Кафедра иностранных языков

АНГЛИЙСКИЙ ЯЗЫК

Методические указания по развитию

умений аудирования

(для магистрантов)

Алматы 2006

СОСТАВИТЕЛИ: Л.Я. Коробейникова., С.Б. Бухина. Английский язык. Методические указания по развитию умений аудирования (для магистрантов). – Алматы: АИЭС, 2006. – 46 с.

Методические указания предназначены для магистрантов, а также студентов 2 курса, совершенствующих навыки устной и письменной речи.

Развитие навыков аудирования в области вычислительной техники обеспечивается с помощью аутентичных текстов, записанных на аудиопленку, системой заданий к ним и ключей.

В методических указаниях имеются также задания по написанию инструкций, описаний и объяснений.

Рецензент: ст. преп. кафедры ИЯ Острикова Н.М.

Печатается по плану издания Алматинского института энергетики и связи на 2006 г.

Part 1.

Unit 1. Everyday uses of computers

Tuning-in

Answer the questions: What kind of computers do you use? Do you use it every day? What do you use your computer for?

Listening

Task 1. Before you listen match these words (1-8) to the correct locations (a-d):

1. games 5. flight a) a factory

2. machines 6. letters b) a supermarket

3. tickets 7. barcode readers c) a travel agent

4. wages 8. tills d) a home

Task 2. Listen to the tape. Identify which place (of the above mentioned) is described in each extract.

Extract 1-______; Extract 2-______; Extract 3-______; Extract 4-______.

Task 3. Match the places in column A with the computer uses in column B:

A) 1. banks B) a) control machines

2 factories b) calculate the bill

3 homes c) look after patient records and medicines

4. hospitals d) provide entertainment and information

5 shops e) control our money

Task 4. Listen again to the tape, fill in the gaps:

Computers are part of our everyday life. In shops, they (1)____________. In factories, they (2)_________. In (3)___________, they look after patient records and medicines. When we have a bank account, a computer (4)__________. In our homes, computers (5)___________.

Unit 2. Types of computer

Listening: Buying a computer

Task 1. Listen to Part 1 of the conversation between a shop assistant and a customer and fill in the blanks:

Part 1

A: I‘m thinking of (1)_______________and I need some advice.

В: OK. What do you want to use it for?

A: For(2)________, maybe for(3)______. I want it for the Internet.

В: For the Internet and games… I recommend a multimedia computer.

A: What do you mean by a(4)________computer?

В: Well it’s more powerful than a basic computer. It’s got sound and a CD-ROM drive. You can use it for high quality graphics,(5) ________and video.

Task 2. Listen again to part 1 of this conversation between a shop assistant and a customer.

Tick (put down in your notebook) correct answers to these questions:

1. The customer wants a computer for:

a) writing; b) graphics; c) games; d) Internet; e) video

2. A multimedia computer provides:

a) sound; b) graphics; c) animation; d) telephone; e) video

Task 3. Listen to Part 2 of this conversation between a shop assistant and a customer and fill in the blanks:

Part 2

A: What if I wanted… I travel a lot, if I wanted something smaller what’s available?

В: There are portable computers. A(6) ______ ________is probably best.

A: Is a(7) __________the smallest kind you can get?

В: No, you can get(8)____________ and even smaller handheld devices. They’re mostly used as organizers, as a diary, a “to do” list and that kind of thing. But for writing and general use a (9)__________is better.

A: OK. I think, I’ll go for a notebook. What other things do I need?

В: A(10) _______… and for the Internet, make sure you have a(11)__________.

A: A modem?

В: Yes, it’s a device for(12) _____________your computer to a telephone line. You need it to connect to the Internet.

Task 4. Listen to part 2 of the conversation. In column A, tick the hardware items named.

A B Device A B Device

multimedia computer(1) handheld (5)

multimedia notebook (2) printer (6)

subnotebook (3) monitor (7)

laptop (4) modem (8)

Task 5. Listen again to the conversation. In column B, tick the items the assistant recommends.

Task 6. In pairs decide what sort of computer is best for each of these users:

1. John Wilmott is a salesperson and he spends a lot of time visiting customers. He wants a computer to саrry with him so he can access data about his сustomers and record his sales.

2 . Pat Nye is a personnel officer. She needs a computer to keep staff records and to keep a diary of appointments. She also needs a computer for writing letters.

3. The University of the North needs a computer to look after its accounts, its network, the records of all students and staff and to help with scientific research.

4. The James family want a computer for entertainment, writing letters, the Internet and for calculating tax.

Task 7. Put the words in brackets into the correct form to make an accurate description of sizes of computers:

There are different types of computer. The (large)(1)___________ and (powerful)(2)__________ are mainframe computers. Minicomputers are (small)(3) ___________ than mainframes but are still very powerful. Microcomputers are small enough to sit on a desk They are the (common)(4) ___________type of computer. They are usually (powerful)(5)____________ than minicomputers.

Portable computers are (small)(6)__________ than desktops. The (large)(7)________ portable is a laptop. (Small)(8)____________portables about the size of a piece of writing paper are called notebook computers. Subnotebooks are (small)(9) ___________ than notebooks. You can hold the (small)(10)__________ computers in one hand. They are called handheld computers or palmtop computers.

Unit 3. Parts of a computer

Tuning in. Most computers consist of an electronic central processing unit (CPU) to which are attached different input devices, output devices, and storage devices. The main parts of

a computer are enclosed in a box known as the system unit. This contains an electronic board called the motherboard. The system unit usually also contains a small speaker (or loudspeaker), the power supply and some storage devices. These often include: a hard disk drive, a floppy disk drive, a CD-ROM drive.

Task 1. Match the definitions:

1. hard disk drive a) an electronic integrated circuit that is used for storing programs

and data while they are being used by a computer

2. motherboard b) the electrical component that provides filtered mains electricity at

the correct voltage for a computer

3. memory chips c) the main electronic circuit board inside a computer that holds and

connects together all the main electronic components

4. power supply d) a common magnetic storage device that reads and writes data on

metal disks inside a sealed case

5. processor e) an electronic circuit board used for adding facilities to a computer

6. expansion cards f) a common magnetic storage device that reads and writes data on a

floppy disk

7. floppy drive g) the part of a computer that processes the data

Task 2. Make sure that you know what these terms mean:

Byte (b) – a unit of capacity. A byte is made up of eight bits and stores one character, i.e. a letter, a number, a space or a punctuation mark.

Gb – abbreviation for a gigabyte

Kb – abbreviation for a kilobyte

Mg– abbreviation for a megabyte

MHz - abbreviation for a megahertz

Hertz (Hz) – cycle per second - a unit of frequency

Task 3. Listen to this conversation between a shop assistant and a customer and fill in the blanks:

A: What about things like(1) ________and speed that sort of thing? What do I look for?

В: Well, power depends on(2) ________and(3) __________- the speed of the processor and the capacity of the(4) ________and the hard disk.

A: The speed of the processor?

В: How fast the computer processes data? Speed is usually given in(5)_________. The faster the (6)__________, the more (7)___________the computer.

A: And capacity?

В: How much storage space there is in the computer. (8) _________depends on how much memory there is, how big the hard disk is. You measure RAM and video memory in (9)____________. You’ve also got cache memory. That’s in (10)_________. Always look for the highest numbers.

A: What about the hard disk?

В: Hard disk capacity is in (11)___________. Get a big hard disk for multimedia. Audio and video files use enormous amounts of space. Once again the higher the numbers the more powerful the computer.

Task 4. Listen to the conversation about buying a computer and complete the units

in the table below:

Component	Capacity/speed measured in	Component	Capacity/speed measured in
processor		Cache memory
RAM		Hard disk
Video memory

Unit 4. Keyboard

Tuning in.

Answer the questions: Is the keyboard an input or output device?

How many sections are the keys divided into?

Can you name any of the sections of the keyboard?

Task 1. Match these key abbreviations with their full names:

1. Esc a) Alternate

2. Alt b) Page Up

3. Ctrl c) Delete

4. Pgdn d) Insert

5. Pgup e) Escape

6. Ins f) Page Down

7. Del g) Control

Task 2. Listen to the description of the keyboard and label each of the four sections:

The keys on a computer keyboard can be arranged in many different ways. The most common way on a desktop PC is called the extended keyboard. The diagram shows an extended keyboard. The keys are in four main sections.

(pause).

The section known as the main keyboard has a key for each letter of the alphabet. It also has keys for the digits 0 to 9, punctuation marks like commas and lull stops and other common symbols.

(pause)

Above the main keyboard is a row of keys known as the function keys. This section includes the Escape key to the left and the Print Screen, Scroll Lock, and Break keys to the right. The function keys labelled F1 to F12 don’t have fixed functions. You can program

them to perform different functions such as saving and printing.

(pause)

To the right of the main keyboard is a section known as the editing keys. This group includes keys which insert and delete data It also includes the cursor keys also called the arrow keys. These keys move the cursor around the screen.

(pause)

To the far right of the main keyboard is the numeric keypad. This section has keys for the digits 0 to 9 and for common mathematical symbols like plus and minus. The keys are arranged like the keys on an electronic calculator. You use these keys to input numerical data.

Writing

Task 3. With the help of this table and the text above write a brief description of a keyboard. The first paragraph is done for you.

Section

Main keyboard

Function keys

Editing keys

Numeric keypad

Location

Centre

Top

Right

Far right

Main keys

Each letter

Digits 0-9

Punctuation and other common symbols

F1 – F12

Cursor keys

Insert, delete

Digits 0-9

Mathematical operations

Main function

Input all kinds of data

Not fixed

Can program them

Control cursor

Input numerical data

Most keyboards have four sections. The main keyboard has keys for each letter and the digits 0 to 9. It also has keys for punctuation and other common symbols. It is used for inputting all kinds of data. (Continue the description of the sections…)

Unit 5. Interview: Student

Tuning in.

