CAMBRIDGE _ Professional EnglishInfotech English for computer users Fourth Edition Teacher's Book A) CAMBRIDGE . ane CaMEns PRES Santiago Remacha EsterasCAMBRIDGE UNIVERSITY PRESS Cambridge, New York, Melbourne, Madrid, Cape Town, Singapore, Sao Paulo, Delhi Cambridge University Press The Edinburgh Building, Cambridge CB2 8RU, UK www.cambridge.org Information on this title: www.cambridge.org/9780521703000 © Cambridge University Press 2008 This publication is in copyright. Subject to statutory exception and to the provisions of relevant collective licensing agreements, no reproduction of any part may take place without the written permission of Cambridge University Press. First published 2008 3rd printing 2009 Printed in the United Kingdom at the University Press Cambridge. A catalogue record for this publication is available from the British Library ISBN 978-0-521-703000 Teacher’s Book ISBN 978-0-521-702997 Student’s Book ISBN 978-0-521-703017 CD (audio) Cambridge University Press has no responsibility for the persistence or accuracy of URLs for external or third-party Internet websites referred to in this publication, and does not guarantee that any content on such websites is, or will remain, accurate or appropriate. Information regarding prices, travel timetables and other factual information given in this work are correct at the time of first printing but Cambridge University Press does not guarantee the accuracy of such information thereafter. Acknowledgements The author gratefully acknowledges the help of Nick Robinson in preparing this work for publication. The publishers would like to thank eMC Design and Ruth Carim.oe Acknowledgements 2 Introduction Module 1 Computers today 7 Module 6 Creative software 91 Unit 1 Living in a digital age 8 Unit 20 Graphics and design 92 Unit 2 Computer essentials 12 Unit 21 Desktop publishing 96 Unit 3 Inside the system 16 Unit 22 Multimedia 100 Unit 4 Buying a computer 22 Unit 23 Web design 103 Module 2 Input/Output devices 26 Module 7 Programming / Jobs in ICT 107 Unit 5 Type, click and talk! 27 Unit 24 Program design and computer languages 108 Unit 6 Capture your favourite image 31 Unit 25 Java™ 112 Unit 7 Display screens and ergonomics 35 Unit 26 Jobs in ICT 115 Unit 8 Choosing a printer 39 | Unit 9 Devices for the disabled 43 Module 8 Computers tomorrow 119 Unit 27 Communication systems 120 | Module 3 Storage devices 47 Unit 28 Networks 124 | Unit 10 Magnetic storage 48 Unit 29 Video games 128 | Unit 11 Optical storage 52 Unit 30 New technologies 132 | Unit 12 Flash memory 56 7 Module tests 135 | Module 4 Basic software 60 Module tests answer key 156 ) Jnit 13 The operating system (OS) 61 Unit 14 Word processing (WP) 65 __-Unit 15 Spreadsheets and databases 69 | Module 5 Faces of the Internet 74 init 16 The Internet and email 75 Jnit 17 The Web 79. Jnit 18 Chat and conferencing 83 wnit 19 Internet security 87Introduction 7 Who is Infotech for? Infotech is an intermediate-level English course for students of computer science and technical English in secondary schools, universities and technical colleges. It aims to help these students to develop a wide variety of language skills and to acquire a knowledge of computers in English. Infotech is also suitable for in-house training programmes, and for institutions where English has become a requisite for working with computers. This book is intended to help professionals using computers (@.g. engineers and desktop publishers) to understand a wide range of texts about ICT technologies. Infotech does not require a specialist knowledge of computers, but it is advisable for teachers to understand the basic concepts and terminology of each unit. These are explained either in the unit texts or in the Teacher's Book (see Teacher's notes or Technical help sections). 2 What does Infotech consist of? The Student's Book contains: e@ aMap of the Book; @ 30 teaching units organized into eight modules (each unit provides an average of two hours of work); an appendix with a sample Curriculum Vitae; a list of irregular verbs; a glossary of technical terms; a list of acronyms and abbreviations. The Teacher's Book contains: e unit planning sheets with practical teaching suggestions; teachers can also use these sheets to make notes about optional materials, learning difficulties and evaluation; the answer key; audio scripts for the CD listening material; technical help where it is required; eight tests covering the eight modules of the book; this test material covers vocabulary, grammar, reading and writing skills and can be used to assess your students’ progress. 3 Organization The material in Infotech is organized into‘thematic’ modules, which cover a wide variety of topics and styles of presentation; it is based on skills development and communicative tasks. Each module consists of three to five units based on the same theme. The first page of each module sets the theme and provides the learning objectives. Most of the units follow a similar pattern: e A’pre-task'to make the texts more accessible and prepare the students for the main task. e@ Amnain task which focuses on a particular skill.e Language work and vocabulary exercises. The purpose of these ‘enabling activities'is to prepare students for freer practice. e A follow-up task. The aim of this is to provide students with more opportunities for speaking or writing. Although the overall framework of each unit is largely the same, the variety of tasks makes each unit unique. The book presents the topics in gradual development, from computer essentials to more sophisticated issues such as networks and future trends, so we recommend that the units are studied in sequential order. This will help SS understand basic hardware and software components and then proceed to more complex matters like internet security, web design and wireless communications. However, another possibility is to study only those units that your students are interested in. For example, you may want to focus on particular topics, such as buying a computer, the Internet, or video games. Skills development Infotech lays particular emphasis on developing receptive skills — that is, reading and listening - although these skills are supported by speaking and writing activities. e The reading texts are mostly authentic or adapted from original sources — specialist magazines, computer programs, reference manuals and websites. The tasks are designed to develop a variety of reading strategies, such as skimming, scanning, matching texts to pictures, etc. Text analysis is also a relevant feature of this book: students have to look for information, find reference signals, identify cohesion devices, or distinguish facts and opinions. e The listening passages include conversations (e.g. buying a computer), interviews, online tutorials, podcasts, lectures, descriptions of hardware and software, etc. It can be helpful to start the listening tasks with a pre-listening activity, such as pre-teaching vocabulary, ‘brainstorming’ the topic, etc. e The speaking tasks develop oral skills through quizzes, role plays, discussions, information-gap and problem solving activities. e The approach to writing is based on two assumptions: (i) writing is an interactive process where the writer tries to communicate something to a real or imaginary reader; (ii) the organization of ideas is as important as grammatical accuracy. Consequently, the students are encouraged to write complete, coherent texts. The writing tasks include describing objects and diagrams, summarizing texts, writing essays with pros and cons, making predictions, writing posts for online forums, writing emails, faxes and letters, etc. Grammar and vocabulary The Language work tasks revise major language points necessary at this level. The HELP boxes in the units are designed as a resource which can be used as part of classroom teaching or outside the classroom. The language work concentrates on those grammatical constructions which are typical of technical English (passive forms, classifying structures, imperatives, modal verbs, comparatives and superlatives, discourse markers, etc.). Grammar exercises are contextualized and arise from the linguistic forms that appear in the oral or written texts. Sometimes students have to work out the grammar for themselves or compare with their mother tongue.Infotech lays special emphasis on vocabulary acquisition. Below are a few tips about how to deal with it. e Explain the difference between active and passive vocabulary. Some students are not conscious of this distinction and are very anxious about their lack of active vocabulary. Active vocabulary refers to those lexical items that the student is able to use appropriately in oral or written communication. Passive vocabulary refers to those items that can be recognized and understood during the process of listening and reading. Passive vocabulary is much easier to acquire than active vocabulary at any stage in the learning process. e Tell your students that they do not need to understand every word in a text and encourage them to guess the meaning from context — the surrounding words and the situation. When students meet unknown words, it can also be useful to work out what part of speech they are — nouns, verbs, adjectives, etc. Word building exercises and the study of word formation processes (affixation, conversion and compounding) will help students to develop and extend their vocabulary. e Explain the importance of learning word combinations, often called collocations. A collocation is a pair or group of words that are often used together. For example, we say attach a file, make aphone call (not enclose a file, do a phone call). Students need to learn collocations in order to sound more natural in English. e Draw students’ attention to the Glossary for