Basic English [ for Computing 2 страница

enough to use comfortably for word processing. They can also be powerful enough to be used for multimedia. The relative size of some of the most common types of computers is indicated below, although there are other types that are not mentioned here and new types are currently being developed.

Supercomputers mainframes

Minicomputers

Desktops microcomputers

(personal computers)

Portables laptops

notebooks subnotebooks handhelds palmtops

Objectives

By the end of this unit, students should be better at: listening for specific information scanning a text in the form of a table.

They should be able to:

make comparisons using adjectives

use common phrases for agreeing and disagreeing.

They should know and be able to use these words: mainframe, multimedia, notebook, laptop, handheld. PC, minicomputer, monitor, modem.

Tuning-in

Task 1

Ask the students to work in pairs or small groups and to brainstorm computer-related vocabulary - all the words that they know to talk about computers. Write their suggestions on the board.

You could introduce an element of competition to the activity by awarding points for the number of original words each group can produce. The matching task could then be done individually or in pairs.

Key

1a 2c 3d 4b 5e 6f

Task 2

Elicit or give some examples, e.g. A journalist would use a laptop when he or she is travelling. Then get the students to work in pairs and give them five minutes to try and find as many examples of who would use each type of computer. Encourage students to ask you, in English, how to say the words that they need.

Key (other answers are possible)

mainframe and minicomputer - large companies, banks, government departments, universities PC - offices for administration, home and leisure use laptop notebook and handheld - people who travel, businessmen, sales reps, reporters, politicians, etc.

Listening

Task 3

Begin by getting the students to read through the two lists of items, and answer any questions about vocabulary. Pause the cassette in the middle, if necessary, and check that the students have got the items in column 1. Then go on to the second half of the piece and column 2.

Key

1 writing, games, Internet

2 sound, graphics, animation, video

Task 4

Make sure students understand that the recording they hear in this exercise is a continuation of the situation in 3 above. (See under Task 5 for key.)

Task 5

The students listen to the same piece again, this time to identify items recommended by the

assistant. This is more difficult as the students have to distinguish between an item being simply mentioned and its being recommended.

Key

A multimedia notebook, subnotebook, handheld,

printer, modem B multimedia computer, notebook, printer, modem

subnotebook mainframes palmtop handheld

Reading

Task 6

Prc-teach common and powerful if you think that your students will not know them. A useful approach to this activity would be to treat it as scanning practice. Encourage students to try and complete the exercise as quickly as possible by first identifying the key words in the questions, then scanning the notes for them. The part of the text containing the key word will usually contain the answer to the question.

Key

1 microcomputers/PCs 2

3 notebook 4

5 minicomputers 6

7 mainframes/supercomputers 8

Language work

To avoid confusion present the comparative and superlative structures separately, and be sure that students understand the difference in meaning between them. It is also best to teach the regular structures, before you present students with the exceptions (such as good, better, best).

Plenty of practice is the key to mastering comparative structures, so you may want to give the students, or ask them to suggest, other things to compare, such as countries France is bigger than England, Russia is the biggest country in the world, or sports teams, film stars, etc,

Task 7

Encourage the students who finish before the others to make up some computer-related comparative sentences of their own.

Key

1 lighter 3 largest 5 more common

7 less powerful 9 faster

2 heavier 4 smaller 6 better 8 less expensive 10 cheaper 12 powerful

11 more expensive

Key

1 notebook/subnotebook/handheld

2 PC

3 mainframe

4 multimedia PC with modem

Writing

Aids to communication

Problem-solving Task 8 With weaker groups, read through the descriptions as a class and explain any difficult vocabulary. They can also refer back to the text in Task 6 for information about different types of computers. Remind them to try and use the structures they have just learnt for agreeing and disagreeing with each other as they discuss solutions.

You could present this language by making statements, and getting individual students to agree or disagree with you, until the whole class gets the idea about the meaning and usage of the structures. For example, David, I think X is the best football team in the world, do you agree?, Maria, X make the best games software, do you agree? Try to ensure that each student in the class has the chance to agree or disagree with you. If a student disagrees with you, get them to give their own opinion.