Study the description of the course of Information Technology at a Scottish college of further education:

GSVQ Level 3 in Information Technology (GSVQ – General Scottish Vocational Qualification)

Length of course: One year full-time starting in August

Course content: You undertake core modules in:

· Communications

· Computer hardware: operation and maintenance

· Computer software

· Contemporary issues

· Information systems

· Introduction to computer networks

· Information technology in business and industry

· The individual in industry and work

· Introduction to programming

· Information technology

· Numeracy

· Problem solving

You also select optional units from:

· Accounting

· Programming

· Mathematics

· Systems analysis

Task 1. Listen to the interview with Lynsey, a student of Information Technology at a Scottish college of further education and fill in the blanks:

Part 1

interviewer: Tell me first of all about the course. What’s the course called?

lynsey: (1) _______________.

interviewer: How many students are there?

lynsey: In my class?

interviewer: Yes.

Lynsey: Well, at the beginning (2)___________.

interviewer: Right.

lynsey: But now there are fifteen.

interviewer: How many are men and how many women?

lynsey: (3)________girls and (4)_______boys.

interviewer How long does the course last?

lynsey: (5) _________.

interviewer: And it starts in August?

lynsey September and it goes on till June.

Task 2. Answer these questions:

1. What is the course called?

2. How long does it last?

3. What do you think these subjects are about? - Communications; Numeracy

Task 3. Listen to Part 1 of the interview to find the answers to these questions:

1. How many students are there on the course now?

2. How many female students are there?

Task 4. Here is Lynsey’s weekly timetable. Some of the information is missing. Before you listen, try to answer these questions about the timetable:

1. What time does she start every day?

2. When does she finish?

3. Who teaches her Computer Software?

4. Which classroom is Information System in?

5. When is her coffee / lunch break?

Department of Computing and Office Technology Group: GSVQ Level 3
	Period 1 09.00 – 11.00		Period 2 11.30 – 13.30		Period 3 14.30 – 16.30
Mon	Communications 4 L.Maxwell 4607	coffee break		lunch break
Tue		coffee break	Computer Software Wendy Bright K216	lunch break
Wed		coffee break		lunch break
Thur	Information Technology 3 Wendy Bright K 303	coffee break	Information Systems Tom Williams K302	lunch break
Fri			Computer Programming Practioners Helen Hill K201

Task 5. Now listen to Part 2 of the interview and fill in the blanks:

Part 2

interviewer: Tell me about the timetable for your course.

lynsey: Well, on (1)________I’ve got (2)_____________. It lasts for two hours,

from nine to eleven. Then it’s (3)____________.

interviewer: Numeracy that’s some kind of maths?

lynsey: Yes, but it’s more logic problem solving.

interviewer: And do you have a break between classes?

lynsey: Yes, a half hour break between (4)________and (5)___________.

interviewer: Dо you have other classes in the afternoon?

lynsey: Not on a Monday.

interviewer: What do you have on a (6)_________?

lynsey: Programming.

interviewer: Is that… Well, tell me what it’s about.

lynsey: We study computer languages like Pascal.

interviewer: So, Tuesday after the coffee break, what do you have?

lynsey: I'm sure it's (7)___________... No, it's Software, Computer Software.

interviewer: What happens in the Software class?

lynsey: You learn to use MSDOS and packages like databases.

interviewer: Do you have a class on a Tuesday afternoon?

lynsey: No, and nothing on a Wednesday.

interviewer: Nothing at all?

lynsey: No classes, but sometimes we visit companies. Tomorrow it's the Royal Bank...

to see how they use computers.

interviewer: What do you have on Thursday?

lynsey: Thursday. I'm not too sure. (8)___________is last thing, half-past two.

interviewer: What happens in Hardware?

lynsey: You find out about all the different things inside a computer.

interviewer: What about Friday?

lynsey: We've got (9)__________first thing. We learn how computers work connected together.

interviewer: Anything on a Friday afternoon?

lynsey: That's IT in Business and Industry, It's applications. That's what our visit tomorrow is about. We have to write a report on each visit. Five or six pages long.

Task 6. Listen to Part 2 of the interview and complete the blanks in the timetable.

(see Task 4)

Task7. Listen again to Part 2 of the interview to find the answers to these questions.

1. What does she have on Mondays at 9.00?

2. What does she study in Programming?

3. What happens in the Software class?

4. What does she do on Wednesdays?

5. What happens in Hardware?

6. What does she study in Networks?

7. What does she do after each visit?

Writing

Task 8. Write your own timetable in English. The subject list may help you.

Unit 6. Input devices

Tuning in.

Task 1.

A variety of input devices can be connected to the computer to allow the user to input different kinds of data and to control the computer in different ways. Please, identify these input devices and find the correct Russian term: joystick, trackerball, barcode reader, scanner, graphics tablet, touchscreen, digital camera, microphone.

Task 2. In 3 minutes you should introduce the function of each input device:

Device Uses

1. joystick a) drawing

2. barcode reader b) computer games

3. graphics tablet c) like a film camera but can input photographs directly

to a computer

4. digital camera d) allows cursor to be controlled by touching the screen

5. trackerball e) inputs drawings, photographs, and texts

6. scanner f) inputs sound

7. touchscreen g) controls the cursor like a mouse

8. microphone h) reads barcode labels

Listening

Task 3. Listen to the recording and try to remember the steps in the process.

Task 4. Label the steps in the process with these captions (a-e):

a) The computer compares the binary code with its stored vocabulary.

b) The user says a word into a microphone

c) The screen displays the correct word

d) The speech recognition board converts the signals into binary numbers

e) The microphone converts the word form from audio signals into electrical signals

Unit 7. Output devices

Tuning in.

Output devices are used for bringing data out of a system. The most common output devices are: keyboard, monitor, printer and others. A printer is a very common output device. It is used to print the computer output on paper. Do you know what the three different types of printer are called?

Listening

Task 1. Work in groups of three: A, B, and C. You are going to hear about three kinds of printer. Note down what the speaker says about one type only as your teacher directs. Use the table below.

Student A: Take notes about dot-matrix printers

Student B: Take notes about laser printers

Student A: Take notes about inkjet printers

Type	Print quality	Speed	Running costs	Noise level	Price	Colour
Dot-matrix	low		cheap			No
Inkjet		Relatively slow			A bit more
Laser			expensive	quiet

Task 2. Now exchange information with other students in your group to complete the table for all three kinds of printer. Ask questions like these:

1. What’s the print quality like?

2. How fast is it?

3. Does it cost a lot to run?

4. How noisy is it?

5. Is it expensive?

Task 3. . Listen to the description of different types of printers and fill in the blanks:

There are (1)_________ different types of printers. These are dot-matrix, inkjet, and (2)_________ printers. Basically, you get what you pay for. The more you pay, the better the printer.

(pause)

Dot-matrix printers are the (3)__________ kind of printer, but their print quality is (4)______ and they are (5)_________ and (6)________. They're cheap to run.

(pause)

Pay a bit more for an inkjet and you get better quality and quieter operation, but inkjets are relatively (7)________ and also (8)__________to run. They're a good choice for colour.

(pause)

A laser printer gives you the (9)_______quality of output. It prints (10)_______ than either of the other two types of printer and it costs less to run than an inkjet. Great for black and white.

Unfortunately, it costs almost twice as much.

Language work: Giving advice

1. You can advise people in different ways. Study these examples.

Advising people to do something: Why don't you buy an inkjet?

(I think) you should buy a laser.

Advising people not to do something: Don't buy a dot matrix.

You shouldn't buy a laser.

2. To make your advice more effective, add a reason.

advice reason

Why don't you buy an inkjet? They're very quiet.

(I think) you should buy a laser. The print quality is excellent.

Don't buy a dot matrix. They're very noisy.

You shouldn't buy a laser. They're very expensive.

3. We use too to make our advice stronger, almost a warning. Study these examples.

You should adjust your monitor. It's too bright.

You should move your printer. It's too close.

Writing

Task 4. Fill in the gaps in this comparison of printers.

There are three different types of printer: dot-matrix, inkjet, and laser.

Dot-matrix printers are the (1)__________kind of printer, (2) __________their print quality is low and they are slow and (3)__________. They are (4) __________to run.

Inkjets are (5)_________expensive, but you get (6)___________quality and quieter operation. However, they are relatively (7)_________and also (8)___________to run. They are a good choice of colour.

Laser printers give the (9)_________ quality of output. They print (10)__________than either of the other two (11)_________of printer and they cost (12)___________to run than an inkjet. Unfortunately, they (13)___________almost twice as (14)__________as an inkjet.

Unit 8. Storage devices

Tuning in.

Storage medium is a material used for storing programs and data. 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.g. floppy disk drives, hard disk drives, tape drives), optical devices (e.g. CD-ROM drives), and magneto-optical drives.

Listening: Hard disk drive

Task 1. Study these rules for CD-ROM and floppy disk care. Point out things to do and things not to do. Then compare your choice with a partner. (a- to do, b – not to do).

1. Hold a CD-ROM by the edges.

2. Keep the optical/silver side of a CD-ROM clean.

3. Smoke when you use your CD-ROM drive.

4. Put floppy disks near a magnet.

5. Keep disks away from the sun and excessive heat.

6. Write the contents on the label on your floppy disk.

7. Put extra labels on floppy disks.

8. Remove by force a disk stuck in the drive.

9. Remove a disk when the drive light is on.

Task 2. Study this diagram of a hard disk drive. Match these labels to the diagram:

1. Drive motor - ; 2. sealed case - ; 3. disks - ; 4. read/write heads - ; 5. head motor - ;

6. gap between disks -

Task 3. Listen to Part 1 of this description of a hard disc drive to check your answers.

