions about what some of the missing items might be.

Key

10 REM AVERAGES

20 CLS

30 PRINT "TYPE 999TO INDICATE END OF DATA"

40 PRINT

50 SUM = 0

60 COUNTER = 0

70 PRINT "PLEASE ENTER A NUMBER"

80 INPUT NUMBER

90 DO WHILE NUMBER <>999

100 SUM = SUM + NUMBER

110 COUNTER=COUNTER+1

120 PRINT, "PLEASE ENTERTHE NEXT NUMBER"

130 INPUT NUMBER

140 LOOP

150 AVERAGE = SUM/COUNTER

160 PRINT "THE AVERAGE OFTHE NUMBER IS: ";

AVERAGE

170 END

Task 5

Students who have done a little programming should be able to identify these faults. Ask students

to work in groups of three. Each should attempt to explain in English to the others in his/her group one of the faults.

Key

1 It does not allow you to use the number 999 as one of the set of numbers.

2 If the user only inputs one number before entering 999, the output will read "The average of the 1 numbers is 1?

3 If the first number you enter is 999, the program will crash because it will try to divide by zero.

Reading

Task 6

This is a less-controlled reading and note-taking activity combined with a reporting and note-taking activity as students exchange information on what they have read. Put a note-taking frame - like the one shown in the Key below - up on the board, and ask the students to copy it.

They first fill in the sections for the languages they have read about. They fill in the remaining sections by noting the main points provided by the others in their group. Try to ensure that at the reporting stage students do so orally and in English and do not simply allow their fellows to copy their notes.

Key Language Associated Type of Use Language Language

C++	C	Programming General and systems programming
HTML		Page Creating web description pages
Java	C	Programming World Wide Web programs, small electronic devices
JavaScript Java	Scripting Webpages
Visual Basic	BASIC	Programming General environment purpose applications
Delphi	Pascal	Programming General environment purpose programs

Task 7

This task requires an understanding of all six texts. You can set it as a group exercise where students answer only about the texts they read in Task 6; then combine answers to complete the task. Or you can set it as an individual task where students answer by drawing on their notes and by referring to all six texts as required.

Key

1 HTML

2 JavaScript, VBScript

3 C++

4 programs can be easily adapted for use on many different types of computer systems

5 HTML

6 HyperText Markup Language

7 Visual Basic, Delphi

8 HTML

Language work

This focuses on reported speech but in the context of screen messages. Do not go into such complexities as tenses and reporting verbs at this level. Keep it simple.

Elicit examples of screen messages from the class or write a selection on the board. Please enter a number.

Do not attempt to log on without a password. Printer out of paper. Do you want to exit (Y/N)?

Demonstrate how each screen message is reported. It requests you to enter a number. It tells you not to log on without a password. It informs you that the printer is out of paper. It asks you if you want to exit.

Task 8

Do this orally first as a whole class activity to reinforce the language work and to demonstrate how articles have to be included.

Key

1 It tells you to make sure the printer is switched on before continuing.

2 It informs you the system is halted/has halted.

3 It tells you to press any key to continue.

4 It requests you to type the next number.

5 It tells you not to proceed.

6 it requests you to choose from the menu below.

7 It informs you (that) there is a non-system disk in drive a.

8 It informs you (that) there is a paper jam.

Task 9

As for Task 8. Note the word order.

Key

1 It asks you if you wish to continue.

2 It asks you what the drive letter of your hard disk is.

3 It asks you if you are sure you want to copy (the) selected files.

4 It asks you if you want to virus check another disk.

5 It asks you if the printer is ready.

6 It asks you in which directory you want to install the program.

7 It asks you if you wantto delete (the) files.

8 It asks you if you are sure you wantto shut down the computer.

Problem-solving

Task 10

Students must apply the information contained in the reading texts to provide the best solutions to these users' needs. They may also use information of their own about computer languages.

Key

1 BASIC 2 C++

3 HTML 4 JavaScript

5 Visual Basic, Delphi

Writing

Task 11

This is a simple conversion of notes to full sentences. Each language can be described in the same way as the example given on page 8 9.

The main parts of a computer system consist of the processor, memory, input devices, output devices, and storage devices. The processor is the most important part of the computer. It is sometimes called the central processing unit or CPU, although the term CPU is sometimes used to mean the processor and the main memory together. The main components of the processor are shown in the table.