Task 9

This writing activity revises comparative structures and could be set as homework. Remind students that it might help them to review the language work section before they begin.

Key
1 largest		most powerful
3 smaller		most common
5 less powerful		smaller
7 largest		smaller
9 smaller		smallest

Most computers consist of an electronic central processing unit (CPU) to which are attached different input devices, output devices, and storage devices. The main parts of a desktop computer are enclosed in a box known as the system unit. This contains an electronic board called the motherboard that holds and connects together the main electronic components. These are shown in the table below.

Processor	controls the system
(microprocessor)	and processes the data
ROM (Read	stores the program instructions
Only Memory)	the computer needs to start up
RAM (Random	stores the data being processed
Access Memory)
Cache memory	speeds up the processing

The motherboard usually has empty electronic connectors, called expansion slots, into which additional electronic boards (sometimes called expansion cards) can be plugged. This allows extra electronic components to be added. For example, more memory can be added by plugging memory boards (called SIMMS) into the memory slots. Sound facilities can be added by plugging a sound card into an expansion slot. This is one way of upgrading a computer. Another way is to replace the motherboard with a newer and better one. The system unit usually also contains a small speaker (or loudspeaker), the power supply, and some storage devices. These often include: a hard disk drive with a fixed disk that can store a very large amount of data; a floppy disk drive that uses removable floppy disks (diskettes); a CD-ROM drive that is used for reading CD-ROM disks (particularly in multimedia computers). Some other devices may be included in the system unit but most input and output devices are plugged into the back of the system unit using connectors known as ports.

Power is a function of both speed and capacity. The power of a computer depends on the combination of all the components. When buying a computer, you can often choose between different components. In particular, you can choose between different processor speeds, amounts of memory and hard disk sizes. Units of measurement commonly used in computing arc shown below.

Unit Symbol Meaning Measurement

hertz Hz cycles per frequency

second

byte b space for one capacity

(pronounccd character,

Parts of a computer

like bite) i.e. one letter,

number, punctuation mark, symbol, or even a space

Hertz are measured using the decimal system but bytes are measured using the binary system. The values of the unit prefixes vary in these two systems as shown in the table below.

Unit	Symbol	Decimal System	Binary System
kilo	K	10^3=1000	2if> = io24
mega	M	10^fi = 1000000	2^20 = 104 8 5 76
giga	G	10^9 = 1000000000	2^}0 =

(MHz = megahertz, Kb - kilobytes. Mb = megabytes, Gb = gigabytes)

Objectives

By the end of this unit, students should be better at: matching pictures of components to their English names and functions listening for specific detail.

They should be able to: make simple instructions use sequence words.

They should know and be able to use these words and abbreviations: byte, kilobyte, megabyte, gigabyte, megahertz, motherboard, port, RAM, ROM, cache memory, expansion card.

Tuning-in

Task 1

Photocopy the diagram of the inside of the PC onto a transparency and put it up on an overhead projector. (If you do not have an overhead projector, ask students to look at the diagram in their books, but to cover the vocabulary below.) Get students to brainstorm all the vocabulary they can. Write up the words on the board. When you have elicited as many words as the students can generate without any help, ask them to open their books and label the components in the picture.

Key

1h 2e 3f 4g 5a 6d 7b 8c

Listening

Task 2

With more able groups, ask students to try and write their own definitions of the terms given before they look at the Glossary. They could work in pairs or small groups to do this, so as to pool their technical knowledge. (Use the Glossary for answers.)

Task 3

Check that students understand what they are listening for. In order to complete the table they have to identify the components as they are

mentioned, and write in the associated term of measurement for each one. Before attempting the exercise, revise the pronunciation of the terms of measurement from Task 2,

Key

processor = Mhz, RAM = Mb, video memory = Mb, cache memory = Kb, hard disk = Gb

Reading

Task 4

This could be done in pairs or individually. Students should complete as much as they can before referring to the Glossary for help.

Key

1 SIMMS 2 CPU

3 cache memory 4 expansion slots 5 ROM

Task 5

You may want to pre-teach I tie verbs add, remove, and fit before getting students to attempt this exercise. Get them to work in pairs to try and match the instructions with the pictures.