Part 1

The hard disk drive inside your PC is like a filing cabinet. Instead of paper, it stores everything electronically. It can hold all the software that runs on your system and all your personal files. It's a pretty important part of your computer.

A hard disk drive normally contains several disks. They're stacked on top of each other. There are five in the diagram. The drive motor spins the disks very quickly. It runs all the time your PC is in use.

There's a gap, a space, between each disk. We need the gaps so the read/write heads can move across the disks and reach all parts quickly. The head motor controls the read/write heads.

Part 2

The space between the head and the disk surface is tiny. Even smoke from a cigarette can cause a crash. A crash is what happens when the head touches the surface of the disk. To keep out dust and smoke, the drive is inside a sealed case.

Task 4. Listen to Part 2 of the description of a hard disk drive and answer these questions:

1. What sorts of things can damage a hard disk?

2. How big is the gap between the read/write heads and the disk?

3. How can we protect a disk drive from damage?

Reading: Storage devices

Task 5. There are many different kinds of storage device for computers, and developments are

taking place all the time. List the storage devices mentioned in this unit so far. List any other storage devices you know.

Task 6. Read two texts each and complete your sections of the table.

Medium Advantages Disadvantages

Floppy disk ______________ ____________

Fixed hard disk ______________ ____________

Removable hard disk ______________ ____________

CD-ROM disk ______________ ____________

Magneto-optical disk ______________ ____________

Magnetic tape ______________ ____________

A. Most computers use floppy disks. Floppies conform to a standard and you can use them to carry data from one place to another. They are also very cheap, but they are slow and have a limited capacity.

В. Almost all desktop computers have hard disks. They are fast and can s tore much greater amounts of data than floppies, but they are fixed inside the computer and you cannot use them to transfer data.

С. You can move data from place to place using removable hard disks. They are almost as fast as fixed hard disks and also have high capacities, but they are relatively expensive. They do not all conform to one standard and they are not very common.

D. CD-ROM disks are very common and conform to a standard. They are removable and can hold large amounts of data. They are also cheap to make. However, they are usually read-only. You cannot change the information on them. They are also slow compared to hard disks.

E. Magneto-optical disks are like CD-ROMs, but you can write data on to them. They are removable, have large capacities, and last for a long time, but they are expensive and do not all conform to one standard. For this reason they are not very common.

F. Magnetic tape is a cheap medium. You can use it to store very large amounts of data, but it does not allow random access. Every time you read or write a piece of data, you start at the beginning of the tape. Tape drives are slow. Therefore, it is only suitable for doing backups.

Task 7. Now exchange information with the other students in your group to complete all the sections of the table. Ask questions like these.

What are the advantages of floppy disks? What are the disadvantages of magnetic tape? Do CD-ROMs conform to a standard?

Unit 9. Interview

Computing Support Assistant

Tuning in.

Anne works in a large insurance company. She’s a computing support assistant. She looks after people and their computers, and she helps with any problems people have. What sort of problems do you think they might have?

Listening

Task 1. Listen to Part 1 of the interview where Anne talks about the problems she helps with. Tick the problems she mentions:

1. paper jamming

2. finding options in programs

3. viruses

4. computer freezes

5. hard disk crashes

6. printer switched off

7. no paper in the printer

8. people forget their passwords

9. no toner in the printer

Language work: Adverbs of frequency.

We can grade adverbs of frequency from always to never like this: always, almost always, usually, often, sometimes, occasionally, almost never, never. The words in italics tell us how often something happens. For example:

interviewer: How often does a computer crash? -

anne: Sometimes, not very often.

Study these extracts from the interview:

interviewer: Are you ever bored?

anne: No, not really, because it's never the same things over and over again; it's different each time. People have problems with the hardware, often with printers ... paper jamming. They also have problems finding options in the programs. Mostly with word-processing.

interviewer: Are there any other hardware problems?

anne: Occasionally a computer freezes, it hangs or freezes. It's usually а memory problem.

interviewer: Is it always the machine or is it sometimes the user?

anne: Sometimes it's the user. The printer isn't switched on, or there's no paper in it.

Task 2. This table shows the number of hardware and software problems Anne had last year. Describe how often these problems happened, using the adverbs above.

Example: There were sometimes problems with the network.

1. Printers 116

2. Monitors 0

3. Cabling 3

4. Scanners 6

5. Network 34

6. Spreadsheet 15

7. Database 17

8. Word processing 93

Task 3 Listen to Part 2 of the interview. Tick the ways Ann keeps up with new developments in computing:

1. reading books

2. reading computer magazines

3. speaking to other technicians

4. using the Internet

5. taking courses

6. trying programs herself

7. reading newspapers

Writing

Task 9 Answer these questions about the interview with full sentences. Then link your answers to make a short paragraph about Anne.

1. What kind of work does Anne do?

2. What does she like most about the job?

3. What kinds of problems do people have with hardware?

4. Why do computers freeze?

5. How does she keep up with new developments in computing?

6. What kinds of courses does she go on?

Unit 10. Networks

Task 1. Read this text to get some information about networks:

What is a network?

A network is simply two or more computers linked together. It allows users to share not only data files and software applications, but also hardware like printers and other computer resources such as fax.

Most networks link computers within a limited area - within a department, an office, or a building. These are called Local Area Networks, or LANs. But networks can link computers across the world, so you can share information with someone on the other side of the world as easily as sharing with a person at the next desk. When networks are linked together in this way, they are called Wide Area Networks, or WANs.

Networks increase productivity by allowing workers to share information easily without printing, copying, telephoning, or posting. They also save money by sharing peripherals such as printers.

Task 2. Answer the questions:

1. What is the network?

2. What are its hardware components?

3. What is the difference between a local area network and a wide area network?

4. What advantages do you think networks have?

Listening: You are going to hear a description of three or four topologies. Note that the mesh topology is not commonly used, therefore it is not described here.

Task 3. Listen to the description of topologies again and match the labels:

1. a bus topology - ; 2. a ring topology - ; 3. a star topology - ;

Computers in a network can be connected in different ways, in different topologies. The three basic ways of connecting computers are: a star, a ring, and a bus topology.

(pause)

A star topology has a server computer at the centre and a separate cable connecting the server to each of the other computers in the network. The central server controls the

flow of data in the network. If the central server fails, the whole network will fail.

(pause)

In a ring topology, each computer is connected to its neighbour in a circle. The data flows in one direction round the ring. If a cable breaks or one of the computers fails, the whole network will be affected.

(pause)

A bus topology has all the computers connected to a common cable. The data travels in both directions along the cable. If a computer fails, or we remove one from the network, it won't affect the other computers. Most networks are usually a combination of star, ring, and bus topologies to overcome some of these problems.

Task 4. Which topologies do these statements refer to?

1. If one of the computers fails, the whole network will be affected.

2. If we remove the computer from the network, it won’t affect the other computers.

3. If the main cable fails, the whole network will fail.

4. If the central server fails, the whole network will fail.

5. If a cable breaks, the whole network will be affected.

6. If a computer fails, it won’t affect the other computers.

Unit 11. Careers in computing

Task 1 Work in groups. List some of the jobs you know in computing. Compare your lists with other students in the class.

Task 2 Which of the jobs listed would you like to make your career? Explain why to others in your group.

Reading: Computing jobs

Task 3 Work in groups of three, A, B, and C. Read these descriptions of jobs in computing and make notes about the main responsibilities.

Group A Read descriptions 1-2

Group В Read descriptions 3-4

Group С Read descriptions 5-6

Example Systems Analyst

Studies methods of working within an organization to decide how tasks can be done efficiently by computers. Makes a detailed analysis of the employer's requirements and work patterns to prepare a report on different options for using information technology. This may involve consideration of hardware as well as software. Either uses standard computer packages or writes a specification for programmers to adapt existing software or to prepare new software. May oversee the implementation and testing of a system and acts as a link between the user and the programmer.

Job

Systems analyst

Main responsibilities

Studies employer’s requirements and working patterns. Reports on different options. Writes specifications for programmers. Oversees implementation and testing.

Software Engineer/Designer

Produces the programs which control the internal operations of computers. Converts the system analyst's specification to a logical series of steps. Translates these into the appropriate computer language. Often compiles programs from libraries or sub-programs, combining these to make up a complete systems program. Designs, tests, and improves programs for computer-aided design and manufacture, business applications, computer networks, and games.

Computer Salesperson

Advises potential customers about available hardware and sells equipment to suit individual requirements. Discusses computing needs with the client to ensure that a suitable system can be supplied. Organizes the sale and delivery and, if necessary, installation and testing. May arrange support or training, maintenance, and consultation. Must have sufficient technical knowledge.

Computer Systems Support Person

Systems support people are analyst programmers who are responsible for maintaining, updating, and modifying the software used by a company. Some specialize in software which handles the basic operation of the computers. This involves the use of machine codes and specialized low-level computer languages. Most handle applications software. May sort out problems encountered by users. Solving problems may involve amending an area of code in the software, retrieving files and data lost when a system crashes, and a basic knowledge of hardware.

Computer Systems Analyst Programmer

Creates the software programs used by computers. May specialize in the internal operating systems using low level computer language, or in applications programs. May specialize in one aspect of the work, e.g. programming, systems design, systems analysis, or cover them all. May support the system through advice and training, providing user manuals, and by helping users with any problems that arise.

Hardware Engineer

Researches, designs, and develops computers, or parts of computers and the computerised element of appliances, machines, and vehicles. Also involved in their manufacture, installation, and testing. May specialize in different areas: research and development, design, manufacturing. Has to be aware of cost, efficiency, safety, and environmental factors, as well as engineering aspects.

