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OXFORD BASIC ENGLISH FOR COMPUTING TEACHERS BOOK PDF

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Basic English for Computing: Teacher's Book This topic-centered course covers key computing functions while developing Our discounted price list ( PDF). Basic English for Computing: Teacher's Book by Eric Glendinning, City/Country Oxford, United Kingdom; Language English; Edition Teacher's edition; Edition. Oxford English for Computing: Teacher's Book Recent Questions. how can i get teacher's book in pdf format? coud you send me teacher's book in pdf form?.


Oxford Basic English For Computing Teachers Book Pdf

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Items 1 - 10 Basic English for Computing Teacher's Book - p - Free download as PDF File .pdf), Text File .txt) or read online for free. Basic English For cittadelmonte.info - Download as PDF File .pdf) or read online. Oxford English for Information Technology Teacher s Book. Download Basic English for Computing Teacher's Book - p DOWNLOAD PDF - MB. Share Embed Donate. Report this link.

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In the early units, they are mainly information exchange. Like the Problem-sotvtna tasks, these activities provide opportunities for students to develop strategies for coping with not understanding and not being understood. In addition to the Aids to communication phrases presented in the earlier units. Computing words and abbreviations Train your students in good practice as regards vocabulary right from the beginning of the course. Get them to keep their own vocabulary notebooks in which they record not only the meaning of key terms in computing.

Encourage students to spend a few minutes every day learning new words. Regular vocabulary tests are a stimulus for students to make the effort to do this.

You can use these tasks in the textbook as vocabulary tests. They are spaced at five unit intervals and summarize the key terms presented in preceding units. Present ways in which students can record and store their growing computing vocabulary. Simple crosswords and word games like 'hangman' are useful short activities to revise key vocabulary at the start of a lesson.

Computers are different: By changing the program instructions, computers can be used to process information in very different ways. For example, a word processor program allows the computer to process text, a spreadsheet program enables the computer to perform calculations.

Computers are therefore used in almost every type of work and are found almost everywhere. Computer equipment is known as hardware and programs and data are called software. A variety of devices can be attached to a computer.

Input devices are used to enter data into the computer for processing. An input device called a magnetic ink character reader MICR is used to read characters printed using magnetic ink. Magnetic ink characters are commonly found on bank cheques.

An optical input device called a barcode reader uses the reflection of a light beam to read a sequence of printed parallel bars called a barcode. The bars are of different thickness. Barcode labels are used to code items. Each item can be identified by a computer, using a barcode reader to scan the labels. Barcodes are used in industry. Objectives By the end of this unit. They should be able to: They should know and be able to use these words: Tuning-in Task 1 You might like to begin the class with a discussion about computers in the students'own lives.

Put some simple questions up on the board, for example: Do you use a computer everyday? What do you use computers for? Ask the students to go round the class and interview as many people as they can about their use of computers. It does not matter if they have difficulty making sentences: Give them five minutes maximum and then ask for feedback, writing up the information on the board.

For the task. Walk round the class helping them with the English words for the places that they might not know. If appropriate, teach How do YOIl say Key a petrol station c clothes shop e bank b supermarket d bank f airline 7 Task 2 Get the students to work in groups of three or four for this activity. Ask them to think of other places where they might find computer documents. Possible examples could be: Listening Task 3 This activity introduces the students to vocabulary which they will hear in the next task.

Pre-teach any words that you think may be unfamiliar. Key 1d 2a 3c 4a 5c 6d 7b 8b Task 4 Tell students not to worry about understanding every word. Play the recording through several times. Key 1d 2b 3a 4c Reading Task 5 This activity could be used to begin teaching the reading strategy of scanning. The students should scan for vocabulary items related to each of the places on the list. To help them get an idea of what they should be looking out for elicit.

Key hospitals, shopping, television advertising, banking, libraries, film-making 8 Language work Talk through the explanation in the Student's Book. This is an area which can cause learners of English some uncertainty, and students will need a certain amount of practice before they feel confident with it.

Explain that some nouns are uncountable because they name things which literally cannot be counted - these are usually abstract things memory. Give the students the following example: Get the students to suggest other examples like this. Task 6 This activity will introduce them to the Glossary. Ask them to do the exercise in pairs. Get the students to do this activity in pairs. You may have actually taught some of them. Model the pronunciation for the students and get them to repeat chorally or individually after you.