help with acronyms and technical terms. @ Train students to use their dictionaries properly. Students should be able to understand the pronunciation guidance, the layout of entries, abbreviations, etc. They can visit the Cambridge dictionary website at www.dictionary.cambridge.org or an online computer dictionary on the Web, such as www.webopedia.com. e Encourage students to use a notebook or a file on disk to write down important words and grammar points. Some students may also like to have an ‘internet scrapbook, where they can paste the best things from the Web. Online activities The Infotech website at www.cambridge.org/elt/ict provides students with more opportunities to develop their knowledge and language skills online. The site contains an interactive PDF worksheet for each of the 30 units, which revises and consolidates vocabulary and grammar from the unit. Additionally, at the end of each module, students are invited to visit the Infotech website for an online task. These ‘web quests’ have been designed to encourage students to use the Web in English to carry out tasks related to the topics of each module. Each task comes with full teacher's notes. The website is regularly updated to reflect advances in computer technology, and also includes new reading activities, a blog, a word of the week and podcasts. The site is also related to Professional English in Use ICT, a vocabulary book by Elena Marco Fabré and Santiago Remacha Esteras, published by Cambridge University Press.Computers today iy rx-Te 1 Living ina digital age 8 2 Computer essentials va cS OCR UR oR VACA 16 4 Buying a computer 22 Learning objectives in this module, you will: talk and write about computer applications in everyday life. study the basic structure of a computer system. study the differences between certain types of computer. learn how to classify computer devices. Jearn about the structure and functions of the CPU. learn how to distinguish between RAM and ROM. learn about how memory is measured. learn and use relative pronouns. learn how to enquire about computers in a shop. learn how to understand the technical specs of different computers.Topics Different uses of computers The magic of computers Learning objectives To talk and write about computer applications in everyday life Language Grammar: Verb-noun collocations Vocabulary: Computers in education, banks, offices, airports, libraries, entertainment, Formula 1 cars, factories, etc. Basic terms: digital, data, word processor, monitor, online, download, store Skills Listening: Listening for specific information in short descriptions Speaking: Discussing what computers can do in particular areas Reading: Matching texts to pictures Deciding where removed sentences should go in a text Writing: Summarizing a discussion Plan Teacher's activities | Students’ activities Comments Module page You may want to point out the learning objectives for your SS. 1 The digital age A Draw SS attention to the pictures. Then ask them to match each picture to a caption. Bandc Ask SS to discuss how computers are used in the situations illustrated by the pictures. Then tell them to read the text to find out if they are pictures. Band C answers. A SS match the captions to the In pairs, SS discuss how computers are used in the situations illustrated by the pictures. They then read the text to check their SS familiarize themselves with the topics and objectives of the Module. This first unit is deliberately less technical than the others. It is meant to be a gentle introduction to the book. D SS guess the meaning of the words from context; they decide correct. DandE whether the words are nouns, Encourage SS to guess the verbs or adjectives. meaning of unknown words E SS match the words with the from the context. correct meanings. F You may like to write some key language on the board: Computers are used to... They can help us store/make calculations. You can also write SS’ answers on the board. F SS discuss the questions, in pairs or as a whole class.| | 2 Language work: collocations 1 A Refer SS to the HELP box, explaining what collocations are and giving more examples if necessary. needed. 3 Computers at work A Play track 2 of the CD, pausing after each speaker. B Play the CD again. You may like to draw the table on the board. 4 The magic of computers : AandB Monitor the activities, helping with any vocabulary problems. | 5 Other applications A Encourage SS to spot the collocations in the Useful language box and to use them in their discussions. Monitor the discussions, helping where needed. B Give help with the summaries if necessary. Ask each group to ‘ appoint a spokesperson to give an oral report to the class. B Monitor the task, helping where AandB SS look at the HELP box and do exercises A and B individually. Then they check the answers in class feedback. A SS listen and complete the middle column of the table. Then they compare answers with a partner. B SS listen again and complete the table. A SS read the text The magic of computers and decide where the removed sentences should go in the article. SS then answer the questions in B. A Each group discusses the use of computers in one of the four areas, using words and phrases from the Useful language box. B SS write a short presentation summarizing their discussion. One person from each group then presents the group's ideas to the class. A collocation is a pair or group of words that are often used together. For example, we say make phone calls, not do phone calls. Collocations are very common in ICT language. SS. need to learn them in order to sound natural in English. You may like to give SS a copy of the audio script. Weaker SS may find this task a little difficult. Draw their attention to the Useful language box for help. [Evaluation of the unit: | mm rene ren neem ee catsaiteille reese ial i sabes 8 4 Answer key e 1 The digital age SS check answers to B A D "o 2a 3d 4c Tv 2n B Open task 3 adj or adv (used as an adverb in this text) 4 vorn (used as a verb in this text)5 adj 6 adj 7 norv (used as a verb in this text) 8 adj 9 norv (used as a noun in this text) 10n a7 bt c8 d9 eS f3 gi0 h6 i2 j4 F Open task 2 Language work: collocations 1 A Id 2e 3c 4b 5a access the Internet transfer money make calls give presentations do research store information send texts NOW PWN 3 Computers at work AandB What they use computers for To record what he plays on the keyboard; to get different sounds from the synthesizers To write memos, letters and faxes; to communicate with other offices by email secretary electrical engineer To design electrical installations and lighting systems; to make drawings; to keep records (of tests) librarian To catalogue and record the books, newspapers or DVDs that users borrow; to assist visitors in the use of hardware and software; to help people find specific information 4 The magic of computers A a2 bS5 c4 di e3 1 Telephones, calculators, the car's electronic ignition, the timer in the microwave, the programmer inside the TV set 2 Hardware and software 3 Bills, customers lists, accounts, inventories, letters, memos, legal documents, etc. 4 Because it enables you to interact with other computers and with people around the world. 5 Other applications A Possible answers Entertainment: People use computers to play all kinds of computer games: chess, adventure games, simulation games, etc. Fortunately, entertainment software means more than just computer games. There are specialized programs for downloading, composing and playing music. PCs can combine sound, text and animated images and allow users to make video clips, watch DVDs and TV, and listen to the radio. Multimedia applications allow users to produce slide shows, retouch photographs, etc. Optical discs make encyclopedias and books available on computer. Formula 1: Computers are used to design and build racing cars and test virtual models. Computers help engineers to design the car body and the mechanical parts. During races, a lot of microprocessors control the electronic components of the car and monitor the engine speed, temperature and other vital information. Factories and industrial processes: Computers are used to control machinery, robots, production lines, lists of products, etc. By using computer-aided manufacturing software, engineers can simulate and test designs before parts are actually produced. School/University: Students can use computers to help with their studies by accessing the Internet and searching the Web. A PC can also be used for enrolling online, doing exercises online and preparing presentations, as well as writing documents. B Open task| Audio script | Speaker 1 | * write music mainly for videos and plays. | work on a | «eyboard connected to a computer. | use the computer | r twoways, really: first of all, to record, or store, what | " say on the keyboard. Secondly, the computer controls ' tne sounds I can make with the different synthesizers nave here. | can use it to get different kinds of sound am the synthesizers. The computer is the link between mre keyboard, which | play, and the synthesizers, which croduce the sounds. Speaker 2 use my computer to do the usual office things, like «riting memos, letters, faxes and so on, but the thing | =nd most useful is email. We're an international company, and we have offices all over the world. We're linked up to all of them by email. With email | can communicate with me offices around the world very efficiently. It’s really cnanged my life. Speaker 3 Well, | use computers for almost every aspect of my job. | use them to design electrical installations and lighting systems. For example, a program will tell you how much lighting you need for a particular room, or how much cable you need, and it'll show where the cable should go. | also use the computer to make drawings