Basic English [ for Computing 9 страница

identifying main points and supporting points in an argument.

They should be able to use will and would correctly in predictions.

They should know and be able to use these words and abbreviations: disabled, implant, online, PIN.

Tuning-in

Task 1

Encourage students to spend a few minutes thinking about their answers, and to consider what to say in defence of their predictions. If they predict that there will never be manned flights to Mars, for example, they should be able to say why. This will help them when they come to compare their views with other students in Task 2.

Task 2

There are no 'right' answers. These tasks provide an opportunity for students to exchange and defend opinions. By the time you use this task, some of the predictions niay already be fact.

Listening

Task 3

Treat this as a pre-listening task. Once students have completed the exercise, divide the class in two. Ask one group to think of points in favour of making more use of computers in schools; the other must think of points against. Write their main points at opposite sides of the board.

palmtop computers

help with problems, provide information

Internetterminals

use email

integrated with nationwide research

Task 4

Pre-teach grid. Remind students that at this stage they should only note the main points, not the supporting argument. Warn them that the main point sometimes comes before the supporting argument, sometimes after. When you correct this task, compare the speaker's main points with those listed on the board.

Key

1 Pupils will have access to a world of learning.

2 Pupils will become familiar with IT from an early age. Computer skills will help them when they leave school.

Key

3 Email will develop communication skills and encourage an international outlook.

4 Teachers will have more time for their 'real' job of inspiring students.

Task 5

This is a repeat of Task 4, but this time, students are asked to note the main points against IT developments in schools in the 21st century.

Key

Reasons for each main point in favour (numbers

match the key to Task 4)

1 The resources available through the National Grid will be far greater than any school can provide.

2 All study and most jobs in the future will require computer literacy.

3 Email will allow pupils to communicate with pupils in another part of the UK and in different parts of the world.

4 It will free teachers from paperwork.

Reasons for each main point against (numbers match

the key to Task5)

1 They will copy and paste text or download essays.

2 More time communicating with machines means less time communicating with people.

3 All schools will have access to the same content and will do the same things.

4 Experience in the US has shown that greater use of computers has not raised school standards.

Reading

Task 7

Treat as a pre-reading task.Tell students to compile a list of their predictions in note form. You can ask groups to focus on one area only; then exchange opinions with another group. Alternatively, you can ask each group to look at all three areas.

Task 8

Key

Easy access to massive amounts of information will not help pupils develop original ideas. We will produce students who are not good at communicating with others and working as a team.

The creation of a National Grid might lead to centralization.

It would be better to spend the money on teaching reading, numeracy, and taking pupils on field trips.

Task 6

With more advanced students you can ask them to combine their lists of main points and supporting reasons to write a short text, either in favour of or against greater usage of computers in schools.

Key

Development Date body chips next

decade

within

twenty

years

A jigsaw read and report activity. Advise students not to worry if they do not understand all of the text. Do not pre-teach cholesterol {Text A), or aisle and boycott (Text B), as these are of marginal importance. Teach PIN-personal identification number -for Text C, as this is a useful term.

computer in fifty shopping years time

Details

miniature computers to monitor health, e.g. blood pressure

correct ability to interact with the world, e.g. vision

shoppers will be able to scan supermarkets and click on goods they want They will be able to get information and help online

electronic now download money to a

cash smart card and use itto

buy goods and services use the Internet to check account and buy goods in any currency not coins and notes will

specified disappear

Language work

Write these two sentences on the board: People will be able to live on the Moon. People would be able to live on the Moon.

Explain the difference between them. Sentence 1 is

a prediction. We are certain it will happen.

Sentence 2 depends on circumstances. Write IF

after Sentence 2, and elicit the circumstances

which would make this possible. Write them on the

board. For example,

... there was enough water.

... they had oxygen.

... there were regular/lights.

Task 10 Set this for individual work in class-time or as homework.

... they could keep warm.

Task 9

Do some examples orally; then set for individual writing practice. The examples are drawn from Task 1 and the reading texts. Advise students that they must add articles and other words where required. When correcting, elicit the circumstances which would maJke these predictions possible.

