Basic English [ for Computing 7 страница

Objectives

By the end of this unit, students should be better at: understanding spoken instructions reading and note-taking scanning.

They should be able to use time clauses with when, after, before, and until to indicate the sequence of actions in a process.

They should know and be able to use these words: graphics package, features, graphics hardware, tool palette, paint, draw, scale, rotate, fill.

Tuning-in

Task 1

Remind the students, that as always, icons have some resemblance to the things they represent. Give them one or two examples to start them off. You may wish to revise shapes: polygon, rectangle, curve. For Task 3, students will also need to know square and triangle.

Key

pick colour, line, magnifier rounded rectangle.

advertising agencies engineers architects interior designers fashion designers

1m 2b 3o 4g 5e 6i 7n 8j Other icons are a free-form select d pencil h ellipse I brush

Task 2

Get students to work in pairs, and set a time limit for them to draw up a list of as many occupations as they can think of that use graphic design software, and what they use it for.

Key (other answers are possible)

publishers and printers to design books, magazines, brochures, reports, etc. to design advertisements to design new products and components

Graphics and multimedia

to design new buildings and covert old ones to demonstrate different colour combinations to experiment with different designs

Listening Task 3

user the maximum amount of space to see what he or she is doing, e.g. cutting and pasting columns of text, manipulating images, etc.)

Ask students to predict the correct sequence of the diagrams. Then get them to give you instructions for drawing a simple house on the board. This picture dictation will help them anticipate the language used on the recording. If necessary, you can dictate a second simple shape to them for further practice.

Explain that there are two students speaking in the recording. One is explaining to the other how to use a graphics package to make a simple shape.

Remind students that the cursor can take the form of a gun-sight. See Unit 9, Task 11. You might also want to revise point, click, and draff, and explain what a dotted line is.

Key

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

Reading

Key

Hardware required microcomputer with large hard disk and large amount of memory laser printer high resolution, 21-inch monitor scanner video digitiser

Task 6

Reason

graphics need a lot of memory space

high quality, fast printout for easy working

Key 1 word processing and graphics 2 pages can be laid out in columns, illustrations can be inserted, photographs and video images can be imported 3 because it relies on user making use of word processor and graphics software to prepare documents and illustrations

to import photographs to capture video images

Task 4

To orientate the students, explain that a desktop publishing software package allows the user to produce printout in the form of a newspaper - that is with text in columns, and including graphics and pictures.

Once students have completed this task, ask them to find further examples in newspapers, magazines, or advertising copy which may have been produced using these types of software.

Key

1 DTP

2 graphics/paint

3 scanning (a digital camera could also be used)

4 spreadsheet

5 word processing

Task 5

Check that students understand the reasons given for each item of hardware, and are not simply matching and copying text they do not understand. For example, ask them to explain why a 21-inch monitor allows easy working. (Because it gives the

Language work

You can show time relationships graphically, which would be appropriate given the focus of this unit. Write the first six steps in the production of a graphic on the board, in jumbled order. Ask students to put them in the right sequence. Once this is done, revise sequence words (Unit 3, pagel 6).

Explain that there is another way to show the time links between steps in a process. Demonstrate after and before links by drawing two boxes on the board with a plus sign between like this:

IH + El 1 before 2

when 1,2

1 until 2

1 while 2 or while 1,2

□321 fl[21 m m

Show when links by making the two boxes touch, thus demonstrating that there is no time space between the actions. Show until links by drawing a vertical line between the boxes to demonstrate that one action limits the other. Although while links are not dealt with here, you can illustrate them by

drawing one box on top of another, showing that both actions occupy the same time space.

Task 7

Do the first example on the board to show that the repeated norm (text) becomes the pronoun it in the second clause. Give students the punctuation rule that a comma is used after the time clause when it comes first in the sentence.

Key

1+2 Afterthe text is typed in using a word processor, it is edited.