Component	Description
Arithmetic and	Performs arithmetic functions
Logic Unit (ALU)	(e.g. +,-) and logic operations
	(e.g. AND, OR) on the data.
Control Unit (CU) Synchronizes and controls all
	parts of the computer.
Registers	Small temporary memory areas
	that hold instructions and data
	that is needed immediately.
Buses	Connectors that carry signals
	between the processor and
	other parts of the computer.
	The three main ones are: the
	control bus, the data bus, and the
	address bus.

Program instructions are normally executed one after another in order, but if something happens in the systems that needs urgent attention, an interrupt signal is sent to the processor. The processor determines the priority of the action and stops what it is doing at an appropriate time to deal with the problem, i.e. to service the interrupt.

A variety of number systems are used in computing. The binary system is made up of Is and Os, and is ideal for representing the on and off states of the electronic switches in a computer. Binary numbers can be converted to decimal numbers by multiplying the binary digits by their place values, and adding the results together. For example, the binary number 111 has a value of (1X4) + (1X2) + (lXl) = 4+2+l = 7. Decimal numbers can be converted to binary numbers by repeatedly dividing the decimal number by 2, and writing down the remainders in reverse order.

Low-1 eve I systems

This is the most technical of all the units. Do not be tempted to omit it. It covers some of the most important aspects of how computers work and your students need the language covered. Prepare yourself by reading this introduction carefully. Remember, your students can be very helpful, and will take delight in explaining any points you may not understand.

Objectives

Processors follow a fixed sequence of steps, called the machine cycle, to process a program instruction.

Step Action Name

1 fetches the next instruction

from memory_______________ Instruction time

2 decodes the fetched (I-time) instruction

3 executes the decoded

instruction Execution time (E-time)

4 stores the result in memory

By the end of this unit, students should be better at: listening and reading for specific detail making an oral explanation.

They should be able to use linking words to contrast two ideas.

They should know and be able to use these words: decode, execute, execution, fetch, machine cycle.

Tuning-in

information on the function of the ALU and how registers operate.

Task 1

Set this as an individual task, and ask students to compare their answers in pairs. All the terms should be familiar from Units 3,6,7, and 8 - with the exception of plotter, which students can look up in the Glossary.

Key

a processor b input c ROM d storage e output

Task 2

This is a good opportunity to revise the names of input, output, and storage devices taught in Units 1 to 8. Divide the board into three lists, one for each group of devices. Write answers from the class on the board to produce as comprehensive lists as possible. More advanced students could write a brief description of a computer system based on the diagram and including their examples from Task 2. They could begin: A computer system consists of... Examples of input devices are...

Key (other answers are possible)

input: barcode reader, digital camera, graphics tablet, joystick, keyboard, lightpen, microphone, mouse, scanner, touchscreen, trackerball Output: monitor, laser/dot-matrix/inkjet printers, loudspeaker, plotter

Storage: CD-ROM, fixed/removable hard disk, floppy disk, magneto-optical disk, magnetic tape

Listening

Task 3

Treat this as a pre-listening task. Do not correct this exercise until you have played the recording.

Task 4.

On this first listening, students should listen only to check their answers to Task 3. They should ignore

Key

1 arithmetic and logic unit

2 a temporary storage area for instructions or data

3 makes the computer carry out each instruction of a program in the right order and controls all hardware

Task 5

Pause the tape if necessary after each component is described.

Key

1 arithmetic functions and logic operations

2 AND, OR, and NOT

3 the control unit

4 registers are for instructions or data required immediately

main memory is for data required in the near future

Task 6

This serves as a pre-listening task for Part 2 of the recording. Students should be able to guess most of these questions from the diagram. Buses are mentioned in Part 1 of the recording.

Key

1 To carry electrical signals between different parts of the computer.

2 The data and control buses.

3 Data and instructions.

4 in one direction only.

Task 7

Write the table on the board and complete it with students' answers as you correct this task. There are not many examples of technical terms in computing using the prefixes uni and bi but remind students of binary.

Key

Bus Uni/Bidirectional Links Data Bidirectional CPU and memory Address Unidirectional CPU and memory Control Bidirectional CPU and other parts of

the computer

Reading

Task 8

Treat this as a pre-reading task. All of the questions can be answered from the diagram.

Task 9

Do not pre-teach new words for this text. Execute may be new, but its meaning can be inferred from context - it occurs six times, with the noun execution occurring once. The text itself teaches the meaning of fetch and decode. Once students have completed this task, ask them to draw and label the machine cycle from memory.