Network Support Person

Maintains the link between PCs and workstations connected in a network. Uses telecommunications, software, and electronic skills, and knowledge of the networking software to locate and correct faults. This may involve work with the controlling software, on the wiring, printed circuit boards, software or microchips on a file server, or on cables either within or outside the building.

Task 4 Exchange information with other students in your group.

Listening: Talking about work

Task 5 Listen to this recording of five people employed in computing talking about their work. Try to match each extract to the correct job from this list.

Hardware Engineer Systems Analyst Programmer

Network Support Person Systems Support Person

Operator Technical Sales Manager

Software Designer

Language work: Job requirements

Study some of the requirements for the job of Computer Network Support Person.

Essential

1. Diploma in computing or telecommunications engineering

2. Good communication skills to discuss requirements with users

3. Deductive ability for analysing faults

4. Able to work quickly under pressure

5. Normal colour vision to follow colour-coding of wires

Desirable

6. Interest in technology to keep up with new developments

7. Physically fit for lifting, carrying, and bending

We can describe the essential requirements like this:

They must have a diploma in computing or telecommunications engineering.

They must have normal colour vision.

We can describe the desirable requirements like this:

They should have an interest in technology. They should be physically fit.

Task 6 Study these requirements for a Computer Technical Salesperson.

Decide which are essential and which are desirable. Then describe each requirement using must have/be or should have/be.

1. a certificate or diploma in computing

2. experience in the computer industry

3. able to put technical ideas into everyday language

4. able to persuade and negotiate

5. a qualification in marketing

6. a thorough understanding of the product

7. a driving licence

8. a high level of communication skills

9. patient, persistent, and diplomatic

10. able to work away from home

Problem-solving

Task 7 Study this job advertisement. Which of the three candidates do you think is the best applicant?

IT Support Office

• Educated to degree level, candidates should have at least two years' relevant experience.

• We need a highly-motivated individual, able to support approximately 30 networked PCs. The role is very much 'hands-on', and so it is essential that you have a good understanding and experience of Microsoft Office, Novell networks, E-mail systems, TCP/IP, hardware and virus-protection tools.

• You should be able to communicate well with users and external contractors and to make a contribution to the training of all PC users.

• The successful candidate must work well under pressure and as a team member.

Applicant 1: BSc Computing Science. Graduated this year.

• Knowledge of a variety of operating systems including Unix, Novell and Windows NT

• Experience in programming in C, C++, Pascal, Java, Delphi and Visual Basic

• Familiar with a wide variety of hardware and software packages

• Has taught a lot of fellow students how to use computers

• Highly motivated

• No work experience

Applicant 2: Higher National Diploma in Information Technology

• Trained in using network systems including Novell and Windows NT

• Experienced user of Microsoft Office programs and Internet systems

• Knowledge of setting up and troubleshooting most types of computers and peripherals

• Gets on well with others and can work as part of a team

• Keen to gain experience and develop a career in computing

• Two years' part-time summer experience working in a computer repair workshop

Applicant 3: Higher National Computing Certificate in

• Employed for 3 years in a computing sales team advising customers on purchase requirements and helping them troubleshoot problems with installed systems

• Trained in using Unix and Novell network systems and a wide variety of hardware

• Experienced in many PC packages including most Microsoft products

• Good communicator, experienced in dealing with the public and working as part of a team

• Highly motivated

Writing

Task 8 Here is an example of a CV. Write your own CV on the same model. If you are still a student, you may invent work experience for the purpose of this task.

Personal details

Name: Helen Dickens

Date of birth: 30 August 1976

Address: 5B The Pleasance, Birmingham, BUI 3ST

Marital status: Single

Education and qualifications

1995 – 1999 Chamberlain College, Birmingham

HND Information Technology Systems

1998 – 1994 Abraham Wright Secondary School, Derby

A levels in Engineering and Mathematics.

Standard Grade English, French, Art, Physics

I am familiar with Unix and Windows operating systems and with many mainstream packages including Microsoft Office and Lotus Notes. I am also familiar with programming languages such as C, Java, and Visual Basic.

I have a clean driving licence. I qualified in 1994.

Employment History

1999 – present Tester Fault Finder

E.G. International Electronics Limited,

Faraday Industrial Estate, Birmingham

My duties are to test and repair electronic circuit boards for a wide range of customers.

References

Work College

May Bonhill, Harold Mills,

Personnel Manager, Head of IT Department,

E.G. International Chamberlain College,

Electronics Ltd. Birmingham,

Birmingham BG4 7ZQ BUI 9TL

Part 2. Unit 1 Everyday uses of computers

Task 4

Extract 1

We use a PC for writing letters, for playing games, to calculate our bills, and to connect with the Internet.

Extract 2

We've got electronic checkout tills with barcode readers. They read a special barcode on almost everything we sell. They calculate the bill for the customer. At the same time they send information to a larger computer, so we always know exactly what we’ve got in the store.

Extract 3

We make washing machines and refrigerators. The machines we use to make them are controlled by computers. We also use computers to calculate our wages, to keep the accounts and to look after all materials and parts.

Extract 4

Our terminal links to airline offices. If you want to fly anywhere in the world, we can tell you at once if there's a seat on the flight you want. We can supply you with the tickets and we can reserve your hotel - all by computer.

Unit 2 Types of computer

Part 1

A: I'm thinking of buying a computer, and I need some advice.

В: OK. What do you want to use it for?

A: For writing, maybe for games. I want it for the Internet.

В: For the Internet and games… I recommend a multimedia computer.

A: What do you mean by a multimedia computer?

В: Well it s more powerful than a basic computer. It’s got sound and a CD-ROM drive. You can use it for high-quality graphics, animation, and video.

Part 2

A: What if I wanted… I travel a lot, if I wanted something smaller, what’s available?

В: There are portable computers. A multimedia notebook is probably best.

A: Is a notebook the smallest kind you can get?

В: No, you can get subnotebooks and even smaller handheld devices. They're mostly used as organizers, as a diary, a “to do” list, and that kind of thing. But for writing and general

use a notebook is better.

A: OK, I think I’ll go for a notebook. What other things do I need?

В: A printer… and for the Internet, make sure you have a modem.

A: A modem?

В: Yes, it's a device for connecting your computer to a telephone line. You need it to connect to the Internet.

Unit 3 Parts of a computer

A: What about things like power and speed, that sort of thing? What do I look for?

В: Well, power depends on speed and capacity - the speed of the processor and the capacity of the memory and the hard disk.

A: The speed of the processor?

В: How fast the computer processes data. Speed is usually given in megahertz. The faster the processor, the more powerful the computer.

A: And capacity?

В: How much storage space there is in the computer. Capacity depends on how much memory there is, how big the hard disk is. You measure RAM and video memory in megabytes. You've also got cache memory. That’s in kilobytes. Always look for the highest numbers.

A: What about the hard disk?

В: Hard disk capacity is in gigabytes. Get a big hard disk for multimedia. Audio and video files use enormous amounts of space. Once again, the higher the numbers, the more powerful the computer.

Unit 4 Keyboard and mouse

(pause)

The section known as the main keyboard has a key for each letter of the alphabet. It also has keys for the digits 0 to 9, punctuation marks like commas and full stops, and other common symbols.

(pause)

Above the main keyboard is a row of keys known as the function keys. This section includes the Escape key to the left and the Print Screen, Scroll Lock and Break keys to the right. The function keys labelled Fl to F12 don't have fixed functions. You can program them to perform different functions such as saving and printing.

(pause)

To the right of the main keyboard is a section known as the editing keys. This group includes keys which insert and delete data. It also includes the cursor keys, also called the arrow keys. These keys move the cursor around the screen.

(pause)

Unit 5 Interview: Student

Task 2

Part1

interviewer: Tell me first of all about the course. What's the course called?

lynsey: Information Technology 3

intfrvifwer: How many students are there?

lynsey: In my class?

interviewer: Yes

lynsey: Well, at the beginning seventeen

interviewer: Right

lynsey: But now there are fifteen

interviewer How many are men and how many women?

lynsey: Three girls and twelve boys

interviewer: How long does the course last?

lynsey: A year

interviewer: And it starts in August?

lynsey: September and it goes on till June.

Part 2

interviewer: Tell me about the timetable for your course.

lynsey: Well, on Monday I've got Communications 4. It lasts for two hours. Nine to eleven. Then it's Numeracy 3.

interviewer: Numeracy, that's some kind of maths?

lynsey: Yes, but it’s more logic… problem-solving.

interviewer: And do you have a break between classes?

lynsey: Yes, a half-hour break between eleven and eleven-thirty.

interviewer: Do you have other classes in the afternoon?

lynsey: Not on a Monday.

interviewer: What do you have on a Tuesday?

lynsey: Programming.

interviewer: Is that …Well, tell me what it's about.

lynsey: We study computer languages like Pascal.

interviewer: So, Tuesday after the coffee break, what do you have?

lynsey: I'm sure it's Hardware... No, it's Software, Computer Software.

interviewer: What happens in the Software class?

lynsey: You learn to use MSDOS and packages like databases.

interviewer: Do you have a class on a Tuesday afternoon?

lynsey: No, and nothing on a Wednesday.

interviewer: Nothing at all?

lynsey: No classes, but sometimes we visit companies. Tomorrow it's the Royal Bank... to see how they use computers.

interviewer: What do you have on Thursday?

lynsey: Thursday, I'm not too sure. Hardware is last thing, half-past two.

interviewer: What happens in Hardware?

lynsey: You find out about all the different things inside a computer.

interviewer: What about Friday?

lynsey: We've got Networks first thing. We learn how computers work connected together. interviewer: Anything on a Friday afternoon?

lynsey: That's IT in Business and Industry. It's applications. That's what our visit tomorrow is about. We have to write a report on each visit. Five or six pages long.