and to keep records. We have to test our installations every five years, and that information is stored on computer, too. Speaker 4 | use computers to catalogue and classify all the materials received in the library, and record all the books, newspapers, DVDs, etc. that users borrow. | also assist customers and visitors in the use of IT hardware and software, including online databases and CD-ROMs. | help people with their enquiries, for example if children or elderly people need to find some specific information, either in our online library catalogue or on the Internet. I'm also in charge of other library services, such as printing and fax machines. © Cambridge University Press 2008 inComputer essentials Topic The elements of a computer system Learning objectives To understand the basic structure of a computer system To recognize the differences between these types of computer: mainframe, desktop PC, laptop, tablet PC and PDA To classify computer devices To use basic IT vocabulary Language Grammar: Classifying expressions Vocabulary: Basic terminology: hardware, software, input, output, CPU, main memory, peripherals, storage devices, disk drives, input devices, output devices, Monitor, printer, mouse, keyboard, mainframe, desktop, laptop, notebook, tablet PC, PDA, modem (or router), camera, DVD, USB port Skills Listening: Understanding the gist of a lecture about types of computer system Speaking: Describing one’s own computer and components Describing a diagram using classifying expressions Reading: Understanding specific information about the elements of a computer system Matching slogans with computer elements Writing: Writing an email describing the benefits of tablet PCs in the classroom or laptops in business Plan Teacher's activities Students’ activities Comments 1 Computer hardware A Encourage SS to talk about the computer they have at home, school or work. After SS discuss the questions in pairs, elicit SS’ answers in class feedback; this will allow you to see the level and range of technical vocabulary they already have. You may want to write the labels on the board, as they are not printed on the page itself. Ask SS to guess which computer elernent each slogan refers to. Tell them to try after reading the first clue; if they can't guess it, then they can use the second clue. D Monitor the activity, helping where needed. A In pairs, SS discuss the questions. B SS label the elements of the computer system in the diagram. C 5S read the slogans and try to guess which element they refer to. D SS then find words in the slogans that correspond to the given definitions.De ae 2 What is a computer? AandB Monitor the activities, checking any problems with technical terms. You may wish to give SS a few tips on how to deal with vocabulary (see Introduction, page 6). In class feedback, ask for , evidence from the text. This I will help you assess SS’ reading | comprehension level. '3 Different types of computer A Play track 3 of the CD. B Play the CD again, pausing after each paragraph. Play the CD a third time without pausing. |4 Language work: classifying | A Refer SS to the HELP box, providing more examples if necessary. B Monitor the activity, helping where needed. 5 Benefits of laptops and tablet PCs if your SS are studying at school or college, then set the first task. If your SS are currently working, then set the second task. You could set these tasks for homework. L_ A SS read the text and then explain the diagram in their own words. B SS match the words with the definitions. They can use the Glossary, if necessary. A SS listen and label the pictures. B SS then listen again, mark True or False, and then correct the false sentences. A SS use suitable classifying expressions to complete the sentences. B SS then describe a diagram about peripherals using classifying expressions, making reference to their own computer devices. SS write an email to their boss or their teacher, explaining the benefits of using laptops in business, or tablet PCs at school. You may need to help SS with the following technical aspects: hardware in contrast to software (see Glossary); input in contrast to output (see the diagram on page 8 of the Student's Book). SS should be able to differentiate between different types of computer: mainframes, desktop PCs (kept ona desk), laptops (sometimes held on one’s lap), tablet PCs, and PDAs (or palmtops, held in one’s hand). Some schools are now using tablet PCs or mobile computers in classrooms as part of the teaching/ learning process. [Evaluation of the unit: LcAnswer key 1 Computer hardware A Open task c 1 mouse 2. screen/monitor 3 DVD drive (or hard drive) 4 CPU 5 printer D click sharp back up range displays mM pPwWhY 2 Whatis a computer? A Open task B 1c 2f 39 4h Sb 6d 7i 8e 9a 3 Different types of computer A a desktop PC b tablet PC c laptop d mainframe e PDAeB _ Ml False - A mainframe computer is more powerful than a a4 Zz Tne 3 True @ Fatse - A laptop is portable 5 False - Laptops can be as powerful as desktop PCs € True ¥ True & False — A PDA allows you to surf the Web @ Language work: classifying consists of 2 canbe divided into / are classified into 3 includes / is a type of @ There are two types/classes Me es Possible answer Peripherals are often divided into three categories: input, output and storage devices. Input devices include the keyboard, the mouse, scanners, cameras, etc. For example, | have a digital camera with 6.1 megapixel resolution. | take pictures and download them to the computer via a USB port. Output devices include the monitor and the printer. | have a 17"flat LCD screen and an inkjet printer. There are three basic types of storage media: magnetic, optical and Flash memory. | have a hard drive with a capacity of 250GB, a DVD Rewritable drive that supports all types of CDs and DVDs, and a USB pen drive, which t use to share texts, music and video clips with friends. 5 Open task Audio script ... aS I'll explain to you now, computers can be divided mto five main types, depending on their size and power. These are: mainframes, desktop PCs, laptops, tablet PCs and personal digital assistants, or PDAs. Mainframes are the largest and most powerful computers. The basic configuration of a mainframe consists of a central systern which processes immense amounts of data very quickly. This central system provides information and computing facilities for nundreds of terminals connected together in a network. Mainframes are used for large-scale computing purposes ni banks, universities and big companies. | ®Cs, or personal computers, carry out their processing ona single microchip. They are usually classified by size and portability. A desktop PC is designed to be placed on your desk. It is used as a home computer or as a workstation for group work. Typical examples are the IBM | °C and the Apple Macintosh. A laptop is a portable computer that has a flat LCD screen and uses batteries for mobile use. Small laptops are also called notebooks. The latest models can run as fast as similar desktop computers and have similar configurations. They are ideal for business executives who travel a lot. A tablet PC is a type of notebook computer that has an LCD screen on which you can write with a stylus or digital pen. Your handwriting is recognized and converted into editable text. You can also input text by using speech recognition or a small keyboard. You can fold and rotate the screen easily. Finally, a PDA is a lightweight, handheld computer. The letters stand for personal digital assistant. The term refers to a wide variety of handheld devices, including palmtops and pocket PCs. For input, you type using a small keyboard or you use a stylus — a special pen to select items on the screen. PDAs can be used as mobile phones, personal organizers or media players. They also let you access the Internet via Wi-Fi networks, and some include a GPS navigation system. © Cambridge University Press 2008Taki CeCe dass CaCl Topics The CPU, the main memory, buses and cards Units of memory Your ideal computer system Learning objectives To understand the structure and functions of the CPU To distinguish between RAM and ROM To understand how memory is measured (bits, bytes, KB, MB, GB, TB) To use relative pronouns correctly To revise the basic components of a computer Language Grammar: Contextual reference Defining relative clauses Vocabulary: processor, chip, control unit, arithmetic logic unit, register, expansion slot, motherboard, expansion card, system clock, bus, bus width, main memory, gigahertz Abbreviations and acronyms: CPU, ALU, RAM, ROM, GHz, DIMM, BIOS, bit, KB, MB, GB, TB, ASCII Skills Listening: Transferring information from a description toa diagram Speaking: Describing one’s ideal computer system Reading: Understanding specific information Writing: Making notes about one's ideal computer Optional materials Areal processor chip, memory chips, ASCII code chart. Technical help is given on page 19. Plan Teacher's activities Students’ activities Comments 1 Technical specifications A Elicit answers from SS. If you do not speak your SS' mother tongue, ask them to correct each other’s work. B Monitor the task, helping with any vocabulary problems. questions. 