Key

1 four 2 instruction/l-time

3 execute and store 4 instruction/l-time

Task 10

Set as an individual task for class-time or homework.

Key

1 program instructions and data

2 register

3 moves it from memory to the ALU

4 in memory or a register

5 they are released to an output device or a secondary storage device

6 l-time plus E-time

Language work

The language work focuses on more examples of linking words (see Unit 8). Write the first pair of sentences (page 92) on the board, and underline bidirectional and unidirectional. Elicit suggestions for one word - other than and- which could link the two sentences. The answer you want is but. Show that whereas and in contrast can be used as alternatives, but point out that in contrast would normally start a new sentence.

Task 11

Do this orally; then set as an individual written task.

Key (there are other possible answers)

Dot matrix printers are noisy, but laser printers are quiet.

Floppy disks store small amounts of data, whereas hard disks store large amounts of data.

Handheld computers fit into your pocket. In contrast, supercomputers occupy a whole room.

High-level languages are easy to understand, whereas machine code is very difficult to understand.

Basic is a simple language, but C++ is complex.

Modern computers are powerful and relatively cheap. In contrast, older computers were less powerful and quite expensive.

An analyst analyses problems and finds solutions, whereas a programmerturns these solutions into computer programs.

A graphics package produces images and designs, but a word processor produces texts.

Problem-solving

Task 12

This provides plenty of opportunity for coping with not understanding and not being understood. Divide the class in two. Each half prepares and rehearses one of the explanations, working in pairs. Then set the students to work in pairs, one from each half, to explain their respective problems to each other. Emphasize that this must be done entirely in English. Encourage students to use pen and paper as an aid to their explanation.

Writing

Task 13

This provides revision of the language work covered in Unit 18.

Key (other answers are possible)

1 When a printer runs out of paper, an interrupt carries a signal to the CPU.

2 When the CPU receives the signal, it interrupts its tasks.

3 The CPU sends a message to the user after it saves its current status in a special area of memory.

4 When the user reloads the paper tray, the processor returns to its previous state.

Future trends 1

Computing is relatively new and is developing at an increasingly fast rate. Because computers are general purpose instruments, they can be used in many different ways. It is impossible to predict with any certainty how computers will be used in the future, but some new developments have already taken place which are certainly likely to become more important in the future. Three important computing topics considered in this unit are robotics, virtual reality, and smart cards.

Robots in human form have often featured in science fiction. Robotic arms are commonly used for car manufacture, nuclear plants, and for bomb disposal. In the future, insect-sized robot micro­machines (tiny mechanisms built on electronic chips) may be used as sensors or for doing work in very small spaces which are difficult to access. They may even be used inside the human body for drug delivery, curing common ailments.

Virtual reality (VR) is already used for games and entertainment. The user wears special headgear that projects 3-D images into their eyes, and special gloves to provide a sense of touch. It is likely that VR will be used in many ways in the future, including providing a home shopping environment, and allowing premises to be guarded remotely. It is also likely to be used for air traffic control and for training doctors, allowing them to practise difficult operations safely. It might even be used for virtual travel. More speculatively, computers maybe connected directly to the human brain using a direct neural interface (DNI) to change the brain of the user, allowing them to do things they couldn't do before.

Task 1

Task 2

Key Equipment VR headset

VR mouse

Smart cards are akeady being used for storing information about the user, for controlling access to facilities and as a means of providing money in an electronic form. Medical cards, which store information about the user's medical history, may become common; and banks are already experimenting with the use of smart cards. Smart cards will have a wide variety of uses and are likely to become very common in the near future.

Alternative name

Objectives By the end of this unit, students should be better at: listening for specific detail reading for the main point of the text working out meaning from context. They should be able to: make predictions using will and is/are going to. They should know and be able to use these words and abbreviations: robot, robotics, 3-D, virtual reality, three-dimensional, smart card.

Tuning-in

These are fast-moving areas of computing and your students are likely to be able to suggest very recent developments.

Listening

Treat the table as a pre-listening task and encourage students to guess the missing information. Then play the recording so that they can check their guesses and fill any remaining blanks. Pre-teach 3-D, three-dimensional.

head-mounted

VR glove dataglove

display

3-D mouse, virtual mouse

Purpose

shows graphics on a screen in front of your eyes makes your hand feel pressure to move around in virtual space

Task 3

Ask students to predict uses of virtual reality before they listen. Note their best ideas on the board.