Key

1c 2a 3e 4b 5d

Language work

Making instructions in English involves the use of the imperative or command form of verbs. The imperative has the same form of the verb as the infinitive (without to) and has no subject. Negative imperatives are made by adding do not (don't) in front of the verb. As instructions usually follow a specific sequence, sequence-markers - first, then, next, after that, finally, etc. are often used to indicate the correct order. When teaching these, which you can do with reference to the instruction sequence in Task 5 above, point out that after cannot be used on its own, as it can in many other languages. The construction the students should use is after that.

Get students to work in pairs to select the appropriate verb for each instruction and put it in the correct form. When you are correcting the exercise, try to elicit more don'ts, such as Don't use a disk without virus checking it, Don't bring food and drink into the computer lab, Don't tell anyone your password to give them more practice with the negative form.

Key

1 put 2 start 3 select

4 click 5 don't exit 6 select/click

Task 7

When the students have established the correct order of the instructions, get them to read out their sequenced list, using the appropriate sequencing expressions. Correct any pronunciation problems. Give them a few minutes to study the text closely, then tell them to close their books, and ask for volunteers to give the instructions in the right order from memory. If they get stuck, start putting up individual words from each sentence on the board to help them.

Key

Task 6

1d 2b 3e 4c 5a 6f

Task 8

Make sure the students know what a port is. Remind them that they should be looking at the text for the specific information that they need to complete the task, and that it does not matter if they do not understand every word. Set a time limit for them to label the ports in pairs.

Key

1a 2c 3e 4f 5c,d

Writing

Task 9

Problem-solving

Depending on the level of the group, you may want to go over the exercise in class before setting the actual writing as homework. With more able groups, this would be a good opportunity to introduce the use of the relative pronoun which. and to practise the use of the indicatives this and these. Demonstrate these as ways of avoiding repetition in a text, and making it easier to read.

A computer can have a variety of input devices. This allows the user to control the computer in different ways, or to put different kinds of data into the computer. The most common input device is the keyboard. Another very common input device is the mouse. This is used to control the computer when the operating system has a graphical user interface. There are different types of mice but the one illustrated in this unit is very common.

The computer keyboard is an electronic device with keys arranged like earlier typewriter keyboards, but with extra keys. Because the output of the keys are controlled by the computer program, their function can vary. For example, the print screen key sometimes copies the screen to memory and sometimes copies it to a printer, depending on the program used. The arrangement of the keys varies but most desktop PCs have an extended keyboard with keys divided into sections including the main keyboard, the function keys, the editing keys, and the numeric keypad.

The connection of computers throughout the world is known as the Internet. This allows users to send electronic mail messages (email) to each other. Each user has his or her own unique email address. The email address is made up of two main parts, the user identifier, and the computer system identifier. For example:

Jim.Smith @ ed.ac.uk

(user identifier) (computer system identifier)

The @ sign is used to separate these main identifiers. A dot is used to separate the parts of each identifier. Note that there is usually no dot at the end of an email address.

Linked document pages on the Internet form what is known as the World Wide Web (WWW or Web). Each webpage has its own unique address. Web addresses often, although not always, begin with 'http://www'. The two forward slashes are commonly read as double slash. A dot is used to separate each main part of an address, and slashes are used to separate sub-areas of the address.

For example:

http://www.microsystems.com/newproducts/ downloads

Objectives

By the end of this unit, students should be better at: matching a spoken description with a diagram reading for specific detail and reading email addresses aloud

writing a simple description from notes provided.

They should be able to make affirmative and negative statements using the present simple.

They should know and be able to use these words: keyboard, key, function, cursor, numeric keypad, print screen, delete, display, full stop, comma, dot. slash.

Tuning-in

Task 1

Treat this as a speed reading activity; give students one minute to match the items. For more able groups, write the abbreviations on the board and ask the students to produce the full forms. When you correct the exercise as a class, see how many other abbreviations-computer-related and general - the students can think of.

Key

le 2a 3g 4f 5b 6d 7c

Listening

Task 2

Keyboard and mouse

Ask the class if they can name any of the sections of the keyboard. Accept any correct answers that the students volunteer, but do not write them up on the
board yet. The purpose of Task 4 is to identify these terms by the associated vocabulary from Tasks 1,2, and 3. See Task 4 for key.