2 Whatis inside a PC system? A Encourage SS to work out the meaning of unfamiliar words for themselves, but make it clear that they can ask questions if they need to. Ask SS to examine Figure 1, which illustrates the organization of a CPU. B Explain that reference markers (personal pronouns, demonstrative pronouns, etc.) provide discourse cohesion and help us understand the organization of ideas in a text. questions. refer to. A SS read the advertisement and translate the technical specs. B In pairs, SS try to answer the A Using the information in the text and Figure 1, SS answer the A and B introduce words which appear in the reading passage; some may be new to SS. Refer SS to the Glossary if necessary. If you want to show SS the motherboard of a desktop PC, ask a computer science teacher to open B SS find out what the words in bold | a system unit so that SS can see the basic components. Remind them to take safety precautions (e.g. don't touch cables or switches).Language work: defining relative clauses 3efer SS to the HELP box, checking tat they understand when the relative pronoun can be omitted when it is the object of the clause). How memory is measured ' AandB ‘ You may like to introduce the \ topic by writing the words bits and bytes on the board and asking SS to explain the difference. Monitor the tasks, helping with any vocabulary problems. \ |5 APCsystem AandB Monitor the tasks, helping where needed. Refer SS back to previous units for help if necessary. You may like to draw the diagram on the board. C Play track 4 of the CD for SS to check their answers. 6 Your ideal computer system A Monitor the task, helping with any vocabulary problems. B Refer SS to the Useful language box. Monitor the discussions, checking SS are using the vocabulary correctly. SS complete the sentences with suitable relative pronouns. A SS read the text and answer the questions. B SS complete the sentences with the correct unit of memory. A SS complete the diagram. B SS compare answers in pairs. C SS listen and check their answers. A SS make notes about their ideal computer. B SS then describe it to their partners. Explain the difference between defining and non-defining relative clauses only if necessary. Some SS may have problems with the concepts underlying this topic, as we are used to the decimal system not the binary system. Teach SS to count using binary digits if necessary. (see Technical help on page 19). Make sure SS understand the value of the different units of memory and how they are used to describe RAM, the size of a document, or the storage capacity of discs, MP3 players, etc. This task revises the constituent parts of a computer system. Evaluation of the unit: vsAnswer key 1 Technical specifications A Open task 1. The main function of a computer's processor is to process the instructions provided by the software; it also coordinates the activities of the other units. 2 The gigahertz (GHz). 1GHzis equivalent to 1000MHz. 3. RAM stands for random access memory. 2 Whatis inside a PC system? A 1 The control unit, the ALU and the registers 2 Arithmetic logic unit; it performs mathematical calculations and logical operations 3 To measure and synchronize the flow of data 4 One thousand million hertz, or cycles, per second 5 RAM (random access memory) 6 ROM (read only memory) 7 By adding extra chips, usually contained in a small circuit board called a DIMM 8 Motherboard 9 An electrical path or channel that allows devices to communicate with each other 10 They allow you to install expansion cards (for example, sound, memory or network cards) the CPU, or central processing unit a single chip the instruction the computer's a program devices (inside the computer) AunbWNhH = 3 Language work: defining relative clauses 1 (which/that) 4 which/that 2 which/that 5 (which/that) 3 who/that 6 who/that 4 How memory is measured A A binary system uses two digits: 0 and 1. Switches inside a computer can only be in one of two possible states: OFF or ON. To represent these two conditions, we use binary notation. 0 means OFF and 1 means ON. Each 0 or 1 is called a binary digit, or bit. A byte American Standard Code for Information Interchange To provide a standard system for the representation of characters wm & WN B 1 terabyte 2 megabyte 3. kilobyte 4 gigabyte 5 byte 5 APC system A 1 Software 2 Hardware 3 CPU 4 Peripherals 5 RAM 6 Input devices 7 Storage devices 8 Mouse 9 Monitor 10 Hard drive B Open task c SS listen and check their answers to A. 6 Your ideal computer system AandB Open tasksAudio script _». 38 you Can see on the diagram, a PC system consists ef ~.c parts: software and hardware. Software is the grocrams that enable a computer to perform a specific | tase: this includes the operating system, and application | sqfrware such as a graphics package and a web browser. treraware is any electronic or mechanical part. The basic ssructure of a computer system is made up of three main b har-tware sections: one, the central processing unit — or P. - two, the main memory, and three, the peripherals. The CPU is a processor chip which executes program | nscructions and coordinates the activities of all the emer components. In order to improve the computer's performance, the user can add expansion cards for video, sand and networking. The main memory holds the instructions and the data aich are currently being processed by the CPU. This internal memory is made up of ROM and RAM chips. RAM, or random access memory, is volatile, so it loses the stored data when the electricity — or power — is turned off. ROM, or read-only memory, is non-volatile. The peripherals are the physical units attached to the computer. They include input, output and storage devices. Input devices, for example the keyboard and the mouse, enable us to present information to the computer. Output devices allow us to extract the results from the computer. For instance, we can see the output on the monitor or in printed form. Storage devices are used to store information permanently. For example, we use hard disks, DVDs or flash drives to store large amounts of information. © Cambridge University Press 2008 Technical help: Binary code | & computer can only manipulate 1s and Os in order to process information. A 1 is represented by current flowing through a wire and a 0 by no current flowing through the wire. Sometimes 1 is referred to as a high voltage and 0 is meferred as a low voltage. Everything about computers is based upon this binary process. Each digit - 1 or 0 —is called a bit. Eight bits together are called a byte. The ASCII code is just a standard system to represent characters as bytes of binary signals. &SQIi, which stands for American Standard Code for Information Interchange, permits computers from different 4 ranufacturers to exchange data. ASCII uses 7-digit binary numbers to represent the letters of the alphabet, the mumbers 0 to 9, various punctuation marks and symbols, and some special functions, such as the carriage return. Seven digits in binary implies that ASCII has room for 128 characters ar symbols (with seven places to arrange | 1s and Os, we can make 128 possible code combinations). The eighth, or left-most bit of each byte, is often used to make sure the other } seven bits are sent and received correctly (see the illustration to the right). Some programs GL 2’ = 128 Bo ooo0o0n 500000 LILLE use this bit for specific purposes. When you press a key on the computer keyboard, your program ranslates that key press into an ASCII code. This code can represent a character or a function to be performed (see the @ustration to the right). © Cambridge University Press 2008 system character A omy OOOO DE ASCII codeASCH code chart b7 0 0 0 0 1 1 1 Al 1 b6 0 0 1 1 0 0 1 1 b5S 0 1 0 1 0 1 0 1 BITS Control UPPER CASE Lower case b4 b3 b2 b1 special characters characters characters 000 0 112 000 1 113 001 0 114 0011 115 0100 116 010 1 117 0110 118 01141 119 1000 120 100 1 121 71010 122 101 1 123 110 0 124 7°10 1 125 1110 126 1111 127 Key Aeuig character gecimal © Cambridge University Press 2008Metations ASC codes are conventionally expressed in decimal notation because decimal numbers ge “ore convenient for people to recognize are ‘nterpret than binary numbers (see the #5C: code chart on page 20). im ceogramming, it is also common az reoresent binary codes by means af hexadecimal or octal notations. In ‘mexadecimal notation, 16 is the base, or radix. Tre ten digits 0 to 9 are used, and in addition Sx more digits, usually A, B,C, D, Eand F, to represent 10, 11, 12, 13, 14 and 15 as single characters. Octal notation uses eight digits: 0, 1.203,4, 5,6, These notations are used to write software, as a shorthand way of representing long strings of bits. Tus the string 01000001 can be represented as octal 101, decimal 65 and hexadecimal 41. @its for pictures Bts are also used to code pictures. The pixels displayed am the screen correspond to bits in the computer's video memory, held in the graphics adaptor or video card. The awtal number of colours which can be shown on the screen depends on this graphics adapter, which converts the bits into visual signals. Each pixel is a certain combination of the three primary tpiours: red, green and blue. A graphics adapter with 1 tic per primary colour can generate up to 8, or 2? colours, as you can see from the table on the right. A graphics adapter with 8 bits per primary colour can generate 16.7 mmition or (23)° colours. © Cambridge University Press 2008 Octal and hexadecimal notations arose from the need to handle data in 8-bit and 16-bit microprocessors black blue green cyan red magenta yellow white One bit per primary colour 21unit4 |Buying a computer Topics Language functions useful to a customer (explaining In a computer shop what you are looking for, asking for technical specs, Computers for particular work situations asking about price) Learning objectives Skills To learn how to enquire about computers in a shop Listening: Listening for specific information and To understand the technical specs of different language in a dialogue computers Taking notes about users’ computer needs To select the most suitable computers for particular Speaking: Role play in a computer shop people Reading: Understanding technical specifications To revise basic vocabulary from Module 1 Writing: Writing an email to a friend recommending a computer Language Language functions useful to a shop assistant (greeting and offering help, giving technical specs, describing, comparing) Plan Teacher's activities Students’ activities Comments 1 Inacomputer shop AandB A SS work individually as they list As an introduction, you may like to Elicit answers from SS and write items that would improve their ask SS this question: Do you usually relevant ideas on the board. digital life. They then compare buy ICT devices in a computer shop or C Play track 5 of the CD and ask their choices in pairs. over the internet? ss the question: Do they buy B SS think of three basic features Help SS distinguish between real anything? or components that would make |, : . D Play the CD again, pausing if a big difference when buying a Ege ac eet " maintain a conversation, e.g. um, well, necessary. computer. Imean. E Play the CD a third time. You C SS listen and answer the question. may like to ask two SS to read D SS listen again and complete the the extract aloud to check product descriptions. answers. E SS listen to part of the dialogue and complete it. 2 Language functions ina computer shop Refer SS to the HELP box and read | SS correct the mistakes in the through the language functions. sentences and then decide which Point out that there is only one functions are being expressed in each mistake in each sentence. sentence. Tasks 2 and 3 will help SS acquire the language they need in order to buy a computer. The appropriate use of these language functions will help SS develop their linguistic and strategic competence in communication. If students are having difficulties spotting the mistakes in Task 2, point out that they can find all of the answers by reading the HELP box carefully. ow3 Role play - buying a computer Give SS time to read the information and instructions. Monitor the task, checking pronunciation and the correct use of lexis and structures from the HELP box. 4 Choosing the right computer A Play track 6 of the CD. Ask SS to justify their choices. B Refer SS back to their work in Unit 3, Task 6. Monitor the discussions, helping where needed. 5 Vocabulary tree You may like to ask a student to draw the tree on the board. Encourage SS to construct similar 6 Recommending a computer You may like to set this task for homework. Online task Misit www.cambridge.org/elt/ict for an. online task related to the topic of this module. trees for other topics in the course. In pairs, SS do the role play, following the instructions. A SS first listen to four people talking about their computer needs and take notes. They then read the descriptions of four computers on a website and, in pairs, choose the most suitable computer for each person. SS choose the computer closest to the ideal system they described in Unit 3. SS insert the words in the appropriate place on the vocabulary tree. SS write an email recommending a computer to a friend. Buying s computer With more able SS, you may want to leave the task open — without the guided steps — so that SS can be as creative as they want. Many people now buy things over the Internet instead of going to a shop. E-commerce is studied in Unit 17. Tasks 5 and 6 allow you to check that SS have understood the concepts and information introduced in this module. Evaluation of the unit: Answer key I ina computer shop A Possible answers Possible answers The type of processor and its speed; the amount of RAM; the hard drive capacity; internet capabilities (for example, Wi-Fi) & portable hard drive, a new printer, a digital camera, an we3 player, etc. c No, they don't buy anything 23rr D iMac Processor speed 2.33GHz RAM 2GB Hard drive capacity 500GB DVD drive included? Yes Operating systern Mac OS Includes internet software Price £819 MacBook Processor speed 2.0GHz RAM 1GB Hard drive capacity 160GB DVD drive included? Yes Operating system Mac OS 3 Role play - buying a computer Open task 4 Choosing the right computer A Speaker 1: Gateway C-120 convertible notebook Speaker 2: Dell Inspiron 531 desktop PC Speaker 3: Sun workstation Speaker 4: Sony Vaio AR laptop B Open task 5 Vocabulary tree includes internet software Price £1,029 help models operating running fast expanded suitable practical On AO BRwWrhH — N Language functions in a computer shop The Ulysses SD is a powerful, expandable computer that offers high-end graphics at a low price. (Describing) 2 Alaptop is likely to be more expensive than the equivalent desktop, but a laptop is more practical if you : travel a lot. (Comparing) 6 Recommending a computer 3 What's the storage capacity of the hard drive? (Asking — Open task for technical specs) 4 Imlooking fora desktop PC that has good graphics for games. (Explaining what you are looking for) Do you need any help? (Greeting and offering help) And how much does the PDA cost? (Asking the price) The workstation has a Pentium processor with dual- core technology, 1,024 gigabytes of RAM, and 1 terabyte of disk space. (Giving technical specs) NOWAudio script Task 1 &ssistant: Do you need any help? Paul: Um, yes, we're looking for a Mac computer. Have you got any fairly basic ones? Assistant: Yes, sure. If you'd like to come over here ... Paul: What different models are there? Assistant: At the moment we've got these two models: the iMac, which is a desktop computer with an Intel Core 2 Duo processor operating at 2.33 gigahertz, and the portable MacBook, which has a processor running at 2.0 gigahertz. Core Duo technology actually means two cores, or processors, built into a single chip, offering up to twice the speed of a traditional chip. Sue: So they're both very fast, then. And which one has more memory? | mean, which has more RAM? Assistant: Well, the iMac has two gigabytes of RAM, which can be expanded up to three gigabytes, and the MacBook has one gigabyte, expandable to two gigabytes. It all depends on your needs. The iMac is suitable for home users and small offices. The MacBook is more practical if you travel a lot. Sue: And what's the storage capacity of the hard drive? Assistant: The iMac has a storage capacity of 500 gigabytes, and the MacBook has a hard drive of 160 gigabytes. Sue: Do they have a DVD drive? Assistant: Yes, they each come with a DVD SuperDrive that lets you burn all types of DVDs and CDs. And they feature a camera built right into the display so you Can start a video chat instantly. Sue: And how much do they cost? Assistant: The iMac is £819 and the MacBook is £1,029. They both come with wireless networking and Bluetooth. Paul: What about the operating system? Assistant: Well, every Mac comes with the latest version of Mac OS pre-installed; that includes internet software and some programs to organize and edit your photos, music and movies. Paul: OK, well, thanks very much. | think we need to go away and think about it for a bit. © Cambridge University Press 2008 Audio script Task 4 1 ffm still at university and | need an ultra-light computer that | can easily take to class. | need to write essays and web-based projects, and I'd also like to be able to take motes and draw directly on the screen. What would you secommend ... 2 {manage an advertising company so | need a powerful gstem that'll work with multimedia applications, integrating text and pictures with animation and voice | annotations. Digitized images and sound occupy a lot of | disk space so | imagine !'ll have to have a lot of... 3 | work as a CAD engineer and my job involves computer- aided design, simulations, geoscience and engineering. Those applications obviously require a lot of memory and a large drive so | need something ... 4 I'ma sales representative for a paper company, and I'm always travelling. I'm looking for a lightweight machine which | can use to process orders and communicate with head office while I'm on the road. is there anything you can recommend? My budget ... © Cambridge University Press 2008 25‘ eerie Cl ra ary In this module, you will: describe input and output devices. identify the different keys on a keyboard and explain their functions. distinguish between facts and opinions in advertisements. learn how to understand the technical specs of digital cameras, printers and display devices. learn and use the superlative form of adjectives. practise recommending the most suitable display device for particular people. learn how to understand and give instructions and advice for the use of computers and monitors. compare different types of printer. learn and use discourse connectors, Utes m Ua Lecelemomial ob leolt toll ae (Ni Cactte et-]s1 ys] people can use.. UT omit. input devices: the keyboard, the mouse, etc. ‘worce input ang objectives To be able to describe input devices w identify different keys on a keyboard Te understand basic mouse actions Te understand the use of speech recognition systems ge Grammar: Describing function: for + -ing; relative pronoun + verb; relative pronoun + is used + to + infinitive; used + to+ infinitive Describing features: It has ... It features ... Itallows you tO... Wocabulary: keyboard, mouse, scanner, trackball, graphics tablet, light pen, joystick, game controller, barcode reader, touchpad, touch screen, webcam, microphone Groups of keys: alphanumeric, function, etc. Mouse actions: select, click, double-click, drag, etc. Skills Listening: Identifying particular devices from their descriptions Identifying what is and isn’t mentioned in an interview Speaking: Describing input devices Reading: Identifying keys on a diagram from information in a text Reading and filling in the gaps in a text Writing: Describing a game controller Optional materials Real input devices (mouse, microphone, etc.) A standard keyboard 7 Students’ activities [comments i may want to point out the ing Objectives to your SS. Module. Interacting with your computer limtroduce the topic by directing §S'attention to the pictures. Then ask SS to read the introductory Gefinition. Explain input in contrast 30 output by using examples keyboard = input; monitor = Output) Describing input devices SS familiarize themselves with the topics and objectives of the SS look at the illustrations and try to name the devices. The introduction does not include all input devices. Other devices include: touchpad, touch screen, webcam and barcode reader. These are presented in Task 3B. A Play track 7 of the CD, pausing after each description. B Play the CD again. A SS listen and identify the three input devices. B SS listen again and complete the extracts.3 Describing functions and features A Refer SS to the HELP box or A SS use the notes to write uw write the syntactic patterns on the board. Check that SS understand the use of to + infinitive (see Comments). A If possible, show SS a real a description of the Sony Playstation 3 controller. B SS work in pairs. One person describes the function and B Monitor the task, checking that features of a device, the other SS are using suitable structures person guesses what it is. for describing the objects. 