Refer to this set of phrases frequently - whenever the students need to ask about language. Problem-solving TaskS Get the students to do this activity in small groups. Monitor the discussions. There is a certain amount of vocabulary recycling involved here, so they should be able to cope without too much support from you.

Key banks - control our money, factories - control machines, homes - provide entertainment and information, hospitals - look after patient records and medicines, shops - calculate the bill Task 10 Ask students to work in pairs, and, if they seem confident. When they have done as much as they can. Key 1 calculate the bill 2 control machines 3 hospitals 4 controls our money 5 provide entertainment and information 9 2 Types of computer A computer is a device that takes in data, processes it according to a program, and then outputs the processed data in some form.

There is an increasing variety of computers of different sizes and designed for different purposes. One of the most important considerations when buying a computer is deciding how it is going to be used. Computers can be divided into three broad categories: Mainframes are large. The most powerful mainframes are sometimes called supercomputers. Minicomputers are really cut-down mainframes and are no longer very common. The most common type of computer is the microcomputer.

Microcomputers are sometimes caIled personal computers. However, microcomputers produced by Apple Computers Incorporated are not normally referred to as PCs.

There is a wide variety of microcomputers but two common types are desktop computers and portables. Desktops are small enough to sit on an office desk and are relatively cheap. They are becoming cheaper and more powerful and are often used for running multimedia programs, i. There is an increasing variety of portable micros that can be grouped according to their size. They can usually be powered from batteries and are useful in many different situations.

One of the reasons that notebook portables are popular is because their screens and keyboards are just big 10 enough to use comfortably for word processing. They can also be powerful enough to be used for multimedia. The relative slze of some of the most common types of computers is indicated below. Supercomputers mainframes Minicomputers Desktops microcomputers personal computers Portables laptops notebooks subnotebooks handhelds palmtops Objectives By the end of this unit.

Tuning-in Task 1 Ask the students to work in pairs or small groups and to brainstorm computer-related vocabularyall 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 1 a 2c 3d 4b 5e 6f Task 2 Elicit or give some examples. 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.

Key other answers are possible mainframe and minicomputer -large companies. Listening Task 3 Begin by getting the students to read through the two lists of items.

Pause the cassette in the middle. 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 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 Reading Task 6 Pre-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. The part of the text containing the key word will usually contain the answer to the question.

It is also best to teach the regular structures, before you present students with the exceptions such as good, better. Plenty of practice is the key to mastering comparative structures, so you may want to give the students. Task 7 Encourage the students who finish before the others to make up some computer-related comparative sentences of their own. For example, David, I think X is the best football team in the world, 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. Problem-solving TaskS 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. Remind students that it might help them to review the Language work section before they begin. Key 1 largest 2 most powerful 3 smaller 4 most common 5 less powerful 6 smaller 7 largest 8 smaller 9 smaller 10 smallest 3 Parts of a computer Most computers consist of an electronic central processing unit CPU to which are attached different input 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. This allows extra electronic components to be added. 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: 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 aU the components. When buying a computer. Units of measurement commonly used in computing arc shown below. Unit Symbol Meaning Measurement hertz Hz cycles per second frequency byte pronounced like bite b space for one character. The values of the unit prefixes vary in these two systems as shown in the table below.

They should know and be able to use these words and abbreviations: 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. 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 1 h 2e 3f 49 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. 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 14 mentioned.

Before attempting the exercise, revise the pronunciation of the terms of measurement from Task 2. Students should complete as much as they can before referring to the Glossary for help. Get them to work in pairs to try and match the instructions with the pictures. Key lc 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, aiter that. When teaching these. The construction the students should use is after that. Task 6 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. 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 1 d 2b 3e 4c 5a 6f Problem-solving TaskS Make sure the students know what a por: 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 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.

IS 4 Keyboard and mouse 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 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. For example: Smith ed.

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. Each webpage has its own unique address. Web addresses often. The two forward slashes are commonly read as double slash.

Oxford English for Computing: Teacher's Book

A dot is used to separate each main part of an address. They should be able to make affirmative and negative statements using the present simple. 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. Key le 2a 3g 4f 5b 6d 7c Listening Task 2 Ask the class if they can name any of the sections of the keyboard.

Accept any correct answers that the students volunteer. 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! 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 c editing keys b main keyboard 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 3 two 2 rubber-coated ball 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. Computers use electricity. We study English twice a week. Elicit the difference between the singular and plural of the structure, l. 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 dOTl't for the plural.