Key (other answers are possible)

1 Computers would write their own software.

2 Implants would stimulate the muscles of the disabled.

3 Atouchscreen would unfold from your wristwatch.

4 Smart clothes would altertheirthermal properties.

5 Robot pets would require no food.

6 Artificial lungs would help cancer patients.

7 People would be able to travel to Mars.

8 A body chip would correct poor vision.

Key (other answers are possible)

1 There would be fibre optic links between every house.

2 There would be paper-free education.

3 No money would be used.

4 There would be computers in every house.

5 There would be driver-less public transport.

6 There would be wall-size computer screens for entertainment.

7 Houses would be cleaned by robots.

8 There would be virtual doctors for medical advice.

Task 11

Set a target of at least five predictions per pair.

Speaking

Task 12

This pair-work exercise should provide ample opportunity for developing strategies for coping with not understanding and not being understood. Only after students have exhausted their linguistic and para-linguistic repertoire should they exchange notes.

Problem-solving

Task 13

Before the students start the exercise, elicit ideas which have already been mentioned in this unit and in Unit 2 3 — for example: body chips to correct hearing and sight, and implanted chips to stimulate muscles. Groups should report their ideas to the whole class. At the end, ask students to vote for the best ideas.

Key

There cannot be an answer key but students may mention devices which already exist for the severely disabled. For example, computers that can be operated by moving the eyes or sucking and blowing on tubes.

The IT Manager being interviewed in this unit has seen a lot of developments in computing and expresses his views about future developments.

Electronic computers have only been around for a relatively short time. They started out as very big mainframe systems that consumed a lot of power, were unreliable, and needed a team of professionals to operate and maintain them. Mainframes are still in use however and have continued to be developed. Supercomputers such as the Cray computers are the most powerful type of mainframe available today. Smaller personal computers that consume a modest amount of power, are fairly reliable, and can be controlled and maintained by the user are now very common. The development of network systems using personal computers has encouraged the move away from centralized systems, controlled by a large mainframe, to the development of distributed systems, where various smaller computers share the workload and control the system. Computers are likely to continue to become faster, cheaper, and more efficient.

Some of the views expressed by the IT Manager include the following:

Speech recognition requires the use of very powerful systems that are only now becoming possible to produce. They will make a big change in computing and will inevitably encourage a lot more people to use computers in everyday situations.

Hyperlinked webpages are likely to be the type of computing interface that will become the standard for the future.

As networking develops, video conferencing is likely to become more common, although people will prefer to meet face-to-face where possible.

Although there is always some resistance to change, it is likely that computers will play a bigger role in teaching in the future. Teaching, however, requires human skills and is unlikely to be done entirely by computers.

5 It is difficult to find a good time to buy a computer because they are always being improved. Having a home computer entices you to continue working at home.

Objectives

By the end of this unit, students should be better at listening to an interview for specific detail.

They should be able to use expressions of certainty to describe future developments in computing, and the Past passive to describe past developments.

They should know and be able to use these words and abbreviations: vacuum tubes, transistors, intergrated circuits (ICs), develop, introduce, invent.

Tuning-in

Task 1

Revise and practise saying dates. Dictate some dates to the students, and ask them to write them down. Then get every student to dictate a date that is significant to him or her to the class—ask them to explain why the date is important. Present students with the past passive forms of introduce and develop without presenting the tense formally. For example: A: What happened in 1984? B: The first Apple Macintosh was introduced.

Key

1 the first computer (1942)

2 the first minicomputer (1960)

3 the first IBM PC (1981)

Task 2

Interview: IT Manager

Combine the students' ideas on the board.

Listening

Task 3

Tom gives the dates of a number of developments in his own company. These dates are not the same as those listed in Task 1 as companies adopted the new technology at different times. Explain before students listen that Cray is a make of mainframe.

is combined with 1 think, and the speaker's intonation shows that he or she is fairly certain about this development. Go through the other expressions of certainty in each category; then ask students to say how certain they are about developments in the next ten years.

Task 6

What happened

started in computing, transistorized computer

1974 microprocessors came in

1980 first PCs

through the 80s enormous changes in hardware 1990 change from central to distributed

Key Date 1965

computing early 90s first Cray

Complete this orally. Then set for an individual class-time task or for homework.