4 The keyboard SS label the picture of a keyboard. Ask them to check standard keyboard with the if the illustration in their books groups of keys. is an exact reproduction of the SS match the descriptions real thing. Encourage SS to record these new terms in their vocabulary books and to learn thern. Make sure SS can match the keys (a-h) with the actual keys in the illustration on page 24. Mouse actions Monitor the task, helping with any | SS read the text and fill in the vocabulary problems. Speech recognition systems A AskSS if they have ever used their voice to input data. Go through the list of features before playing track 8 of the CD. Read the questions before playing the CD again. C Monitor the discussions, helping where needed. with the names of the keys and then find the keys in the illustration of the keyboard in 4a. gaps with verbs from the box. A SS listen and tick the features mentioned in the interview. B SS listen again and answer the questions. C Ingroups, SS discuss the questions. B is designed to help SS describe computer devices. Some students will produce incorrect sentences like fer to control. Some SS may want to talk about the purpose of some dedicated keys, such as Ctrl, Alt, Alt gr. Encourage them to explain the function of these keys in their own words, using language from Task 3. The layout of a keyboard can vary from country to country. The cursor control keys are the arrow keys (4, 4.<,>), Pg Up, Pg Down, Home, End, Ins and Del. The layout of alphanumeric keys is known as QWERTY because the first six letters at the top left of the keyboard are the letters Q,W,E,R, Tand Y. The function keys are F1-F12. The dedicated keys are Ctrl, Alt, Alt Gr, Esc, Enter (Return), Tab, Caps Lock, Shift, Print Screen and Scroll Lock. If you have access to computers in class, practise SS’ understanding of the terms by giving them instructions to carry out using the mouse, for example: Double- click the hard drive icon. Make sure SS understand the basic mouse techniques: select, click, double-click, drag and grab. Some SS may find this task difficult. In this case, give them a copy of the audio script to read while they are listening.ion of the unit: Answer key 1 interacting with your computer T ignt pen 2 game controller 3 scanner & mouse § «zyboard 6 graphics tablet # wackbalil ® =ricrophone 2 Describing input devices a T xeyboard 2 mouse 3 aght pen T used to 2 have; for 3 for controlling @ features 5 can & works by F allows; to 3 Describing functions and features a @essible answer ‘The PlayStation 3 controller is an input device used to «control video games on the Sony PlayStation 3. It is held ‘wath both hands and the thumbs are used to handle ‘athe direction and action buttons. It has a six-axis sensing ‘gem, which allows the user to move the controller in ‘gx different directions: up, down, left, right, forwards and lbhacxwards. The PS3 controller operates wirelessly via Bluetooth, Miu t features a USB mini port and USB cable which can he connected to the PlayStation for wired play and for @harging the internal battery. B Open task 4 About the keyboard A a2 b3 c5 dil e4 B if 2b 3h 4g Sd 6c 7e 8a 5 Mouse actions 1 control 5 drag 2 move 6 grab 3. click 7 double-click 4 select 6 Speech recognition systems A Speech recognition systems: WV need a good sound card and a microphone. Y can take dictation with accuracy. X allow you to create and compile a computer program. V allow you to execute programs and navigate around menus using voice commands. V allow you to surf the Web by speaking. X allow you to design graphics. 1 The keyboard and the mouse 2 Byusing a high-quality headset microphone 3 Around 98% 4 By reading aloud sample text for a few minutes 5 Proper names, abbreviations and unusual words c Open task 29Audio script Task 2 1 This device is used to enter information into the computer. As well as having normal typewriter keys for characters and a numeric keypad, it may also have function keys and editing keys for special purposes. 2 This is a device for controlling the cursor and selecting items on the screen. The ball underneath is rolled in any direction across the surface of a desk to move the cursor on the screen. It may have an optical sensor instead of a ball. It usually features two buttons and a wheel. By clicking a button, the user can activate icons or select items and text. A wireless version works without cables. 3 In shape, this input device is similar to an ordinary pen. It works by detecting light from the computer screen and is used by pointing it directly at the screen display. It allows the user to answer multiple-choice questions and to draw diagrams or graphics. ET © Cambridge University Press 2008 Audio script Task 6 Interviewer: Now, mobile phones and the Internet have changed the way we all communicate. However, we still need to use a keyboard and a mouse to communicate with computers. When will we be able to interact with PCs by voice? Anne: Well, the technology already exists, but the habit of talking to a computer is only just beginning to take off. Interviewer: What are the basic components of a speech recognition system? Anne: Basically, you need voice recognition software, a sound card and a microphone. If you want to have good results, you should get a high quality headset microphone. Interviewer: Right. What sort of things can you do witha speech recognition system? Anne: The system converts voice into text, so you can dictate text directly onto your word processor or email program. The technology is particularly useful for dictating notes, business memos, letters and email. Interviewer: But is dictation accurate? | mean, does the system interpret all the words correctly? Anne: Speech companies claim an accuracy rate of around 98 per cent. But the system is more accurate if you train the software by reading aloud sample text for a few minutes. This process teaches the program to recognize words that are not in its built-in dictionary, for example proper names, abbreviations, unusual words, etc. Interviewer: | see. And can you execute programs and navigate around menus and windows? Anne: Yes, you can control your PC by voice commands. This means you can launch programs, open a file, save it in a particular format or print it. Some systems even let you search the Web by voice or chat using your voice instead of the keyboard. interviewer: That does sound exciting. © Cambridge University Press 2008Kiescrer's activities Scanners, digital cameras, video cameras Leaming objectives ~o understand spoken and written texts about scanners and digital cameras To distinguish between facts and opinions in adverts To describe a digital camera To use the superlative form of adjectives correctly To use suffixes correctly Language Grammar: The superlative form of adjectives Vocabulary: scan, flatbed scanner, slide scanner, handheld scanner, OCR, digitized image, digital camera, camcorder (video camera), camera phone, megapixel Suffixes to form adjectives and nouns. Persuasive language in adverts Skills Listening: Completing notes based on a conversation Speaking: Describing features of a digital camera Reading: Finding specific information in a text Distinguishing facts and opinions in adverts Writing: Completing a press release Optional materials Adverts from specialist computer magazines Students’ activities Comments The eyes of your computer A Elicit answers from SS and write them on the board. You may like to also ask SS the question: Why are scanners and cameras B called the ‘eyes of your computer? B Encourage SS to read the text quickly. They will be reading itin |C more detail in Task C. C Monitor the task, helping with any vocabulary problems. computer. are mentioned. the questions. Scanners 4s« SS to read the notes before iszening. Play track 9 of CD, pausing ¥ necessary. Facts and opinions A Elicit answers from SS. Make the difference between “acts and opinions clear. B You may like to draw a table on the board and write the facts and opinions in different columns. C Ask SS to justify their answers. A In pairs, SS discuss different ways of capturing an image ona SS read the text and see how many things from their list in A Using the information in the texts and the illustrations, SS answer SS listen to the conversation and complete the notes. A SS complete the definitions. B SS read the adverts, underline the facts and circle the opinions. C SS compare their answers and decide which text is more factual or objective, and which one uses more persuasive language. You may like to explain the word scanner. The verb scan has two. different meanings: when you scan written material, you look through it in order to find important information; if a machine scans something, it reads or examines it very quickly, by moving a beam of light over it. You may like to give SS a copy of the audio script. This task aims to point out the difference between facts and opinions and to highlight the persuasive language used in advertisements. ER4 Language work: superlatives AandB Encourage SS to explain the rules themselves before referring them to the HELP box. C Monitor the discussions, checking that SS are using the superlative forms correctly. superlatives. 