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. Get 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 TaskS 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. The alphabet. For the symbols exercise itself. As a follow-up. Key 1: Put a couple of email addresses on the board to begin with. Then get the whole class to do the activity in pairs.

Walk round listening. 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. Student This is thefirst 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. Students can study for a wide variety of computing qualifications. After leaving school. In these GVQ courses. Computing Support. Although it is mostly males that choose to do these courses. The course has a technical computer support bias and involves subjects like software support. The Communications subject is not about technical communications systems. The course involves visits to computing departments in commercial organizations.

As in most colleges and universities. 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. They should be able to use Wh- questions in the Present simple. Tuning-in Task 1 Using the information above. 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. 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. 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. 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 , 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 4 K 2 4. 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 20 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: Programming, Period 3: Correct Task 5 and Task 6 together as a class before proceeding with the next activity.

Basic English for Computing: Teacher's Book : Eric Glendinning :

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? If this is not appropriate.

Who is the captain of Real Madrid? Who is married to Tom Cruise? Where does your father work? He works in a bank. When does he work? Every day of the week from nine to five. When you have elicited at least one of these questions from every student in the class, go on to look at the other types of examples given in the Student's Book. TaskS Get the students to work individually or in pairs to transform the sentences into questions.

Remind them to pay attention to the use of do and does. Go round the class and prompt students who are experiencing difficulties with the right question words. Key 1 What time do they start? Writing Task 9 If you set this writing activity for homework. One way of doing this would be to get a question-and-answer cham going round the class. What do you have on Monday at 9. On Monday at 9. I have statistics. To next student What do you have Friday at On Friday at H everyone in the class has a very similar timetable.

Computing words and abbreviations Task 10 This matching task is also a good revision exercise, since it features items from throughout the first four units. Encourage students to try and match the items from memory. They can refer to the Glossary or look back at Units 1 to 4 for the items they need help with. This might be a good moment to introduce word webs as a way of storing and learning sets of word collocations, since many of the words featured here are commonly used in more than one combination.

Key 1f memory chip 3b function key 5a barcode 7c disk drive 2d power supply 4e expansion card 6h floppy disk 89 cache memory 21 6 Input devices A variety of input devices can be connected to a computer to allow the user to input different kinds of data and to control the computer in different ways.

Some common input devices and their functions are shown in the tables below: Standard input device Device Comments keyboard Main input device controlling the computer and inputting text and numerical data.

Cursor control input devices Device Comments mouse Common input device for use with a graphical user interface. The mouse has a ball underneath that is rolled on a mousemat.

The trackerball remains in one position while the user rotates a small ball on top. Often used instead of a mouse on portable computers. Particularly good for playing fast action games. It can be used for drawing directly on the monitor screen or for reading printed optical characters or barcodes.

The user draws on the tablet with a Iightpen as if they were drawing on a sheet of paper.

Barcodes are used to identify items for stock control and pricing. The picture is stored electronically and can be edited using a computer. Voice input device Device Comments microphone Used to input sound. Objectives By the end of this unit, students should be better at making inferences from a text. They should be able to describe the function of a device.

Tuning-in Task 1 Get the students to work in pairs or small groups. They should pool their technical knowledge to try and identify what the eight input devices are, and to match them with the correct English term.

When you correct the exercise as a class, make sure that everyone understands exactly what each device is and has an idea of its purpose. Key a touchscreen c barcode reader e microphone g graphics tablet b trackerball d digital camera f joystick h scanner Task 2 Make sure the students understand that you do not want them to write sentences, just make lists.

You could treat this activity as a game by getting the students to work in groups and setting a time limit for them to list as many different uses for each device as they can. The group with the greatest number of correct uses wins.

Key device joystick barcode reader graphics tablet digital camera uses computer games reads barcode labels drawing like a film camera but can input photographs directly to a computer controls the cursor like a mouse inputs drawings, photographs, and texts allows cursor to be controlled by touching the screen..

Task 4 Play the recording through without stopping the first time, and tell the students not to write anything but just to listen and identify. The second time, pause after each piece of information to give the students time to make any necessary corrections. Key 1b 2e 3d 4a 5c Reading TaskS Get students to give examples of the sort of clues they should look for to help them decide which devices the texts refer to. Go over the answers as a class, and then get the students to fill in the gaps in the texts, and read the completed versions aloud.