Unit 6 Input devices

Task 3

Part 1

interviewer: You have a very busy time on this course but is there time for anything else? Is there a social side students can enjoy?

lynsey: There's football and there was a Students' Night in Betty's Bar for all the new students to get to know each other.

interviewer: Is there a Students' Union?

lynsey: Yeah, on the main campus. They organize discos, but I live out of town so I don't stay on at night, and I've got a job two nights a week.

interviewer: What do you do?

lynsey: I work in a hotel. I'm a waitress.

interviewer: So you work in a hotel part-time?

lynsey: Yes. Just to make some extra money.

interviewer: Do you want to work in catering after you graduate?

lynsey: No, it's the worst hours for the worst pay.

Task 4

Part 1

interviewer: You have a very busy time on this course but is there time for anything else? Is there a social side students can enjoy?

lynsey: There's football and there was a Students' Night in Betty's Bar for all the new students to get to know each other.

interviewer: Is there a Students' Union?

lynsey: Yeah, on the main campus. They organize discos, but I live out of town so I don't stay on at night, and I've got a job two nights a week.

interviewer: What do you do?

lynsey: I work in a hotel. I'm a waitress.

interviewer: So you work in a hotel part-time?

lynsey: Yes. Just to make some extra money.

interviewer: Do you want to work in catering after you graduate?

lynsey: No, it's the worst hours for the worst pay.

Task 4

Computers can listen to your voice and change what you say into a written message or into orders. Voice input is a great help to people who cannot use their hands. It also helps people like pilots who need their hands or eyes for other tasks. There are five steps in voice input.

Step 1: when you speak, you produce audio waves. A microphone changes these waves into electrical waves. That's Step 2. Inside the computer there's a speech recognition board. In Step 3, the speech recognition board processes the waves from the microphone to form a binary code for each word you say. A binary code is a pattern of zeroes and ones, for example, 01001100. Each word has its own code. In Step 4, the computer compares the code with other codes in its memory to identify each word. When it finds the correct word, it displays it on the monitor screen. That's Step 5, the last step.

Unit 7 Output devices

Task 2

There are three different types of printers. These are dot-matrix, inkjet, and laser printers. Basically, you get what you pay for. The more you pay, the better the printer.

(pause)

Dot-matrix printers are the cheapest kind of printer, but their print quality is low and they are slow and noisy. They're cheap to run.

(pause)

Pay a bit more for an inkjet and you get better quality and quieter operation, but inkjets are relatively slow and also expensive to run. They're a good choice for colour.

(pause)

A laser printer gives you the best quality of output. It prints faster than either of the other two types of printer and it costs less to run than an inkjet. Great for black and white.

Unfortunately, it costs almost twice as much.

Unit 8 Storage devices

Task 3

Part 1

A hard disk drive normally contains several disks. They’re stacked on top of each other. There are five in the diagram. The drive motor spins the disks very quickly. It runs all the time your PC is in use.

There’s a gap, a space, between each disk. We need the gaps so the read/write heads can move across the disks and reach all parts quickly. The head motor controls the read/write heads.

Part 2

Unit 9 Graphical User Interface

Task 4

This is a picture of a computer screen with one window open. The window contains a dialog box. This one is the Find dialog box. You can see the name on the title bar at the top of the screen. You use this dialog box to find files or folders.

(pause)

Near the top of the window there are three tabs. The first tab is for searching by name and location. There are two other tabs: one for searching by date and the other for advanced searches. (pause)

To search for a file by name and location, you type the name of the file in the drop-down list box called Named. In this example, the user wants to find all the document files. Then you choose the folder to search in using another drop-down list box labelled Look in. Here the user wants to look in the folder called Personal on the С drive. So the first drop-down list box is for the name, and the second drop-down list box is for the location.

(pause)

Between the Named and Look in drop-down boxes is a text box. In the text box you type any words which you want to look for. In this example, the user only wants documents with the word “sport”.

(pause)

You start the search by clicking on the Find Now command button. Other buttons stop the search, start a new search, or browse the drives.

Unit 10 Interview: Computing Support Assistant

Task 2

Part I: Introduction

interviewer: What do you like most about your job?

anne: I like, I like all aspects of the job. It’s good to .... it’s varied so there’s lots of interest.

interviewer: Are you ever bored?

anne: No, not really, because it’s never the same things over and over again; it’s different each time.

Problems

interviewer: What kind of problems are there? What kind of difficulties do people have?

anne: People have problems with the hardware, often with printers ... paper jamming. They also have problems finding options in the programs. Mostly with word processing.

interviewer: Are there any other hardware problems?

anne: Occasionally a computer freezes ... it hangs or freezes. It's usually a memory problem. interviewer: Is it always the machine or is it sometimes the user?

anne: Sometimes it’s the user. The printer isn’t switched on, or there’s no paper.

Task 3

Part 2: Keeping up to date

interviewer: How do you keep in touch with what's new in computing? It’s changing all the time.

anne: Yeah, by the time you read something, it’s out of date. Magazines are good for finding out what’s new on the scene. The Internet also has information about new developments.

interviewer: Do you ever go on courses?

anne: Yes, they’re a good way to keep up.

interviewer: What kind of courses?

anne: Well, operating systems change, so courses about the different functions on the operating system. And then there’s the programs that people use, like the word processors and the spreadsheets and the databases. And the best way to understand them is by taking a course and trying them out yourself.

Unit 11 Networks

Task 7

Computers in a network can be connected in different ways, in different topologies. The three basic ways of connecting computers are: a star, a ring, and a bus topology.

(pause)

A star topology has a server computer at the centre and a separate cable connecting the server to each of the other computers in the network. The central server controls the flow of data in the network. If the central server fails, the whole network will fail.

(pause)

Unit 12 Communications

Task 4

answerphone message: Thank you for calling Taytron. The office is now closed, but if you’d like to leave a message after the tone, dial one for sales, dial two for maintenance, and dial three for all other enquiries.

(tone)

john bailes: This is John Bailes with a message for Lenny Yang. I'm sorry to phone so late but I can't make our meeting at 10.15 tomorrow. There are no seats on the 8.30 flight. I've got a ticket for the 9.45 flight which lands at 10.30. If the traffic isn’t too bad, I can be with you around 11.15, say 11.30 to be safe. So can we meet at half-past eleven tomorrow. If there’s any problem, please email me tomorrow before 8.30. My address is "bailes@brandt.co.be". See you tomorrow.

Unit 13 The Internet 1: email and newsgroups

Task 4

Hi, I started my course last Monday. We’ve got classes every day from 8.45 until a quarter past four, apart from Fridays when we finish at 2.30. We can use the computer lab then, so I’ve taken the chance to send this message. The course is OK so far. “Design and Make” is the best class. We’ve got to construct a project of our own. I’m thinking of a security alarm for my bike.

Staff are fine apart from Maths - no sense of humour - and I’m getting to know the rest of the class. There’s an indoor sports centre we can use at lunch-times, and a few of us have started kicking a ball about most days. We might get a team going.

Let me know how your course is going and how life is treating you. If you’re free on the 17th, come over. I’m having a party at my flat. Nothing fancy, but you'll meet Sandra again.

Unit 14 The Internet 2: the World Wide Web

Task 6

1. This button stops your browser downloading information. Maybe because it’s taking too long, or you’re bored, or you’ve made a mistake in the address.

2. Whenever you find a page on the Web that you like and want to visit again, you can save it with this button.

3. This button will get you a fresh copy of any document you’re looking at.

4. Click your mouse on this button and your browser will re-load the last page you were at.

5. This button will take you back to the browser starting page.

Unit 15 Interview: Website designer

Task 2

Part 1

interviewer: What kind of people want websites and why do they want websites?

saladin: People who feel they have to be on the Web because competitors are on the Web. They feel that not having a website is a sign of being behind the times.

interviewer: So other people have got a website and therefore they have to have one, too? saladin: Yes. The better reason is people who have information they would normally provide free – like brochures, application forms, anything that would normally be sent out by mail.

interviewer: So it saves fax, postage ...

saladin: Printing costs. I think it's particularly useful for colleges and universities.

interviewer: Why is that?

saladin: Because they tend to have a large amount of information to distribute.

interviewer: If a client comes to you and asks you for a webpage, how do you set about designing a page for a client?

saladin: The first thing I would ask for is all their printed promotional material. I would look at all that material and then discuss with the client how much of it to put on the Web. The most important thing is to decide who is the audience for this website, who's it aimed at.

interviewer: Is there a danger of putting too much on?

saladin: There's certainly a danger of putting too much on. Also, the client has to make a clear decision about how much time or money they're going to spend to keep the pages updated.

interviewer: Aha, so it's not enough simply to have a page, you need regular maintenance of that page.

saladin: Right, so these are the first two questions - who is at aimed at and how often will it be updated?

Part 2

saladin: Once we've decided what materials should be put on, there are a couple of basic principles to follow. One is that there should never be any dead-ends, you should never reach a page which has no...

interviewer: Ah, which doesn't go anywhere?

saladin: ... Which has no links to take you back to somewhere else. So that's one principle. And the other principle is to try to limit the number of steps that have to be taken from the main home page to any other page. I would normally aim for a maximum of four steps.

interviewer: Do people give up if there are more than two or three links, they simply give up, is that a problem?

saladin: Some people will give up, others will just never find the information, there are too many diversions. Another principle is not to have too many links to scroll through on one page. If you have a page which has 150 links and you have to keep scrolling through them, people will give up... they'll never find the links at the bottom.

interviewer: What about graphics, sound and animations, and all these multimedia features? What's your feeling about these?

saladin: Always ask why is it there? That's the first thing. And if it's there simply because it makes the page look nicer, think quite carefully about whether to put it there or not. The more of that sort of thing you have, the more time it will take to download the pages. Another factor to bear in mind is that there are still a lot of users with less sophisticated browsers than Netscape or Microsoft Explorer, and if you make the use of the page dependent on graphics and so on, you'll exclude these users.

interviewer: So no dead-ends, no more than four steps from home, and pictures have to serve a serious purpose.