2+3 Before the text is spellchecked, it is edited. 3+4 Afterthe text is spellchecked, line drawings are

made using a graphics package. 5+6 After photographs are scanned in with a

scanner, the first draft is completed. 6+7 When the first draft is completed, it is

transferred to a page-makeup program. 8+9 Text and graphics are adjusted on screen until

they all fit together well. 9+10 After they all fit together well, the finished document is printed on a laser printer.

Problem-solving

Task 8

Tell students to imagine what steps they would need to go through to transform picture 1 into picture 2. For each step, they need to identify which of the function of the graphics package they would need to use to carry it out. For example, in order to add anything onto the graphic, they would need to use the function draw graphics.

When they have completed this task, students can attempt to explain other advertisements in the same way.

1 rotate the graphic

2 change attributes (e.g. tiled roof)

3 draw graphics (add chimney)

4 scale the graphic (make it smaller)

5 add text

Writing

Task 9

This is quite a demanding task, so you may want to give your students a little extra help by telling them that after, before, and when are the only time words they need to use. They should start by looking at the pairs of sentences, and deciding which of the two events came first, or whether they happened simultaneously. When they have decided how they might link the pairs of sentences internally, they can then go on to look at links between the pairs.

Key

Before electronic computers were developed, there were mechanical calculators similar in some ways to computers. After World War 2 started, the first electromechanical computerwas developed. Afterthe war ended, Bell Laboratories developed the transistor. But it took more than ten years before transistors replaced valves in computers. When integrated circuits were introduced in the mid-1960s, developments happened quickly. After the first microcomputers came on the market in the mid- 1970s, desktop computing became a reality.

Computers are controlled by sets of instructions called programs. Programs are written by a person called a programmer using special languages called programming languages. Some expressions from the programming language used in the text in this unit are shown in the table below.

Expression Meaning
\\	remark (a note for the programmer that
	is not processed)
PRINT	shows the value of a variable on the
	display screen
CLS	clears the display screen
END	marks the end of a program

Programmers usually do a lot more than just write the program code. Their first task is usually to analyse the problem, so that they can design a system to deal with it. When they have designed a code for a system and tested it, they then have to create documentation, i.e. notes which explain the structure and logical steps of the program for future users and trainers. They have to be involved in the initial training of users, so that they can make changes to the program according to information obtained from the users. They sometimes use diagrams, called flowcharts, to show the sequence of logical steps in a program. Flowcharts have arrowheads to indicate the direction of program flow and special symbols to indicate different functions in the program.

It is very difficult to write a program without any faults. The errors, or bugs as they are commonly known, can be caused by a number of factors, and programs usually have to be debugged, i.e. tested and altered to eliminate all the errors, before they are used.

Objectives

By the end of this unit, students should be better at: making inferences from a spoken description writing a description of a flowchart.

They should be able to use problem and solution structures.

They should know and be able to use these words and phrases: stages in programming, symbols, and instructions in flowcharts, error types.

Tuning-in

Task 1

This is a more technical unit. For information about programming, see the technical introduction above. Depending on the type of course they are following, you may find that your students' knowledge of programming goes beyond what is discussed in this unit. They will enjoy the opportunity to teach you more about itl The content and language in this unit also serve as an introduction to the interview in Unit 20.

Key

1 analysing and defining the problem to be solved

2 designing the program

3 coding

4 testing

5 documenting

6 training the users

7 obtaining feedback from users.

Task 2

Programming

Omit this task with less able students. Students may have done a lot of this type of problem as part of their computing course. If not, give them the problem the interviewee in Unit 2 0 had to find a computer-based solution to - teaching numeracy skills to young adults who are not motivated by traditional classroom-based instruction. They need
numeracy skills to survive in the adult world - to make sure they're not cheated, to save, and to plan. Many of these young people have not enj oyed school and do not want to have formal classes in a classroom with a teacher. These facts will need to be taken into account when designing a computer- b ased teaching program for them.

Ask students who they would speak to and what sort of questions they would ask in order to analyse this problem.

Key

Interview both learners and teachers to find out why these students have failed to learn number skills and howthey preferto study. Find out what number skills they have and how much they need to learn.