Key 1 joystick 3 lightpen 2 trackerball 4 scanner Language work There are many different ways to describe function. The four examples given here use a variety of grammatical structures. The Passive voice is employed here in order to emphasize the importance of the object of the sentence, and its use , over that of the subject the user.

This is because we are interested in the 23 function of the devices, what they are used for; not the identity of the people who use them. The passive is formed with the verb to be in its appropriate form and the past participle of the main verb in this case, use - used. Singular Plural A microphone is used for inputting sound Joysticks are used in computer games A mouse is usedjor controlling the cursor Barcodes are used in supermarkets for indicating prices When you are going through this structure with your students, put plenty of examples on the board, and try to elicit more from the class.

Do not forget to draw their attention to the ing ending on the verb after the prepositionfor. Can is used in two different structures. The first is a conventional structure that the students should have no problems with: You can use an X to The second structure may appear strange to students at first, but it is easily transferable: Using an X. Give the students plenty of examples, and elicit examples from them. Task 6 The students should now be familiar with the uses of all the input devices and will only need a few minutes for this exercise.

Key 1f 2a 3b 4g 5e 6d 7c Task 7 Students work individually or in pairs to make sentences to describe the use of each device. They should write the sentences down.

When they have finished, go through the exercise with the whole class and elicit as many variations as possible for each sentence. Problem-solving Task 8 If students seem confident, put the list of uses up on the board, and get them to choose the best device for each situation from memory, with their books closed.

They should work in pairs or small groups. Encourage them to try and carry out all discussion in English. Go round the class and help.

If any groups get stuck, let them refer to the book for ideas. You could ask them to write their solutions down as part of the exercise, or to write them up afterwards for homework. Key 1 joystick 2 barcode reader 3 scanner 4 mouse 5 digital camera 6 microphone 7 keyboard Writing Task 9 If you set this task for homework, study the diagrams with the students in class first. Go through the processes the diagrams represent and teach new vocabulary.

Key 1 download 2 PC 3 change 4 print 5 website 6 display 7 expensive 8 processing 9 download 10 processing 11 better 12 scan 7 Output devices It is common for people to spend long periods of time in front of a computer. This can be detrimental to their health unless they follow a few simple guidelines. It is important that they remain relaxed and comfortable and that they avoid eyestrain.

To achieve this, they must have appropriate furniture, lighting, and computer equipment - and must make sure that it is positioned correctly. The term workstation is sometimes used to describe a very powerful desktop computer but in this unit it refers to the furniture and environment used for working with a computer. A printer is avery common output device. It is used to print the computer output on paper.

Colour printers are available but most printing is done using a mono printer that prints only in black. There are three main kinds of printers: Each type of printer has its own advantages and disadvantages. A monitor is the most common type of output device. It displays the output from the computer on a screen. Because the user sees the computer in action using the monitor screen, the quality of the monitor can make a tremendous difference to the way the user interacts with the computer and feels about the computer.

The display image on a monitor screen can be thought of as being made up of a series of dots. The quality of the image depends on a number of factors including: Factors Affected by the number of dots the resolution the space between dots the aperture grill pitch or dot pitch how often the dots are the refresh rate refreshed by the beam of light the size of the dots the size of the screen and the resolution Although technical factors are discussed in this unit, subjective preferences are important when choosing a monitor.

The only way to choose a good monitor is by trying to use it. Objectives By the end of this unit, students should be better at: They should be able to use structures for giving advice in English. Tuning-in Task 1 Draw a rough sketch of a workstation on the board, and get the students to brainstorm vocabulary to describe the different parts of it. Encourage them to include' easy' general English words like chair and window.

When you come to the matching exercise, remind students not to worry about vocabulary they are unsure of - they should be able to complete the activity successfully without understanding all the words. Key a5 b7 c2 d6 e3 f4 g1' Listening Task 2 Ask someone from the class to tell you what the three different types of printer are called. Explain 25 that you are going to hear a recording about the differences between them. When the students are in their groups of three and it is established who is A, B, and C, study the table together as a class, and make sure students understand the headings.

Before you play the recording, make sure students are clear that they are only listening for miormation about one type of printer. Note that the text about the laser is the most difficult. Task 3 Before the students exchange information, elicit the question they should ask for each heading. Establish that the question for colour not given could be Can it print in colour? Whilst they are doing the exercise, go round the class monitoring for common mistakes or problems. Reading Task 4 Before you ask students to read the text, revise numbers, including the pronunciation of decimals, and how to talk about measurements.