Task 3

This is a very quick scanning activity - give the students one minute (or less!) to do it.

Task 4

The students hear a description of the keyboard that they have been looking at, and they have to label each of the four sections. They need to listen for and recognize the names of the various keys, and then link them with the four sections - main keyboard, function keys, editing keys, and numeric keypad. You may already have elicited some or all of these section names from the students in Task 2 above. If not, you can either put them on the board now, or see if they will be able to extract them from the recording themselves.

Key

a function keys b main keyboard c editing keys d numeric keypad

Reading

Task 5

Make sure the students cover the reading text for Task 6 whilst they are doing this exercise.

Key

1 left 2 (rubber-coated) ball 3 two 4 rolls 5 mousemat or pad

Task 6

The students should check their answers in pairs.

Language work

The description of how the mouse works uses the Present simple tense. Explain that this is the tense used to describe actions that are habitual or always true. Write some more examples on the board, for example:

The lesson begins at 9.30 andfinishes at 11.00. Cars in the UK drive on the left. Computers use electricity. We study English twice a week.

Elicit the difference between the singular and plural of the struct ure, i.e. that theV on the end of the verb is used for the singular. Try to elicit some more examples from the students before going on to introduce the negative form of the present simple using does not (often abbreviated to doesn't) for the singular, and do not (often abbreviated to don't) for the plural, followed by the infinitive form of the verb.

Task 7

Make sure students know that they should correct the false statements by first negating them - This key doesn't move the cursor down - and then giving the correct statement - This key moves the cursor up. (let them to check their answers in pairs before correcting the exercise as a class.

Key
1 Wrong -	up
2 Wrong -	left
3 Wrong -	delete
4 Right
5 Wrong -	down
6 Wrong -	returns cursor to begining
7 Wrong -	capital letters

Problem-solving

Task 8

For this activity, ask the students to work individually or in pairs and to write brief descriptions of the four functions as quickly as they can. If they can do this easily, ask them to write descriptions of the functions of any two other keys. This kind of task could also be set for homework.

Key

1 This key moves the cursor up.

2 This key moves the cursor to the right.

3 This key deletes a character.

4 This key moves the cursor down.

Task 9

Students may be unsure about the English pronunciation of the letters, so take the opportunity to quickly revise the alphabet, before going on to talk about the names of the different symbols and punctuation marks. (The alphabet, like numbers, is a topic that needs to be constantly recycled in order for the students to feel really confident with it, and spelling games are a good way of revising vocabulary as well as being convenient warmers and end-fillers for lessons.) For the symbols exercise itself, ask students to work in pairs to try to complete the table. As a follow-up, and in preparation for Task 10, dictate some email addresses to the whole class, spelling them out letter by letter.

Key

1: colon 2 -tilde 3 _ underscore

Speaking

Task 10 This pair-work exercise gives students the opportunity both to recognize symbols and letters when they hear them, and also to produce them themselves. Put a couple of email addresses on the board to begin with, and ask for volunteers to spell them out. Then get the whole class to do the activity in pairs. Walk round listening, and helping with pronunciation.

4 /forward slash 5 @ at 6.dot or stop

Task 11

Writing

This writing activity is the most demanding given so far, so prepare it thoroughly in class beforehand if you intend to set it as homework. Give the students time to study the table and encourage them to ask if there is anything they are not clear about. Then read through the opening paragraph of the text together and make sure students understand how the information in the table has been transferred to the full written version. Tell them to use this model to help them to shape their own text.

This is the first of five units in which an interview with a real' IT user is the basis for all the activities in the unit.

To get a job in computing, you normally need to have a computing qualification of some kind. Students can study for a wide variety of computing qualifications.

After leaving school, students can study for further qualifications at a college of further education or a university. If they have gained enough qualifications at school, they can study for a Higher National Certificate (HNC) or Higher National Diploma (HND) at a college, or a Degree at a university. Otherwise, they can attend college to study for a vocational qualification known as a General Vocational Qualification (GVQ). In these GVQ courses, students study a number of subject modules and need to gain a certain number of credits to progress to the next stage. Students can gradually progress through different levels of the GVQ to an HNC, HND, and even a university degree.