5 Language work: suffixes A Refer SS to the HELP box, providing more examples if necessary. B Encourage SS to use dictionaries if necessary. from the list. 6 Press release: a digital camera Monitor the task, helping with any vocabulary problems. 7 Describing a camera Monitor the activity, helping where needed. You may like to ask SS to bring in their own cameras to describe. A SS read the examples and deduce the grammatical rules for forming B SS complete the sentences with the superlative form of the adjectives in brackets. C In pairs, SS discuss the situations using the superlative. A SS use suitable suffixes to make adjectives or nouns. B SS complete the sentences with the word in brackets and a suffix SS choose words from the box and complete the description. In pairs, SS describe a digital camera, webcam or video camera. If SS are struggling with Task A, encourage them to use their moth: tongue. The comparative form is studied in Unit 8. Remind SS of the importance of word formation processes in helpin them to build a larger vocabulary and recognize new, unknown word SS may need help with the technical specs of cameras: megapixels, optical zoom, flash memory cards, etc. Refer SS to the Glossary if necessary. Evaluation of the unit: Answer key 1 The eyes of your computer A Possible answers A scanner, a digital camera, a webcam, a camera phone, a bar code reader SS read the text and check their answers to A. c 1 Ascanner aun N Aun bwn — The scanner reads the image or text, converts it into a series of dots and then generates a digitized image which is sent to the computer and stored. Digital cameras don't use film. Photos are stored in th camera's memory card as digital data (binary codes). A built-in camera Acamcorder, or digital video camera Video editing software Scanners photocopier computer OCR (optical character recognition) text, colour pictures and even small 3-D objects 35mm slides small pictures or logosFacts and opinions facts opinions Scan XR .. a flatbed scanner dpi of resolution 15” of scanning area can enter data and graphic images directly into your applications _ comes complete with its own image capture software, which allows for colour and grey retouching ions: can get crisp, clean scans ... ..- it’s easy to use. couldn't be cheaper. the ColourScan XR is the clear winner. Press DF a self-calibrating flatbed scanner dpi of resolution can scan everything from black and white to 24-bit colour nes with a hardware accelerator for JPEG compression and decompression G technology saves disk space by compressing images by up to 50 to 1. _comes with OCR software and Photoshop. _we have chosen the most advanced technology ... the best scans with the least effort. produces images with high colour definition and sharpness. _a fantastic machine that you will love working with. an excellent investment. eS ee 4 Language work: superlatives A SS read the HELP box to check their answers. 1 fastest; highest 2 most revolutionary 3 easiest 4 best; the least 5 most modern c Open task 5 Language work: suffixes > colourful (adj); coloured (adj) professional (adj) photographic (adj); photographer (noun) wired {ad)); wireless (adj) blurry (adj); blurred (adj) innovative (adj); innovation (noun); innovator (noun) underexposure (noun); underexposed (adj) NOW BPWN 1 manufacturer reduction Cropping 4 sharpness 5 technology wo NM a Press release: a digital camera 5 shot 6 reduction 7 video megapixels optical brighter colour PWN 7 Describing a camera Open tasker Audio script Student: What sort of technology is used in scanners? Vicky: Well, a scanner is a bit like a photocopier. You put the image you want to copy face down on the glass plate of the scanner, start the program, and a laser beam reads the image in horizontal lines. This image is then sent to the computer where you can see it, and then manipulate it as you want. Student: What about text? Can you scan text? Vicky: Yes, you can, but you need special software called OCR - optical character recognition. This interprets the text letter by letter and enables the computer to recognize the characters. Student: Why do people need to scan text? Vicky: Well, text that’s been scanned can be stored as data in databases, or edited with a word processor. Student: Um, OK. What types of scanner are there? Vicky: Well, there are three basic types: flatbed scanners, slide scanners and handheld scanners. Flatbed scanners are built like a photocopier and are for use ona desktop. They can scan text, colour pictures and even small three-dimensional objects. They're very convenient and versatile. Slide scanners are used to scan 35mm slides or film negatives. They work at very high resolution, so they're more expensive than flatbeds. Handheld scanners are small, compact and — T-shaped. The scanning head isn't as wide as the one ina flatbed — they can only copy images up to about four inches wide. They‘re used for capturing small pictures and logos. © Cambridge University Press 2008Display screens and ergonomics Tapics Skills How screen displays work Listening: Listening for specific information in order Health and safety with computers to complete sentences tering objectives oe ee a To understand how a computer display works eee SPlay CEvICES One WOUETSE fO . : : own Te 3 pei lo ee the most suitable display for particular Reading: Understanding specific information and To write a list of guides to make your schoo! or office SS tineaellgp aa Ti z a 5 Writing: Writing a description from information ina more ergonomic To understand instructions and advice for the use of tebe : F : Writing a list of recommendations for an computers and monitors ; ergonomic school or office \amguage Grammar: Instructions and advice: imperatives, should, ought to, had better Vocabulary: pixel, resolution, flicker, phosphor, electron beam, ergonomics, tilt-and-swivel, aspect ratio, colour depth, video adapter, plasma screen, inch, video projector, home cinema Abbreviations: CRT, LCD, TFT, OLED, cd/m2, RSI Optional materials Technical specs of an LCD monitor Printed web pages about health and safety with computers or ergonomics Students’ activities Comments Your computer screen Bicit answers from SS. The size of a monitor is measured in inches (") diagonally across the screen (15", 177, etc.). One inch equals 2.54 cm. SS use the questions to describe their computer screen to another student. @ How screen displays work AA Encourage SS to read the text quickly to check their answers. They will be reading it in more detail in Task B. B Remind SS to use the context to guess unfamiliar words. It is possible to do the task without understanding every word. Check answers with the whole class. A SS complete the definitions with This is quite a technical topic. Help words from the box. SS then read —_| SS to understand basic terms like the text to check their answers. resolution, pixel, aspect ratio, screen size B SSread the text again and answer | and colour depth by referring them to the questions. the Glossary if necessary. ie)3 Choosing the right display device A Play track 10 of the CD. Next, read the descriptions of the five display devices and play the CD again. Ask SS to justify their choices. B Monitor the discussions, asking SS to justify their choices. Ergonomics A You may like to personalize the task by asking questions like: Do you use computers d lot? Have you had any problems from using PCs or mobile phones? Play track 11 of the CD and ask SS the question: What health problems do they mention? Play the CD again, pausing if necessary. Draw SS‘attention to the illustration and play the CD again. Language work: instructions and advice A Refer SS to the HELP box, checking that they understand the use of the imperative, should/shouldn't and it’s a good/ badidea to... B Monitor the task, checking that SS are using the language from the HELP box correctly. An ergonomic school or office Monitor the task, helping where needed. You may like to set this task for homework. A SSlisten to five users describing their display device needs. SS then read the descriptions of five devices and choose the most suitable device for each person. In pairs, SS choose the system they would most like to own, explaining why. SS look at the illustration and talk about their own experience. SS then listen to the conversation and answer the question. SS listen again and complete the extracts. SS match the extracts from B with the correct part of the diagram. A SScomplete some health and safety guidelines using should/ shouldn't. B In pairs, SS practise giving advice about how to use a monitor safely. SS write an email to their teacher/ manager including a list of guidelines for making their school or office more ergonomic. You may like to discuss the benefits. interactive whiteboards in educatior You may also like to ask SS the question: Describe the home cinema system of your dreams. You may like to give SS a copy of the audio script. This task revises the grammatical forms used to give instructions and advice. The task is directly related to the listening passage. You may like to ask SS to make a poster with health and safety tips for their office or an ICT classroom at their school/college. Evaluation of the unit:er key ‘Your computer screen * task Mow screen displays work Dns wie adapter aspect ration } plasma screen p mesciution corour depth CF stands for Cathode Ray Tube; LCD stands for Liquid Crystal Display. t Te screen size is measured diagonally {in inches). § Actye-matrix LCDs use TFT (thin film transistor) %=<-nology, in which each pixel has its own switch. Sreontness, or luminance, is measured in cd/m2 candela per square metre). Paesphor The, consume less power, produce brighter colours arc are flexible, so they can be bent when not in use. Ghoosing the right display device supports; adjustable on the floor at the same height as; parallel to eye level arms length up or around Aun kRWN a b4 c3 d6 el f2 5 Language work: instructions and advice > should should shouldn't should shouldn't wWBRWN You shouldn't / It’s a bad idea to open the monitor. It's dangerous. 