Explain that an inch is about 2. The following procedure is useful: I Decide what are the key items in the eight statements, e. Elicit the questions that they would need to ask to obtain the information under each heading, e.

What's the screen size? How much does it cost? Then get them to do the pair-work exercise. Language work Make sure students are clear about what advice is. Introduce the first two structures, and explain the difference between them, i. I think you should is softer and less direct than Why don't you? Explain that adding a reason makes advice more effective, and then give lots of examples. Why don't you get a new computer? Your old one is too slow. I think you should buy a new printer. This one is too expensive to run.

Why don't you wlite down new vocabulary. Then you can revise it. Invent a situation or a problem, e. Mario's very tired, and ask the class what advice they could give in this situation. I think you should go to bed early. Why don't you take some exercise? I think you should go out less. Supply prompts if the students are not capable of generating the language themselves. Finally, ask everyone to write down a piece of advice for their partner. Once students have got used to using the structures for giving positive advice, you can introduce and practise the negative structures fairly quickly.

If the students are not already familiar with it, teach and practise the use of too. Task 6 Tell students to use the language from Task 1 to help them suggest improvements for user of the workstation in the picture. Use afoot rest into an offer of advice with, if possible, a reason, e. You should use afoot rest. Your chair is too high. Get the students to do this in pairs, and go round the class helping where required. When they've finished, take some sample exchanges from around the group and invite comments from the other students.

Problem-solving Task 7 Elicit the names of the three different types of printer studied in Task 2. See how much the students can remember about them without looking at their books. Then get the students to work in pairs and, using the flowchart to help them, decide on the best type of printer for each of the people described.

Give them the structure This person should buy an X because Key 1 dot-matrix 3 colour laser 5 colour-inkjet 2 mono-laser 4 mono-inkjet Writing TaskS Before you begin this activity, revise comparative structures, or tell students to look back at the Language work section in Unit 2.

The factual information about the printers is in the table they filled in for Task 2, but students should be quite familiar with it by now. This text is based closely on the listening text Task 3. When students have finished, play the recording again, and get students to correct their written work by listening to the recorded text. Key 1 cheapest 2 but 3 noisy 4 cheap 5 more 6 better 7 slow 8 expensive 9 best 10 faster 11 types 12 less 13 cost 14 much 27 8 Storage devices The electronic memory inside a computer is of limited capacity and can only hold data when the computer is switched on.

A storage device is used to store data that is not being processed and to save data when the computer is switched off. There are a variety of storage devices and storage media available. These include magnetic devices e.

CD-ROM drives , and magneto-optical drives. Disks have to be treated with care if you do not want to damage them or the data stored on them. Damage can be caused by physical strain, dust, smoke particles, fingermarks, sunlight, heat, and magnetism, depending on the type of media used. If extra labels are attached to the disk, it can very easily get stuck in the drive.

In this case, it should not be removed forcibly in case the drive mechanism or the surface of the disk is damaged. Even a small smoke or dust particle can destroy the drive. It is therefore enclosed in a vacuum sealed case. If a hard disk suddenly fails completely. When comparing storage devices, the following factors have to be taken into account. What is the storage cost per megabyte? How fast are they at reading and writing data? What is their maximum storage capacity? Are they used by the people you need to exchange data with?

Do they conform to a standard? Are they fixed or removable? Are they read only or read and write? Do they use random or serial access? Magnetic tape is often used because it is very cheap and can hold extremely large amounts of data. It is common to use a backup scheme where a number of tapes are used in rotation. They should be able to use linking words. Key 1. Extra labels can come off and damage the disk drive.

Listening Task 2 This brief vocabulary exercise will enable the students to visualize more effectively the description they are going to hear. Get the students to work individually or in pairs to match the vocabulary items with the labelled sections of the diagram. Check for comprehension of gap and sealed.

Don't correct the task until you have completed Task 3. I I Task 3 Pause the tape as required to give the students time to write. Key 1 d 2e 3c 4b 5f 6a Task 4 Students might have the technical knowledge to answer these questions, but have difficulty generating the vocabulary although some of it has already been given to them.

Get them to work individually or in pairs to prepare written answerseither in note form or full sentences. Encourage them to use dictionaries to look up words they don't know. For a weaker group, you could put some key words on the board, such as, for example dust, fingerprints, sealed. Don't correct the task until you have completed Task 5. Task 5 As usual, let the students listen to the recording more than once. Give them some time for corrections they might want to make to their original answers.