Computing words and abbreviations

Task 7

Once again you can use this task as a vocabulary progress test as it summarizes key lexis introduced in this and earlier units.

Task 4

Pre-teach air-conditioning, peak, reliable, unreliable. Part 1 contains useful lexis on change: grow, growth, drop, lift off, mushroomed, enormous, staggering changes.

Key

1 16 kilobytes

2 magnetic tape

3 a megawatt a year

4 newer machines used much less electricity and did not require air-conditioning

5 the number of staff dropped

6 it was very unreliable

Task 5

Key

1/ 2/ 3/ 4X 5/ 6/ 7/ 8X

Language work

Write the examples from the interview on page 104 on the board. Ask students to group Tom's prediction as certain, fairly certain, and uncertain. Examples 2 and 2 fall in the first category, 3 and 5 in the second category, 4 in the third category. Expressing certainty is a matter of intonation as well as choice of modal verb or adverb. Although could often indicates uncertainty, in this example it

Key

Computer languages

Buses address control data

C++ Delphi HTML Java

Provide further practice of the past passive using the few regular verbs presented in Task 2: develop, invent, introduce.

JavaScript Visual Basic

Task 8

Writing

Task 9

Number systems

binary

decimal

Machine cycle decode execute store

This task provides practice in taking noun phrases to pieces to work out what they mean. Key 1 a machine which is the size of an ant 2 a display which is mounted on the head 3 instruction which is assisted by computers 4 a future which is based on IT 5 design which is aided by computers 6 manufacturing which is aided by computers 7 an operating system which is based on characters 8 a disk which is protected against writing

hexadecimal

Issues in computing

Because faults can develop in computer systems, it is important to keep copies of valuable data using a backup system. This is especially important in a network where many users are storing vast amounts of data.

Networks also require security systems to control access. Login names and passwords are often used, but these may be combined with the use of plastic swipe cards containing a user identification number. Some computer systems use recognition systems that scan and identify characteristics of the user such as their fingerprints, facial features, voice, or eyes.

Computer crimes include:

1 hacking - unauthorized access to computer systems and tampering with other users data.

2 pirating, i.e. illegally copying and selling programs.

3 intentionally attempting to spread viruses.

Viruses are programs that have been written to make a computer behave in an unexpected and- undesired way. Although they are often relatively harmless, they sometimes cause a lot of damage. They are usually designed to remain hidden and dormant until a particular time, or until the user performs a particular action, such as pressing a particular combination of keys. They have a tendency to replicate themselves, and often attach themselves to other programs. It is common for a user to have a virus program on their disk without being aware of it.

Viruses can be found and removed by anti-virus programs, which scan disks and files looking for programming code that is known to belong to particular virus programs. When a piece of virus code is found, the virus can be identified, and an appropriate program run to delete the virus code from the disk or file. Plain text email messages cannot contain a virus, but viruses can be carried in email attachments, i.e. files attached to email messages. Some viruses are much more common

than others and are often unknowingly downloaded from a network system such as the Internet. Care should be taken to check for viruses when using removable disks or when transferring files.

Objectives

By the end of this unit, students should be better at: listening and note-taking predicting from text headlines.

They should be able to make rules and guidelines using always, never, and must, mustn't.

They should know and be able to use these words and abbreviations: activate, dormant, hacking, pirating, prevention, virus, anti-virus.

Tuning-in

Task 1

Give students only a short time for this exercise. See which group or pair can come up with three solutions in the quickest time.

Key

1 back them up regularly

2 prevent access with a password

3 prevent access with a password.

Task 2

Treat this as a pre-listening task as preparation for Task 3. Don't correct this exercise until the students have listened to the recording.

Listening

Task 3

Asks students to work in groups of three. One student in each group should listen and make notes on each of the three headings: What you have, What you know, Who you are.

Students then combine their information to complete the table. An alternative approach is to ask two students to listen and the third to be the secretary. The listeners dictate what they remember to the secretary who fills in the table.

made stronger by using always and never. Then transform them using must and mustn't, as in the examples in the Student's Book. Provide further examples using the rules for CD-ROM and floppy disk care given in Task 1, Unit 8 on page 3 4. If you can obtain a CD-ROM, demonstrate these examples: Hold a CD-ROM by the edges.