Task 4

Part 3

saladin: Another aspect of designing pages is to break the information into relatively small sections.

interviewer: Is that just because of the size of the screen, what you can see at one time?

saladin: It's partly that, but it's also to do with download time and printing. People can find they're printing forty pages of a document, most of which they don't want.

interviewer: Is it a big temptation to add links to similar organizations? Is there strength in that, or is there a danger in that?

saladin: In most cases it's a big strength. Browsers who come across your page, if they discover that your page is a very good gateway to all sorts of interesting sites, will bookmark your page because they know it's a good way to get to all the other sites. If they're coming back to it, they're exposed to your message every time. One final point: it is useful to have on the front page something brief which catches the reader, which says “this is who we are”.

Unit 16 Word processing

The diagram shows a Microsoft Word 9 7 screen display. The title bar at the top of the screen shows the program you're using and the name of the file, in this case Printer.

Below the title bar is the menu bar. The nine items on this bar each give access to a pull-down menu - File, Edit, View, and so on.

The standard toolbar is next. It contains buttons for the most commonly used commands such as Open documents, Print, and Spellcheck. Each button contains an icon.

The formatting toolbar is below the standard toolbar. You use it to alter the font - that's the typeface - and the style of letters - bold, italic or underlined - and generally to alter the appearance of your document. The bar at the bottom of the screen shows more information about the document you're working on. For example, it shows which page you're on. It's called the status bar. In this example, the user is on page 1.

Unit 17 Databases and spreadsheets

Tasks

1 Cell D two (pause) equals В two plus С two.

2 Cell A seven (pause) Saturday.

3 Cell В five (pause) one thousand and four.

4 Cell С seven (pause) six hundred and fourteen.

5 Cell В nine (pause) equals sum В two to В eight.

6 Cell E two (pause) equals D two times seventeen point five per cent.

Unit 18 Graphics and multimedia

Task 3

Extract I

mark: Right. It's a very simple graphic. It's a square for the wall, a triangle for the roof, two small squares for windows, and a rectangle for the door.

(pause)

mark: Right, we'll start with a box shape, a square. Point with the cursor at the image you want in the toolbox. That's the rectangle. Click with your left mouse button. Now move the pointer to the screen.

eric: So the cursor turns into that sort of gun-sight thing.

mark: Yeah. Press and hold down Shift. Now drag the pointer to make the square the size you want. Keep your finger on the left button. Then let go.

Extract 2

mark: Now you want another square for a window. Just the same way. Point with your cursor, click with the left button, and hold Shift down.

Extract 3

mark: Say you want the next square to be exactly the same as that one, right? Click on the Select box and then drag your cursor over the first window. Make sure it's all included. Now go into the Edit menu. Click on Copy; then on Paste. See how the second window appears? Now click on it and drag it into the house. You can get rid of the dotted lines by clicking outside them,

Extract 4

mark: Now you want a door. So you go back to the rectangle. Click with your left mouse button, drag the rectangle to the size you want and release the button.

eric: You don’t need Shift?

mark: No, that's for squares, not rectangles.

Extract 5

eric: We want a triangle next.

mark: Click on Polygon. That gives you any angled shape. Start at one corner of the house and draw one side of the roof. Then click on the opposite corner and the lines join up by themselves.

Extract 6

eric: It’s a bit steep.

mark: OK, we can rub it out easily. Click on Eraser. Your cursor becomes a little square. You can erase the first roof and make a lower one.

Unit 19. Programming

Part 1

The circle is a CONNECTOR symbol. It appears when two separate paths through a process come together. It’s always empty. You don’t find any text, numbers, or symbols in it. Just the

circle.

The parallelogram is the INPUT or OUTPUT symbol. It looks like a rectangle with two sloping sides. We use it when data has to be input or output. It contains words like Input or Print.

The ellipse is the START or STOP symbol. It looks like a rounded rectangle. It’s used at the beginning and end of a flowchart, so it will contain the word Start or the word Stop.

The diamond shape is the DECISION symbol. It’s used whenever a decision has to be made. Often it contains comparison functions such as less than or greater than. It has a Yes or True branch at one corner and a No or False branch at another.

The ordinary rectangle is the OPERATION or PROCESS symbol. It indicates the kind of operation. It will contain words like add, subtract, multiply, divide or make equal to.

Task 5.

Part 2

This is a flowchart for calculating a tax, called sales tax, which is charged when you buy certain things. The flowchart begins with a Start symbol. Then you input the initial cost of the item. We’ll call the initial cost С.

Next there’s a decision. There are two rates of tax, 15% and 10%. The program must decide which rate to use. We’ll call the rate R.

R depends on the initial cost. If the cost is greater than 100, the program follows the Yes route and sets the tax at 15%. Otherwise, the program follows the No route and sets the tax at 10%.

The two different paths, or routes, come together again at the connector symbol and continue along the same route. Then there’s an operation. Sales tax is calculated by multiplying the cost, С, by the rate, R. Finally the amount of tax is printed out and the program stops.

Unit 20. Interview: Analyst/ Programmer

Task 2.

Part 1

interviewer : Who’s it for?

colin Basically for young adults with number problems.

interviewer : Oh, I like that, that’s good.

colin: (reading from the screen) The fire is 5.4 kilometres away. The fire engine has gone this far. How far is the fire now?

interviewer : There’s a calculator.

colin: Yes, you use the calculator to type in your answer.

interviewer: It doesn’t do the calculation for you?

colin: No…

interviewer : … but it makes it a bit more interesting.

colin: Yes. And if you get it wrong… the building burns down. (Oh no!) But if you get it right there’s an animation of the fire engine putting the fire out. (Oh, I see. ) The fire engine moves along and a spout of water appears on the screen. The next picture is the building without a mark on it. (Gosh. )

Task 3.

Part 2

colin: We found with some people that there was a lot of stigma about learning how to count again.

interviewer : Almost as bad as not being able to read?

colin: Yes, the problem for them was being in a classroom with a teacher. So we designed a program they could use themselves at their own speed.

interviewer: How do they use it?

colin: In a computing lab. The machines are networked. One contains the data store and an administrative package for the teacher.

interviewer: What’s in the administrative package?

colin: It allows the teacher to create groups and add students to groups, and it also has stats on their performance. (Oh, right.) Every time a student accesses a module, it records how much they’ve done, how long they’ve been at it, and how many times they’ve called Help.

interviewer: How did you test it? This is an important part of programming, isn’t it?

colin: Oh, yes. We test the code in-house. You can’t debug your own code - you need someone else to look at it. So you give it to a colleague and they try to break it. After that we test the program in schools - three schools with three or four machines as a pilot test.

interviewer: What sort of problems come up?

colin: Well, with Dante the graphics caused a lot of problems. Because we were working with state of the art machines, we forgot that schools don’t have the same technology. Our graphics looked horrible on a lower grade machine. We had to rescan and start programming for the simplest machine.

interviewer: What about syntax errors?

colin Syntax errors are typos generally If you type PRINT and you hit it too many times you get PRIIIINT. The compiler will catch that. That’s the first kind of error, compilation errors. The second type are linking errors.

interviewer: Linking errors?

colin: A linking error is when you refer to something that isn’t there. For example, a line of code in a library. When you use the same function over and over again, you don t write it each time. You refer to a library on the drive. Then you’re down to the third type logic errors. They happen when you’re not awake, when you’re not thinking properly. For example, you can make the program repeat a section of code until a condition is reached. And if you never reach that condition, it will run and run and run for ever.

Task 4.

Part 3

interviewer: Is programming quite stressful?

colin: Very. But I’m often asked to fix something on the network. So that gives me a break We never spend a whole day, 9 to 5, programming. It s impossible.

interviewer: Do you work on paper at all?

colin: Yes, at the design stage it’s better to get as far away from computers as you can. We’ve got a canteen and we go through to the canteen with a pad of paper and cup of coffee and work it out.

interviewer: You say “we”. Do you work as part of a team?

colin: Yes there’s myself and three developers and two who work on graphics. Dante would have been impossible for one person to write. It took us six months to develop it properly. It was quite a good project because it was easy to divide up the work. There were the modules to do, the database design and the database access. There was the client interface and the student interface so people were assigned to different sections.

interviewer: How many computer languages do you normally work in?

colin: Normally? С plus plus, we’re using Active Server pages which involves HTML and JavaScript. You can use VB Visual Basic, but if you use Visual Basic you're tying yourself to Microsoft and we want anybody to be able to run our programs. And Dante was written m Delphi.

interviewer: How do you keep up?Things are changing amazingly quickly.

colin: I subscribe to two magazines, PCPro and Byte. I also pick up Dr. Dobb’s Journal when I can. Oh, and at work we subscribe to microsoft Developer. We get two CDs from them four times a year. It's basically an electronic library with manuals, articles, and everything you need.

interviewer: This must take up your free time as well as work time.

colin: Yeah, it does, but I enjoy it, especially at the end of the day when things are beginning to go well. I hate it when you’ve got to go home, because you might lose it the next day.

Unit 21. Languages

Task 4.

line ten, rem averages

line twenty, CLS

line thirty,print, open quotes, type nine nine nine to indicate end of data,close quotes

line forty, print

line fifty, sum equals zero

line sixty, counter equals zero

line seventy, print, open quotes, please enter a number, close quotes

line eighty, input number

line ninety, do while number is not equal to nine nine nine

line one hundred, sum equals sum plus number

line one hundred and ten, counter equals counter plus one

line one hundred and twenty, print, open quotes, please enter the next number, close quotes

line one hundred and thirty, input number

line one hundred and forty, loop

line one hundred and fifty, average equals sum divided by counter

line one hundred and sixty, print, open quotes, the average of the numbers is colon, space, close quotes, semi-colon, average

line one hundred and seventy, end

Unit 22. Low-level systems

Tasks 4 and 5.