Then ask for volunteers to read out their answers. Key 1 dust, smoke, fingerprint, hair 2 tiny 3 it's in a sealed case Reading Task 6 Ask students to close their books and give them a few minutes to make a list of different kinds of storage devices mentioned in the course so far. Then tell them to add to the list any other kinds of storage devices that they know about.

Ask for feedback and put the words on the board. Key Mentioned in this unit: When students come to work in threes, you could photocopy the page and cut it into three sections. This would ensure that each students focuses entirely on his or her given texts and does not try to read the others. Give them as much time as they need to read their texts and to complete the related sections of their tables.

TaskS If you are working with an able group, give them a few minutes to learn the information in their texts. Check that there are no comprehension problems. Then tell students to put the texts aside, and that they are not allowed to look at them during the information exchange.

Weaker groups will need to check information in their texts in order to answer questions about it, but emphasize that this is a speaking, and not a reading activity. Go through the question forms. Then start the information gap activity: Explain that they should also ask regarding any information they are not sure of, for example, any parts of the table they filled in just using their own general knowledge.

When they have finished, put the table up on the board, and elicit the correct answers.

Oxford English For Careers: Technology 1 Teacher's Resource Book

Key Medium Advantages Disadvantages Floppy disk standard, portable slow, limited cheap capacity Fixed hard fast, large capacity fixed, cannot use disk to transfer data Removable fast, large capacity expensive, hard disk can transferdata not standard, not common CD-ROM disk common, standard, read-only, removable, large cannot change capacity, cheap information, slow removable, large expensive, capacity, can be not standard written on, long-lasting Magnetooptical disk Magnetic tape cheap, stores large slow, no random amounts of data access 29 Language work Linking words are essential in order to express anything more than the very simplest ideas.

The words and phrases presented in this section are a collection of the most basic ones - but, because, so, however, therefore,for this reason. Introduce the items one by one, and provide plenty of examples of each. To provide practice in using linking devices, take the opportunity to revise examples from earlier units.

Put some sentences on the board in two columns. A B They are very powerful. Large companies use mainframes. Notebooks are easy to They are popular with carry. Palmtops are very light. They are difficult to type with. Get the students to link items from column A with items from column B, by adding either but, however, so, or because.

Tell them to look for words in column A which are related to words in column B, and to think of what that relationship is. Between the fact that mainframes are very powerful and the fact that companies use them, for example, the relationship is one of result, the link word is because. Between the positive fact that palmtops are light and the negative fact that they are diffcult to type with, the relationship is contrast, the link word is but, and so on. This should make it easier for them to choose the appropriate word to link these ideas.

Task 9 This exercise is similar to the suggested practice exercise above. Remind students to look at the relationship between the ideas in the two halves of sentences that need to be linked, e. Key other answers are possible 1 but 2 but 3 so 4 but 7 but 10 but 5 however 8 but 11 therefore 6 so 9 Forthis reason 30 Problem-solving Task 10 Give the students as much time as they need to fill in the table, since it is a visual aid to understanding the text.

Then get them to answer the questions. A good way of doing this is a simple number dictation round the class. Each student thinks of a number and says it aloud in turn whilst the other membersof the class write it down.

Read the preparatory text together as a class, and make sure students know how to pronounce the units of capacity before you let them begin the pair work. The operating system is started automatically when a computer is switched on. It is then used to start up and control other programs.

The operating system determines how the user interacts 'with the computer. Some operating systems require the user to type commands, but an operating system with a graphical user interface Gill makes it easier for the user to control the computer. The most common type of graphical user interface is a WIMP windows, icons, menus, pointer system, such as Microsoft Windows or the Apple Mac operating system.

It should be noted that the recycle bin icon used in the Microsoft Windows system has the same function as the trashcan icon used in the Apple Mac system, l. When information has to be given to the user or information has to be input by the user, a window known as a dialog box is often used.

Notice that the American spelling of dialog is commonly used in this context, although the British spelling dialogue is also found. Other American spellings such as disk and program are also commonly used in computing.

Dialog boxes can contain a variety of elements to gather information from the user including: A Find dialog box is used to gather information from the user about the files they wish to find. Note that you can search for a piece of text in a file, or search for a file in a folder, but you search for a file on a disk. Gil], Window, icon, pointer, menu, interface, dialog box, text box, checkbox, title bar, tab, recycle bin, arrow pointer, drag and drop. Rating details. Sort order. This review has been hidden because it contains spoilers.

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