Always hold a CD-ROM by the edges.

You must hold a CD-ROM by the edges.

Hold a CD-ROM betweenfinger and thumb.

Never hold a CD-ROM betweenfinger and thumb.

You mustn't hold a CD-ROM between finger and thumb.

Examples

swipe card, active badge password

fingerprint, face, voice, retina recognition

Reading

Task 4

Treat this as a pre-reading task. Most students of computing know quite a lot about viruses. Pool their answers on the board.

Task 5

Key

1 making computer viruses, hacking, pirating

2 flash = display briefly, gobbledegook= meaningless rubbish, dormant= opposite of active, eradicate = remove totally

3 new viruses appear every month

4 see table:

Virus Effect

Yankee Doodle plays this tune every 8 days at 5pm Cascade all the letters in a file fall to the

bottom of the screen Michelangelo turns data into nonsense Jerusalem B erases any file you try to load

Language work

Key Access system What you have What you know Who you are

Elicit examples of guidelines for preventing and treating viruses. Write them on the board in their imperative form. Demonstrate how they can be

Task 6

Key

1 You must keep your network password secret.

2 You mustn'ttry to access other people's data.

3 You must make a backup copy of all your important files.

4 You mustn't use commercial software without a licence.

5 You must check your email regularly.

6 You mustn't install software before it is virus- checked:

7 You mustn't re-use Web images from pages which have a copyright symbol.

8 You mustn't change other people's data without permission.

9 You mustn't believe every email message that warns you about viruses -some are scare stories.

10 You must virus-check an email attachment before opening it.

Task 7

Key (other answers are possible.)

1 Always keep your password secret.

You mustn't use a password which is easy to guess.

2 Never add extra labels to a floppy disk.

You mustn't remove a disk from a drive by force.

3 Always make backups.

You must label your backups.

4 Always make sure the monitor is easy to see. You must have a chair with back support.

5 Always check a floppy disk.

You must update your anti-virus program regulaYly.

6 Never smoke when you use a CD-ROM drive. Always hold a CD-ROM by the edges.

Problem-solving

Task 8

Before the students start the exercise, talk through each headline with them. Answer any questions about vocabulary, and encourage your students to predict the kind of story which will follow. Get them to suggest words that might appear in each story, and list them on the board.

The language of the articles is colloquial, e.g nab, villain, rather than technical, but there are sufficient clues in these newspaper extracts to enable your students to match title and text. Advise them that reading the title carefully and predicting the contents of the text which follows is a good way to start reading any text in their specialism.

Note that e is a myth. You cannot catch a virus by reading an email.

You can do so by only downloading an attachment without virus-checking it.

Key

1d 2b 3a 4e 5c

Writing

i

_____

Task 9

Your college will probably issue guidelines on student use of computers. With a more advanced class, ask your students to try to translate any rules which relate to unauthorized use. They will need your help as they are translating from their own language into the foreign language, but an occasional activity of this sort can be useful.

Computers are used in a wide variety of work and there are many different types of jobs available in computing. Job adverts used in this unit include areas such as analysis and design, programming, maintenance and support, computer operation, and computer sales. The job titles used for a particular type of work vary, and there is a lot of overlap of responsibilities in the different computing jobs advertised. For example, a job having the title of Analyst/Programmer includes a mixture of systems analysis and computer programming. Appropriate technical experience and qualifications are normally required, including a Higher National Certificate (HNC), a Higher National Diploma (HND), a Bachelor of Science degree (B.Sc), or a Master of Science degree (M.Sc). As with most jobs adverts, a variety of skills are required. These might include good communication skills, the ability to think logically and the ability to work under pressure. In some computing jobs, good colour vision is essential, and it may be necessary to have a current driving licence. Knowledge of common operating systems, computing languages and programs are often required. Common network operating systems include Unix, Novell Netware, and Microsoft Windows NT. Common programming languages include C, C++, Pascal, fava, Delphi, Visual Basic (VB), and HTML. Common programs include the integrated general purpose package called Microsoft Office, databases such as Oracle and Microsoft Access and a groupware product called Lotus Notes. Knowledge of hardware and networks systems, such as the Internet, and email systems is often required. The growth of the Internet has meant that a knowledge of using TCP/IP (Transmission Control Protocol/ Internet Protocol) is often required. This is the standard set of rules for communicating over the Internet. Above all, to get a job in computing, it is usually necessary to keep up with new technology, and have some knowledge of current systems.