Part 1

The Central Processing Unit, the CPU, has three main parts: the Control Unit, the Arithmetic and Logic Unit and Registers. These components are connected to the rest of the computer by buses.

The Arithmetic and Logic Unit, ALU for short, performs arithmetic functions such as ADD and SUBTRACT, and logic operations such as AND, OR, and NOT. The Control Unit makes the сomputer carry out each instruction of a program in the right order and controls the operation of all hardware, including input and output devices and the other parts of the CPU.

Registers are temporary storage areas for instructions or data. They work under the direction of the control unit. They hold the instructions or data immediately required for an operation, whereas main memory stores data required in the near future. Registers work at high speed.

Tasks 6 and 7.

Part 2

A bus is a group of parallel wires which carry electrical signals between different parts of the computer Some buses are bidirectional They allow data to flow m either direction Most computers have three main buses the data bus the address bus and the control bus

The data bus is a bidirectional bus. It carries data and instructions from the memory to the CPU and from the CPU to memory

The address bus is a unidirectional bus. Data flows one way only. It carries addresses from the processor to memory. The addresses identify places m the memory where data or instructions may be found or stored.

The control bus is bidirectional. It carries instructions to and from the CPU and other parts of the computer It's a collection of lines which carry different signals. For example, the clock line carries a signal from the clock chip to synchronize the operations of the processor.

Unit 23. Future trends 1

Task 2.

Part 1

Virtual reality (VR) means using 3-D graphics to create an imaginary world or virtual world, which surrounds the user.

You need special equipment to use VR. A VR headset or head-mounted display shows graphics on a screen in front of your eyes As you turn your head, the picture on the screen moves around too, so it feels as if you are in a 3-D world. A dataglove, or VR glove, is a glove with pressure pads which make your hand feel as if it’s picking up objects or touching surfaces. You use a kind of mouse called a VR mouse, 3-D mouse, or virtual mouse to move around m virtual space

Task 3

Part 2

Virtual reality is already being used m many ways - in medicine entertainment, and design. But VR is not yet very realistic As techniques improve, though, VR could seem so real that you could live a virtual life -having many of your experiences through VR. For example, virtual travel systems could take you on a virtual holiday letting you experience other parts of the world through a VR headset.

Some people even think that VR headsets might be replaced by DNI - Direct Neural Interface - that would stimulate your brain cells to give you a virtual experience A brain implant would work in a similar way but would give you special skills like being able to speak a new language or play an instrument without having to learn it

Unit 24. Future trends 2

Task 4.

Part 1

In the near future all schools and libraries will be linked together to form a National Grid for Learning -just like the electricity grid which connects all consumers. Each pupil will have a palmtop linked to the school network and to the Internet. All pupils from the age of nine will have email accounts. All communications between the Department for Education and schools will be by computer links. Learning and administration will be paper-free. The advantages are obvious. Pupils will have access to a world of learning. The resources available through the Grid will be far greater than any one school can provide.

In addition, all pupils will become familiar with information technology at an early stage in their school life. Their computer skills will help them when they leave school and enter college or go into work. All study and most jobs in the future will require computer literacy. These developments will equip our pupils for an IT-based future.

Email will allow pupils to communicate easily with other pupils in different parts of the country and in different parts of the world. It will develop communication skills and encourage an international outlook.

Finally, by freeing teachers from paperwork, IT will give teachers more time for their real job of inspiring students.

Task 5

Part 2

There are real dangers in making school education so dependent on computers.

Easy access to online resources will not help pupils to develop original ideas. Instead, they will simply copy and paste text from online encyclopaedias or even download complete essays. More time communicating with machines means less time to communicate with real people. We will produce students who are not good at communicating their ideas to others and working as part of a team. Another danger is that the National Grid might lead to centralization. What I mean is that all schools will have access to the same centrally produced content and will do the same things. We need to encourage schools to develop their own ideas. Experience in the US has shown that greater use of computers has failed to raise educational standards in schools. Instead of buying computers, it's far better to spend the money on teaching reading and numeracy, and on 'hands-on' field trips.

Unit 25. Interview: IT Manager

Tasks 3 and 4.

Part 1 Past developments

том: I started in computing in 1965 on an ICT 1904 which was a transistorized machine. Prior to that we shared with another company an old valve machine. The 1904 was a multi-programming machine with no disks and 16k of memory.

interviewer: 16k! Was it punched card input?

том: Paper tape input and output. Magnetic tape drives... which we had a lot of trouble with. So I was lucky enough to get into the early stages of computing and see the developments from there.

interviewer: When did things really begin to lift off here? When did you see the most rapid growth?

том: Eh, oh dear, well, that started from 1974 when microprocessors came in. Then 1980 brought a big step forward in computing power with the first PCs, and it's just mushroomed since then. Through the eighties there were enormous changes in hardware as more efficient, faster, smaller machines came in. There were staggering changes just in the electrical load. We were dropping by around a megawatt a year in consumption if you took into account the air-conditioning as well as the machine.

interviewer: Of course, they had to be in air-conditioned rooms.

том: As the computers became more powerful, we used less and less power.

interviewer: And did the number of staff involved grow?

том: No, it dropped. At the peak we had about, there were about forty of us, but machines got more reliable.

interviewer: Were they very unreliable at first?

том: Oh yes, the early days were difficult because the hardware was unreliable. Four hours between crashes. Constant battles with the suppliers. It wasn't until 1980 that we got really reliable machines. Now, of course, we have things like Crays.

interviewer: When did you get the first Cray?

том: Oh, it must have been in the early nineties, I suppose.

interviewer: What's the most significant date for you?

том: 1990 I see as a significant date. 1990 was the change from central computing to distributed computing. PCs on desks rather than central mainframes.

Task 5

Part 2 Future developments

interviewer: What do you think is going to happen in the next few years? What do you think will be the big developments in computing?

том: I think speech recognition could be big. I think, people who don't have very good keyboard skills will want to look at speech recognition. We're going to live in the Web browser environment a lot more.

interviewer: Does that mean shared software of all kinds?

том: Yes, I think it means that you'll... you'll access multiple applications through a common interface, based on the sort of Web technology. On the other hand, so much effort is being put into what we're doing now that change is going to be difficult. People are not going to want to change unless there's some good reason for doing so. We're really achieving what most people want to do at the moment. People can send email, they can do their word processing, and

things like that. A lot of the new releases are based on just commercial pressure. The companies have to keep on .... like motor cars, they have to have the latest model. Often there's no significant change. In general, things will get cheaper and faster which will improve performance and make software more efficient.

interviewer: What about video conferencing and that sort of thing?

том: Well, we have it already. It's OK, if it saves you a journey overseas it's maybe all right, but if it saves you going across town you wouldn't bother. You'd rather go out and see somebody face to face.

interviewer: Teaching, are there any developments there?

том: Computer teaching is still difficult, I think. It's good for reinforcing, it's good for practising, it's good for working on your own. But I don't see computers replacing good teaching. That's still going to be required. Computer teaching may be used more but I don't see it replacing courses.

Unit 26. Issues in computing

How can you protect your computer from unauthorized access? Various ways have been developed to ensure that only the right people can access a system. We can divide these methods into three groups: what you have, what you know, and who you are.

What you have

You may have a plastic card, a swipe card, to get into rooms where there are computers. In some companies, workers wear an active badge, an ID card with an embedded chip, which signals where the wearer is at any time. The company knows immediately if an employee enters a computer room.

What you know

Computers are often protected by passwords. You have to know the correct password to enter the system, in the same way that you have to know your personal identification number to get money out of a bank cash machine.

Who you are

Every individual is unique. Some security systems use individual body characteristics. For example, your computer can be protected by a fingerprint recognition system. The computer will only respond when it reads your unique fingerprint. A new product called Facelt uses face recognition to protect individual files. It will only give access to a file if your face matches stored pictures of authorized users. However, beards and spectacles can cause problems. Voice recognition and identification by the retina of the eye are other means to protect access.

Some systems use a combination of these groups. For example, an ID card and a password

Unit 27 Careers in computing

Tasks

Before I write a program, I have to carry out a feasibility study m the company. The aim is to see whether a new program would be better than the methods they use at present. I have to observe what the users do speak to them and make an analysis of their systems. It s very important to speak to the actual users not just the managers

My job is to persuade customers that it’s worth investing in new computer systems or extending the systems they already have. But it’s not enough simply to sell the systems We have to keep in touch after the sale and make sure things are working well, and to provide any backup the client needs. That’s the only way to build up trust with a customer and to get new orders. It’s a very competitive market

I'm called out if there s a fault on the network We try to solve the problem by phone at first but if that doesn’t work we have to go and look for ourselves. It could be anything: the software, the server, even the cabling Sometimes the problem is the user! You have to be good at working out where the problem is.

It’s my job to try out new components before they’re used in our computers. It’s not only how well the components work that matters, they also have to meet health and safety requirements. I need to write reports and make recommendations on my findings. If problems arise after the components have been installed, I’m the person who has to find the solution.

I have to change the specifications for a system into a logical sequence that can be programmed The language I choose for coding will depend on various factors such as what type of program it is and where it's going to be used A lot of testing has to be done and I use the feedback to decide where improvements can be made.