Listening

Task 3

The revision of shapes done in Unit 18, should help your students here. Draw the symbols on the board and ask them to identify their shapes. The new shapes are diamond and parallelogram, but the latter can be inferred.

Key

a Start or Stop b Input or Output

c Operation or Process d Decision e Connector

Task 4

Key

1 start or stop 2 input or print

3 add, subtract, multiply, divide, make equal to

4 less than or greater than 5 nothing

Task 5

The listening text is quite difficult as students have to infer the actual words which will appear in the symbols. Pre-teach any vocabulary you think they might not already know related to the actual structure of the flowchart, e.g route and path. Then, explain what sales tax is, and how it is calculated, and draw the flowchart on the board. Give them some time to study the flowchart closely, and get them to predict the missing instructions. When they have listened twice, ask individual students to come out and complete one of the missing instructions on the board.

Key

1 Start 2

3 Is C> 100? 4

5 (If No) Rate R = 10% 6

7 Print out tax amount 8

System errors Errors which affect the computer or its peripherals. You write a program which needs access to a printer but there is no printer present. Write code to check peripherals are present before data is sent to them. Syntax errors Mistakes in the programming language. Typing PRNIT instead of PRINT. Some languages contain a special command such as debug which will report these errors. Logic errors Mistakes in logic which allow the program to run but not to work properly. 10//Message 30 CLS 20 PRINT'Hello' 40 END Do a 'dry run', i.e. work through each line on paperto make sure it does what you want it to do.

Reading

Task 6

For this jigsaw reading task, students will have to copy out the note-taking table on page 79 into then- exercise books three times, one for each text. The task is designed to combine reading and note-taking practice with practice in making short oral reports. When they have completed their individual reading, try to ensure that they exchange information orally, in English, and do not simply show each other their notes.

Key

Text A

Type of error Definition

Example

Ways to avoid ordeal with this kind of error

Text B

Type of error Definition

Example

Ways to avoid or deal with this kind of error

Text C

Type of error Definition

Example

Input initial cost (C) (IfYes) Rate R = 15% Tax amount = C*R Stop

Ways to avoid or deal with this kind of error

Language work

Write the problem given in the Student's Book on the board:

Problem: get rid of logic errors.

Ask students to suggest a solution, and write the solutions they suggest on the board, underneath the problem.

Solution: hand-test the program.

Then demonstrate how to link the problem and the solution using the construction with by, plus the gerund, or the construction with to, plus the infinitive.

You can get rid of logic errors by hand-testing the program.

To get rid of logic errors, hand-test the program.

Give a couple more technical examples, for example:

Problem: connect a computer to a telephone line Solution: install a modem

You can connect a computer to a telephone line by installing a modem.

To connect a computer to a telephone line, install a modem.

To give the students some practice with the

structure, 'write some problems, about language

learning on the board and ask them to suggest

solutions. For example:

remember new vocabulary

remember grammar rules

understand spoken English

Elicit possible solutions; then asks students to link problems and solutions.

Task 7

This gives the students the opportunity to practise the structures they have just learnt.

Key

1g 2i 3f 4h 5b 6j 7c 8a 9d 10e

Task 8

Students should do this individually; then compare answers in groups. More than one solution is possible for each problem. Write alternative answers suggested by the class on the board.

Key (other answers are possible)

1 Virus check it before using.

2 Protect it with a password.

3 Back-up your data regularly.

4 Don't use the computer for too long a period without a break.

5 (See Task 1, Unit 7) Use a chair with proper back support.

Problem-solving

Task 9

Unlike the other examples, there should be only one correct answer to 'using apayphone' unless there are more than one type in use in your country. Ask one group to put their solution on the board. The others can suggest improvements and changes if any are needed. The completed flowchart can serve as the input to a writing exercise. Students can convert the flowchart into a set of instructions for tourists visiting your country.

Writing

Task 10

Talk through the description of the flowchart on page 78-9, as this serves as a model for this task. Then guide the class in making an oral description of the flowchart in Task 10. Finally, set the task as a writing exercise for completion in class or for homework.