Objectives

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

reading and note-taking

making inferences from a listening text.

They should be able to use must have/be, and should have/be to describe job requirements.

They should know and be able to use these words: systems analyst, programmer, technical sales manager, network support person, hardware engineer, software designer.

Tuning-in

Task 1

Remind them of jobs they already know the English terms for through the interviews in this book: computing support assistant, IT manager, analyst/programmer. Encourage them to ask you the English names of computing j obs they know in the mother tongue.

Task 2

Elicit reasons for choosing a career and provide key vocabulary as required, e.g. salary, promotion, demand, security, interesting.

Reading

Task 3

Careers in computing

This is a jigsaw read and report activity. It is not easy to reduce these texts to main points as they are already almost in note form. Ask students to try to make notes which summarize sections of the text and to ignore details.

Key (other answers are possible)

Job Main responsibilities

Software designs, writes, compiles, and

engineer/ tests systems and applications

designer programs of all kinds

Computer sells computer hardware, in

salesperson addition may arrange support or training for customers

Computer analyst programmer who

systems support maintains and updates a person company's software and solves

problems of users

Computer creates software programs, may

systems analyst specialize in one aspect such as programmer programming or cover all, may also provide support

Hardware researches, designs, and develops

engineer computer hardware and the

computerized element of other equipment

Network support maintains all aspects of networks person including software, wiring,

workstations, etc.

Task 4

Emphasize that this is supposed to be a speaking activity, and encourage students to exchange information orally, and not simply show each other their notes.

Listening

Task 5

Before they listen, ask students to predict some of the words and phrases which these professionals might use. Write their predictions on the board. Help them further, by doing the first example together. Go through the tapescript and point out each phrase which helps identify the speaker as a Systems Analyst Programmer. For example,... I write a program, carry out a... study in the company, I have to... make an analysis of their systems, etc.

Key

1 Systems Analyst Programmer

2 Technical Sales Manager

3 Network Support Person

4 Hardware Engineer

5 Software Designer

Language work

Write on the board or elicit from the class the requirements for the job of Computer Network Support Person. Task 3, text 6 and Task 5, extract 3 will help. The full list is given on page 112. Ask students to separate the requirements into most important or essential, and less important or desirable. Demonstrate how must have/be is used for requirements that are essential and should have/be for those that are desirable only.

Task 6

As practical follow-up to this task, students could be asked to find out the essential and desirable criteria for a job they would like to do in computing. They could research this by looking at j ob advertisements in computing magazines. Your college library may have a selection. In addition, the college career guidance service should be able to provide data on careers in computing which you could help them translate.

Key (other answers are possible)

Essential

1 certificate in computing

3 able to put technical ideas into everyday language

4 able to persuade and negotiate

6 thorough understanding ofthe product

7 driving licence

8 high level communication skills

9 patient, persistent, and diplomatic Desirable

2 experience in the computer industry

5 qualification in marketing

10 able to work away from home

Problem-solving

Task 7

Ask students to work in groups of three. They should first read the job advertisement carefully to make a list of the essential and desirable requirements for the post. Then each member of the group can read the details of one applicant to identify how closely the applicant matches the requirements of the post. He or she should report back to the group who must agree on the best candidate. In case of doubt, they can refer back to the applicants' details. This will encourage a very close reading.

No applicant matches exactly.The closest candidate is Applicant 2.

Writing

Task 8

You can use this CV as a basis for this task. Go through each element.

Personal details

Name: Helen Dickens

Date of birth: 30 August 1976

Address: 5B ThePleasance, Birmingham,

BUI 3ST

Marital status: Single

Education and qualifications

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