Unit 28 Interview: Systems Manager

Tasks 2 and 3

Part 1

interviewer What sort of company do you work for?

bill I work for the largest brewer in the UK

interviewer And how long have you worked for them?

bill I’ve been there for almost twenty-five years

interviewer And what’s your post there? What’s your job title?

bill I'm a Systems Manager

interviewer And what are your duties?

bill Basically, I look after the systems for the Technical Services division. Technical Services make sure that the beer gets into the glass in good condition

interviewer OK, so what are your specific duties?

bill I m responsible for existing systems and their running maintenance and general order. I’m responsible for the systems infrastructure we use — networks PCs and other devices - and I’m responsible for new systems development.

interviewer Can you give me an example of a system?

bill Yes, here’s an example of an operational system. We have 2 600 pubs and 350 service engineers. If the beer dispenser stops working in a pub, that’s a serious matter for the publican. He or she rings in with the fault. That’s logged on the system. We telephone an engineer who goes to the pub, investigates the fault and fixes it, and records details of what he’s done on a handheld device he carries with him. The details of all the work he’s done that day are downloaded to a PC at the end of the day, and then sent up in the middle of the night to our mainframe system and processed there. The activity is recorded, and the parts used, and how long it took. Our stock database is adjusted and new parts ordered to make up stock where necessary. Everything is handled by one system.

interviewer You're also responsible for developing new systems

bill Nowadays we tend to buy packages or have packages modified to our requirements.

interviewer: You are also responsible for developing new systems.

bill: Nowadays we tend to buy packages or have packages modified to our requirements.

interviewer: Why do you buy in systems and not produce them in-house?

bill It’s now standard procedure to buy in. When I started we would always write our own. But there's so much available now and people expect a high standard of sophistication from a system.

In-house development would take too long and be enormously expensive.

interviewer How do you choose a system?

bill If you’re looking for a system, you see what the market has to offer and you make up a shortlist. You get the shortlisted companies in to make presentations. In addition to a system that meets your needs, you’re looking for a company which is financially sound and has a good track-record, and can take you to sites with satisfied customers. You’re looking really for a business partner. It’s a long-term relationship. The fact that you spend fifty to sixty thousand pounds on the software is almost immaterial compared with the investments you’re going to put into your own company in getting the system commissioned and configured and working and documented, and everything else.

Part 2

interviewer How many systems do you have running?

bill In the whole Beer Division there are many hundreds of systems

interviewer It must be enormously complicated, because you’ll have programs of all sorts of ages.

bill Yes we have some systems twenty years old. One problem I have is to ensure that old and new systems can interface.

interviewer How do you protect your systems?

bill Everything is on the mainframe and it’s all backed up. It’s all protected You can't just go along and change something. It's a protected environment. There are passwords. You need several signatures to change anything. The databases are backed up on cartridges and taken off site to a fireproof store. There are contingency plans and disaster plans so that even if there was a nuclear strike we could be back in business m a couple of weeks.

interviewer What about the future? Do developments on the hardware side make any difference to your systems?

bill Well, you can hold more information online than you could before. You can have much more history, bigger files, but what is making much more difference to our company is faster communications. We have our own internal email system and there are links from there into the Internet.

interviewer So the future for you is faster information flow.

bill Yes— which means you don’t need to have so many bits of paper

Interviewer So a paper-free office?

bill There's no such thing and there never will be.

Keys

Unit 1 Everyday uses of computers

Task 1. 1d; 2a; 3c; 4a; 5c; 6d; 7b; 8b

Task 2. (tape): Extract 1 - d; Extract 2 - b; Extract 3 – a; Extract 4 – c.

Task 3 (Writing)

banks - control our money

factories - control machines

homes - provide entertainment and information

hospitals - look after patient records and medicines

shops - calculate the bill

Task 4

1 - calculate the bill; 2 – control machines; 3 – hospitals; 4 – controls our money; 5 – provide entertainment and information.

Unit 2 Types of computer

Task 1.

1 – buying; 2 – writing; 3 – games; 4 – multimedia; 5 - animation

Task 2. (Part1)

1 a); c); d).

2. a); b); c); e).

Task 3. (Part 2)

6 – multimedia notebook; 7 – notebook; 8 – subnonebook; 9 – notebook; 10 – printer; 11 – modem; 12 - connecting

Task 4. A - multimedia notebook, subnotebook, handheld, printer, modem

Task 5. B - multimedia computer, notebook, printer, modem

Task 7. 1) largest; 2) most powerful); 3) smaller; 4) most common; 5) less powerful; 6) smaller; 7) largest; 8) smaller; 9) smaller; 10) smallest.

Unit 3 Parts of a computer

Task 1.

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

Task 3. 1 – power; 2 – speed; 3 – capacity; 4 – memory; 5 – megahertz; 6 – processor; 7 – powerful; 8 – capacity; 9 – megabytes; 10 – kilobytes; 11 - gigabytes

Task 4

Component	Capacity/speed measured in	Component	Capacity/speed measured in
processor	Mhz	Cache memory	Kb
RAM	Mb	Hard disk	Gb
Video memory	Mb

Unit 4. Keyboard

Task 1.

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

Task 2. a – function keys; b – main keyboard; c – editing keys; d – numeric keypad

Unit 5 Interview: Student

Task 1. 1 – Information Technology 3; 2 – seventeen; 3 –three; 4 – twelve; 5 – a year.

Task 2

1. GSVQ Level 3 in information technology (GSVQ – General Scottish Vocational Qualification)

2. one year communication – human communication, use of language

numeracy – basic mathematics, problem-solving

Task 3. 1) fifteen students on the course now 2) three female students

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

Task 5.

Part 2

1- Monday; 2 – Communications 4; 3 – Numeracy 3; 4 – eleven; 5 – eleven-thirty;

6 – Tuesday; 7 – Hardware; 8 – Hardware; 9 – Networks.

Task 6.

Monday – Period 2: Numeracy, Period 3: no classes

Tuesday – Period 1: Programming, Period 3: no classes

Wednesday – No classes but they sometimes visit companies

Thursday – Period 3: Hardware

Friday – Period 1: Networks, Period 3: IT in Business and Industry

Task 7. Listen again to Part 2 of the interview to find the answers to these questions.

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

Unit 6 Input devices

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

Task 4 (1b; 2e; 3d; 4a; 5c.)

Unit 7 Output devices

Task 1

Type	Print quality	Speed	Running costs	Noise level	Price	Colour
Dot-matrix	low	slow	cheap	noisy	The cheapest kind	No
Inkjet	better	relatively slow	expensive	quieter than Dot-matrix	a bit more	A good choice for colour
Laser	the best	fast	expensive	quiet	twice as much	Great for black and white

Task 3

1 – three; 2 – laser; 3 – cheapest; 4 – low; 5 – slow; 6 – noisy; 7 – slow; 8 – expensive; 9 – best; 10 – faster.

Task 4 (Writing)

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.

Unit 8. Storage devices

Task 1 (a - to do, b – not to do). 1a, 2a, 3b, 4b, 5a, 6a, 7b, 8b, 9b.

Task 2

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

Tasks 4, 5

1 dust, smoke, fingerprint, hair

2 tiny

3 it’s in a sealed case

Task 6

Medium Advantages Disadvantages

Floppy disk standard, portable, cheap slow, limited capacity

Fixed hard disk fast, large capacity fixed, cannot use to transfer data

Removable hard disk fast, large capacity, expensive, not standard, not

can transfer data common

CD-ROM disk common, standard, removable, read-only, cannot change

large capacity, cheap information, slow

Magneto-optical disk removable, large capacity, expensive, not standard

can be written on, long-lasting

Magnetic tape cheap, stores large amounts of slow, no random access

data

Unit 10. Interview: Computing Support Assistant

Task 2

1. There were always problems with printers.

2. There were never problems with monitors.

3. Occasionally cabling was a problem.

4. Scanners were almost never a problem.

5. She sometimes had problems with the network.

6. Spreadsheets occasionally were a problem.

7. There were sometimes problems with databases.

8. Usually there were problems with word processing.

Unit 11. Networks

Task 7

1d; 2c; 3a; 4b

Task 8

1 – ring; 2 – bus; 3 – bus; 4 – star; 5 – ring; 6 – bus.

Unit 12 Careers in computing

Task 5

1. Systems Analyst Programmer

2. Technical Sales Manager

3. Network Support Person

4. Hardware Engineer

5. Software Designer

Task 6

Essential: 1, 3, 4, 6, 7, 8, 9

Desirable: 2, 5, 10

Task 7

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

Contents

Part 1..................................................................................................................... 3

Unit 1. Everyday uses of computers........................................................................ 5

Unit 2. Types of computer...................................................................................... 5

Unit 3. Parts of a computer..................................................................................... 7

Unit 4. Keyboard.................................................................................................... 8

Unit 5. Interview: Student....................................................................................... 9

Unit 6. Input devices............................................................................................. 12

Unit 7. Output devices.......................................................................................... 13

Unit 8. Storage devices......................................................................................... 14

Unit 9. Interview................................................................................................... 17

Unit 10. Networks................................................................................................. 18

Unit 11. Careers in computing............................................................................... 19

Part 2................................................................................................................... 24

Keys.................................................................................................................... 39

Сводный план 2006 г., поз 28

Людмила Яковлевна Коробейникова

Светлана Борисовна Бухина

АНГЛИЙСКИЙ ЯЗЫК

Методические указания по развитию умений аудирования

(для магистрантов)

Редактор Т.С. Курманбаева

Подписано в печать 4.11.06г.

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Объем 3,0 уч. изд. л.

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Бумага типографская № 1

Заказ ______ Цена _______ тенге

Копировально-множительное бюро

Алматинского института энергетики и связи

050013, Алматы, Байтурсынова 126

Part 1.

Running

Job

Main responsibilities

Software Engineer/Designer

Людмила Яковлевна Коробейникова