Key

Existing uses Possible future uses medicine virtual travel-virtual holiday

entertainment virtual experience design speak a new language or play an

instrument

Reading

Task 4

This is a jigsaw reading activity. The texts are difficult, and students should not expect to understand every word. Encourage them to look for main points only and not to worry about fine details. Tell students to make three copies of the note-taking form at the beginning of the exercise. They should use the first copy to make notes from their own text, and the others to make notes about the remaining texts when they come to exchange information. With a less advanced class, ask the students to find one application only in each text - although texts B and C in fact contain several. Many of the unfamiliar words can be ignored, e.g. incoherent, allergies, distraught (Text A), or can be worked out from context, e.g. warehouse, simulated (Text C).

With a more advanced class, you could use these texts for 'triads' - a reading, speaking, and note­taking activity. Students work in groups of three, A, B, and C. Each has a separate role. A is the first Speaker, B the Reporter, and C the Judge. A's task is to report from their notes the main points of their text. B must listen carefully and provide a brief oral summary. C must listen to both inputs and judge the accuracy of B's report, pointing out any changes, errors, or omissions. Students change roles three times so that each has a chance to play each part.

Key (other answers are possible)

Development smart cards: medicard Application/s a smart card containing patient information

computers in ambulances and hospitals can read the information How soon? it is working successfully now

Development robotics: micro-machine Application/s sensors, gyros, and drug delivery- for example to deliver drugs inside the body or repair machinery from the inside

How soon? micro-machines exist, but using

robots in medicine is close to 'sci-fi'.

Development virtual reality Application/s 1 choosing products in a virtual showroom

2 patrolling buildings without leaving an office

3 air-traffic control - using microlaser scanner glasses which give a 3-D effect

4 doctors can learn new procedures on simulated patients

How soon? all are 'under development' (4 is already being used)

Task 5

Emphasize that this is a speaking activity, and that students should try and exchange information orally, not just read from their notes.

Language work

Will and going to are both used for predictions but

note these differences:

1 When we add a condition [if...) we use will only. For example: If you protect yourfiles with a password, you won't have problems with unauthorized access.

2 When we talk about things which have been decided we use going to only. For example: We're going to replace these computers in May.

Ask the class:

What will happen in the future to computers?

What changes will there be?

Write down their answers - more powerful, cheaper,

smaller, disposable, built in to new homes, etc.

Writing

Task 8

Do part of this as a whole class activity. Students can type up their report and send it to the head of your college, if your college does not yet have such a system.

Task 6

Do this in groups or pairs. This task will give students a chance to exchange ideas and opinions rather than just information.

Problem-solving

Task 7

Do at least one of these as a whole class activity. Direct students to Text C from Task 4 above for possible answers to the first question.

Key (other answers are possible)

1 blood type, allergies, drugs taken, medical history

2 name, address, date of birth, nationality

3 name, address, number of times you have used different facilities, best performance

Then use these phrases to make complete sentences with will and is/are going to. For example: Computers are going to be cheaper. They will be more powerful. Ask them to do the remaining examples in the same way. You can also use their predictions about virtual reality in Task 3 in the same way.

4 name, address, account numbers, how much money is in the account

Future trends 2

Computing is changing and developing at a very fast pace. Although it is impossible to predict the future with any certainty, one thing we can be sure of is that the hardware and software we will be using in twenty or thirty years time will be very different from what is in use today.

Videophones, electronic pets, and robots already exist - and may become more common in the future. The development of smaller computers and computing networks is making it easier for computers to be used in more situations. It is already necessary to have some computing skills for most jobs. Education will use computing systems more in the future, but some people argue that increased use of machines is not necessarily a good thing, and will not lead to creative thinking or adequate interpersonal skills.

Increased ease of communication and the ability to easily store vast amounts of readily accessible information will change many aspects of our lives. These factors may create more centralized control and change the relations between countries. Three features of our daily lives that are certainly likely to be affected are health, shopping, and money.

The increased ease of communication made possible by computers is likely to have an important effect on the daily lives of physically disabled people. Miniature computers may be used to monitor our health, and the use of computer-controlled body implants is likely to develop to some extent, although it is difficult to know how far these developments will be accepted by society. 3-D virtual reality systems can be used on the Internet to make shopping easier, and smart cards may be used to provide an electronic money system.

Computers will open up many possibilities for mankind. Perhaps humans may one day travel to other planets and even discover other worlds. This unit, however, focuses on future developments in the specific areas of education, health, shopping, and money.

Objectives

By the end of this unit, students should be better at: expressing opinions

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