There is a wide variety of GVQ courses in computing including Information Technology (IT), Computing Support, and Programming, but students normally choose a courses that has an emphasis on either software and programming, computing support, or business computing. The GVQ courses can be studied on a part-time or a full­time basis.

Although it is mostly males that choose to do these courses, females are also strongly encouraged to participate. The female student in this interview is living in Scotland and is at a Scottish technical college of further education studying for a Level 3 General Scottish Vocational Qualification (GSVQ) in Information Technology. The course has a technical computer support bias and involves subjects like software support, hardware support, and networking. The Communications subject is not about technical communications systems, but is about human communication and interaction. The course involves visits to computing departments in commercial organizations. As in most colleges and universities, there are a number of social activities for the students to enjoy. These are often organized by the Student Union, which is the official body run by students and representing the interests of students. This particular student also has a part­time job in the evening.

Objectives

By the end of this unit, students should be better at: transferring information from a spoken text to a form

reading a college prospectus for detailed information.

They should be able to use Wh- questions in the Present simple.

They should know and be able to use these words and abbreviations: campus, timetable, information technology (IT), communications, numeracy, accounting, systems analysis, programming.

Tuning-in

Task 1

Using the information above, give a brief overview of computing qualifications in Britain. Tell students that they are going to hear an interview with a student of Information Technology from a college of further education in Scotland. Begin by asking for ideas for the different subjects she might be studying, and put them up on the board. Set a time limit for students to scan the text for answers to the first two questions. After getting the feedback for questions one and two, elicit ideas from the class as a whole as to what they think the Communications and Numeracy units might involve.

Interview: Student

Give students time to study the text in detail and to ask questions about new vocabulary. They will need much of this language throughout the unit.

1 GSVQ Level 3 in information technology

2 one year

3 communication - human communication, use of language

numeracy - basic mathematics, problem-solving

Listening

Task 2

This is the longest text that the students have had to listen to so far, so remind them that, as usual, they do not need to understand every word of the spoken text, but should listen for the specific information required. Pause the tape as necessary.

Key

They should have been able to find the answers to the first and second questions inTask 1.

Task 3

Direct the students' attention to the questions and play Part 1 of the interview again.

Key

1 fifteen students on the course now

2 three female students

Task 4

Revise days of the week and times. Give the students plenty of time to familiarize themselves with the timetable - they will also need it for the longer listening task below. Tell them to work on the questions in pairs, and walk round helping with vocabulary and any other difficulties they might be experiencing.

Key

1 9 o'clock 2 4.30 p.m. 3 Wendy Bright 4 K302 5 1.30 to 2.30 p.m.

Task 5

Remind students that they can refer to the text on the facing page for a list of all the subjects that Lynsey studies, and how to spell them. Play the recording several times, pausing where appropriate

to give students time to write their answers. Get them to compare their work in pairs before going on to Task 6. but do not provide any answers yourself yet.

Key

Monday - Period 2; Numeracy, Period 3: no class Tuesday-Period 1: Programming, Period 3: no class Wednesday - No classes but they sometimes visit companies

Thursday - Period 3: Hardware

Friday- Period 1: Networks, Period 3: IT in Business

and Industry

Task 6

Ask for a volunteer to read the questions aloud, before playing the recording, and check if there is anything the students do not understand. Correct Task 5 and Task 6 together as a class before proceeding with the next activity.

Key

1 communications 4

2 computer languages, like Pascal

3 they learn to use MSDOS and packages, like databases

4 there are no classes, but they sometimes visit companies

5 they find out about things inside the computer

6 how computers work linked together

7 write a report

Task 7

As above. Give the students enough time to read through the questions. Ask for a volunteer to read them aloud and check if there are any comprehension problems before you play the recording.

Key

1 new students 2 Betty's Bar

3 football 4 organize discos

5 works in a hotel 6 no

Language work

Read through the explanation in the text as a class for students to get the general idea. Then go back and read through each section again, eliciting examples of each type of question from the
students. For the who questions, get them to ask about other teachers at your establishment: Who teaches mathematics? Who works in classroom 4?

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