Key (other answers are possible)

A 'start'symbol indicates where the program begins. When the program has started, the number of weeks is input. A decision is then taken on which rate to charge.This depends on the number of weeks. If the number of weeks is less than or equal to two, the rate is 200. If it is less than or equal to four, the rate is 180. Otherwise the program follows the 'A/o'route and sets the rate at 160.The paths come back together at the 'connector'symbol.The bill is calculated by multiplying the number of weeks by the rate. A decision is then taken on other charges. If there are other charges, these are added to the bill.The bill is now printed out and the program stops.

Computing jobs often include a mixture of duties. An Analyst/Programmer does some systems analysis and some programming. The person we hear being interviewed in this unit is part of a team working on the development of a computer program that will be used for teaching mathematics to young adults with numeracy problems. The program uses graphics and animation, and has a database to store information used in the mathematical problems.

Programs can be written in a variety of computer languages. The language chosen will depend on a number of factors including what system the program will run on, what the function of the program is, and the knowledge of the programmer. This analyst/programmer uses a variety of computer languages including C++ (C plus plus), HTML (HyperText Markup Language), JavaScript, VB (Visual Basic), and Delphi. Programs written using high-level languages are usually compiled, i.e. converted into machine code consisting of only Is and Os, by a program called a compiler. Sections of program code that are used often are stored together in a file called a library file. The Active Server system mentioned by the analyst/programmer is a system that allows webpages to be used for running small programs on the main server computer on a network.

An error in a computer program is often called a bug and the processes of finding and fixing errors is known as debugging. In this project, three types of programming errors are mentioned, i.e. compilation errors, linking errors, and logic errors. Logic errors sometimes occur at branches and loops in a program. A branch is a programming structure where two different paths can be followed, depending on whether a given condition is true or false.

Structure	Action
IF condition	processes the instructions
THEN instructions	if the condition is true

A loop is a programming structure where a part of the program is repeated a fixed number of times or until a condition is met.

Structure Action

FOR condition repeats the instructions a fixed instructions number of times set by the

NEXT variable condition and increases the

variable by 1 each time the loop is completed

REPEAT repeats the instructions until

instructions the condition is true

UNTIL condition

Objectives

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

making inferences from a diagram

listening to an interview for information stated and

implied.

They should be able to choose correctly between the Present simple and the Present continuous in most instances.

They should know and be able to use these words: debug, pilot, test, compilation, linking error, system error, branch, loop.

Tuning-in

Task 1

Interview: Analyst/Programmer

This is a prediction task to help students with the first listening activity. Encourage the students to guess the answers, using clues from the computer screen shown in the Student's Book, and their own knowledge of computer graphics in games and teaching packages. Don't correct this exercise until students have done Task 2.

Listening

Task 2

Before the students listen to Part 1 of the recording, explain that Colin is showing the interviewee the fire engine screen shown in the Student's Book, and some of the subsequent pages in the package. When the interviewer says 'I like that, that's good' she is referring to the fire-engine graphics. The laughter is caused by the subsequent page, not reproduced in the Student's Book, which shows the building destroyed by fire.

You can use this part of the recording as the basis for a role play, with one student as interviewer and one as the analyst/programmer. They can ask and answer questions about the fire-engine screen.

Key

1 basic numeracy

2 adults who have problems with numeracy

3 entering your answer (calculating your answer is also acceptable)

4 the building burns down

5 the fire engine puts the fire out

Task 3

This section of the interview is quite long and contains difficult vocabulary. Prepare your students thoroughly.

1 Remind them of the points covered in Task 2 in Unit 19, where they discussed the problem of adults who have numeracy problems. The same problem is mentioned in this interview.

2 Elicit the three types of programming error that can occur: system, syntax, and logic, and ask students to explain them in simple English. Explain that the linking errors mentioned in the interview are system errors.

3 Pre-teach: stigma (for recognition only), stats (statistics), debug, pilot test, state of the art.

4 Encourage students to predict the answers to the questions before they listen. Write their best guesses on the board. You can correct or amend these when checking the answers.

Pause the tape as often as necessary. Break the interview after'... three or four machines as a pilot test', as there is a switch of topic in the next section, where Colin focuses on types of error.

Key

People who had to learn to count again had a problem with being in a classroom with a teacher.

It allows the teacher to create groups. It provides statistics on students' performance.

The statistics tell the teacher how much the students have done, the time taken, and how often they've used the Help facilities.

You can't identify and remove mistakes from your own program.

The programs are tested by colleagues 'in-house' and schools through pilot-testing.

Colleagues try to 'break'tbe program. (Theytry to make it fail by testing it with 'extreme' data.)

They forgot that schools had lower-grade equipment than their own.The graphics looked horrible on school machines.

The types of errors he mentions are syntax, linking (= system), and logic.

Task 4

Most of the questions relate to specific details in the interview, therefore pre-listening predicting is not helpful. However, you can ask the class to predict the answers to question 9. Remind them of the ways the Computing Support Assistant from Unit 10 used to keep up with developments in her field. Question 8 provides preparation for Unit 21.

Pre-teach stressful, canteen, module, and manual (as in computer manual). When you correct this task, explain what Colin means by lose it in the last line - that if he stops work to go home, this breaks the creative flow. He may not be able to continue to work with the same creativity the next day.

Key

1 yes, very

2 fixes the network

3 in the canteen

4 five

5 three are developers, two work on graphics

6 six months

7 because it divides into modules, database design, and database access

8 C++, HTML, JavaScript, Visual Basic

9 by subscribing to two magazines, buying Dr Dobb's Journal from time to time, and using Microsoft Developer, which his company subscribes to

10 because he might not be able to work so well the next day

Task 5

Warn the students that they will have to listen particularly hard for some of the references, which are brief or indirect.

Key

2S 3* 4/ 5/ 6/ 7/

Language work

The language work in this section is designed so that students can work out for themselves the differences between the Present simple and the Present continuous, using examples from the interview. Provide further examples from your teaching context to help them make the right conclusions and to reinforce the rules. For example: What are we doing now? We're studying English right now. (Present continous to describe actions going on at the moment.)

What do you do at break times? We study English every Tuesday. (Present simple to describe routines, things that happen habitually, and things that are always true.)

Point out the difference between the long and the contracted form of the verb to be in the Present continous, e.g. I'm, you're, he's, she's, we're, they're versus lam, you are, he is, she is, we are, they are.

Task 6

This gives students the ability to explore and develop their understanding of the differences between the two present tenses.

Computing words and abbreviations

Task 8

You can use Task 8 and Task 9 as vocabulary tests. Key

Word processing Databases	Spreadsheets	Graphics
font	field	cell	tool palette
bold	selection rules	column	paint
underline	record	formula	draw
justify	search	row	scale
spelling checker	sort		rotate
tab			fill

Task 9

Tell students that phrasal verbs, such as the ones in this exercise, are a distinctive feature of the English language, and that they should make an effort to learn them as they come across them. Encourage them to write the verbs they did not know the meaning of in their vocabulary books. Test these verbs again in another lesson.

Key

2 keep up with 4 give up 6 come across 8 come up 10 pickup

1 burn down 3 divide up 5 find out

7 puts out/will put out 9 takes up

Speaking

Key

2 ask

4 we are/we're using 6 finish

I am/I'm working does, get use subscribe we are/we're developing Task 7

This would be a suitable homework exercise, and will help you to identify students who still have problems in using the two present tenses.

8 I am/I'm trying 10 they are/they're doing

Task 10

Key

StudentA

In this program the value of times never reaches 1, therefore 'HELLO' will never be printed. Student B

In this program the value of total will always be more than 0, and therefore the program will go on for ever. This is called an infinite loop.

Languages

Computer programs can be written in a wide variety of computer languages. The two main types of computer languages are low-level languages and high-level languages. Low-level languages operate faster, but are more difficult to write. They include: machine code- which consists entirely of Is and Os assembly language - which uses mnemonics and numbers

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