2 You shouldn't / It's a bad idea to stare at the screen for long periods of time. 3 You should / It’s a good idea to position the monitor at eye level or just below. 4 You should / It's a good idea to leave enough space behind the monitor for unobstructed movement. 5 You shouldn't / It's a bad idea to sit near the sides or back of CRT monitors. You should / It’s a good idea to use LCD screens instead — they're free from radiation. 6 You should / It’s a good idea to keep the screen clean to prevent distorting shadows. 6 An ergonomic school or office Open taskAudio script Task 3 1 I'm looking to create a home theatre system in my living room. I'd like a good set up for watching movies and sports in high-definition, listening to music, and playing games on my Xbox ... 2 | need to do graphic design, including photo retouching, for a publishing company. | need a large monitor that can display two full-size pages side by side. | also like to watch DVDs on my computer So ... 3 | prepare multimedia presentations with PowerPoint on my laptop, and | need to be able to display the images ona wall or screen ... 4 \d like to buy an entry-level monitor for everyday use. And | need one that doesn't take up a lot of space on my desk because it’s only a very ... 5 | teach Science, and I've been encouraged to use this new presentation tool. They say it can help me create really dynamic lessons ... © Cambridge University Press 2008 Audio script Task 4 Tony: There are a number of health and safety problems that may result from the continuous use of computers. Anyone spending more than four hours a day working on a PC may start to suffer from aching hands, neck or shoulders, occasional headaches, and eyestrain. Worker one: Is there anything we can do to avoid it? Tony: Yes, there's a lot you can do. For example, if you take the trouble to position your computer properly, you can avoid backache. Get a good chair, one that supports your lower back and is adjustable so you can change its height and angle. Make sure your feet rest firmly on the floor or on a footrest. Position the keyboard at the same height as your elbows, with your arms parallel to the work surface, and position the monitor at or just below eye level. You should look down at it slightly, not up. Don’t put your monitor in front of a window, and make sure there isn't a lamp shining directly into your eyes or reflecting off the screen. You should sit at arm's length from the front of the monitor — about 50 to 70 centimetres away. It's a good idea to have a monitor with a tilt-and-swivel stand. Does anyone know what that is? Worker two: Yes. | think it's a kind of stand that lets you move the monitor up or around, so you can use it at the correct angle and height. Tony: That's right. Now, do you know of any health problems caused by using a computer? Worker three: I've heard of something called RSI. But I'm not exactly sure what it is. Tony: RSI stands for repetitive strain injury, and it causes pain in the upper arms and back. People who type constantly at high speed often suffer from it. Worker four: My eyes often feel really sore and tired aft I've been using the computer for a few hours. How do | stop that from happening? Tony: Well, as a general rule, you shouldn't use a monit that’s fuzzy or that distorts the image. Give your eyes a rest. Look away from the monitor from time to ti out of the window or across the room. © Cambridge University Press 2008Choosing a printer Topics Skills Types of printer Listening: Understanding specific information from a Advertisements for printers podcast Learning objectives a oe printer to choose for To understand the most important technical features Cee a Describing your ideal printer Reading: Completing a table with technical information given ina text Scanning advertisements for information Analysing the function of linking words in a text language Writing: Describing the printer(s) used at home Grammar: Discourse cohesion: connectors or at work Comparatives Writing an email to a friend comparing two printers Vocabulary: Types of printer: dot-matrix, inkjet, laser, thermal, imagesetter, platesetter (CTP), multi-function printer, plotter Other terms: output, resolution, scalable fonts, dots per inch, ink cartridge, toner, PictBridge, page description language Abbreviations: cps, dpi, USB, CTR PDL of printers To compare different types of printer ‘To recognize and use discourse connectors To use the comparative form of adjectives correctly Optional materials Advertisements taken from mass media or computer magazines Comments Students’ activities Types of printer A Elicit some types of printer and write them on the board. B You may need to pre-teach some of the key terms here: inkjet, dot-matrix, pins, etc. © Encourage SS to scan the text quickly for the words. A SS makea list of all the types of printer they can think of. B SS label the illustrations. C SSscan the text again and find words with the given meanings. The two most common types of printer are inkjets and laser printers. In publishing, the most recent technology is called Computer to Plate, or CTP, where images are created on a computer and output directly to the printing plates, without requiring film. language work: connectors 1 &@ Refer SS to the HELP box, explaining that awareness of connectors can help them to develop their reading and writing skills. B Encourage SS to use Gictionaries if necessary. © Encourage SS to use connectors to organize their writing. You may like to set this task for homework. There is more work on connectors in Unit 11. A SS put the connectors into the correct columns. B SSadd some more connectors to each column and translate them into their own language. C SS write a paragraph about the pros and cons of the printer(s) they use. Bh)3 Choosing the right printer A Ask SS to justify their choices. Accept different answers as long as they're justified. B Help SS with technical words by referring them to the Glossary if necessary. Encourage them to be as creative as they like. 4 Multi-function printers A Play track 12 of the CD and ask SS the question: What two disadvantages are mentioned? B AskSS to read the questions before listening. Play the CD again, pausing if necessary. 5 Language work: comparatives Refer SS to the HELP box, providing more examples if necessary. 6 Reading quiz — printer adverts A This is a competitive quiz, so you may like to set a reasonable time limit of, say, 6-7 minutes. B Monitor the task, helping SS where necessary. You may like to set this task for homework. A SS choose the most suitable printer for particular situations. B SSdescribe their ideal printer to another student. A SS listen to an extract from a podcast about multi-function printers and answer the question. B SS listen again and answer specific questions. Some SS may find this task a little difficult. Give them plenty of time to write their answers and supply the audio script if necessary. SS complete the sentences using the comparative form of the adjectives in brackets. If SS are struggling, tet them work in pairs. These adverts are authentic, taken from the Web. A In pairs, SS go through the adverts until they find the specific information they are looking for. B SS write an email to a friend, comparing two printers and giving advice about which one to buy. Evaluation of the unit: Answer key 1 Types of printer A Open task 1 inkjet printer 2. laser printer 3 dot-matrix printer 4 plotter 5 imagesetter n graphics resolution hue toner scalable fonts bar code (printing) plate intermediate ON anRWN Thermal transfer printers and platesetters aren't pictured.} Language work: connectors 1 fis wsiance fr axcnple Listing/ Sequencing to begin with then finally firstly, secondly, thirdly, etc. next after that at the end Giving reason/ cause since because as iam inkjet printer Maser printer ® plotter sly. G@hoosing the right printer aim wnagesetter or platesetter Mukti-function printers smords in italics in table above for possible answers are a lot of components in one machine, so if it down, you may lose all of its functions at the ame; they can only do one thing at a time - for you can't print a document and receive a fax 1 Amulti-function printer is an ‘all-in-one’ device that combines several functions into one unit — a printer, scanner, copier and fax. 2 Because they are cheap and versatile; all the components are well integrated. 3 PictBridge technology allows you to print directly fromm memory cards in cameras without connecting to a computer. 4 They can print envelopes, labels and even transparencies. 5 They usually come with a CD with the printer drivers, OCR, and photo and image software. 6 People spend a lot of money on ink cartridges so Mr Kelly recommends that users buy printers that use cheap cartridges. 7 Aninkjet based model 8 Alaser unit uw Language work: comparatives quieter more expensive; greater better; good more reliable; easier good less accurate heavier NOOB WN S| Reading quiz — printer adverts ra Two The Vutek UltraVu | 5330 You can print on a wide variety of materials, including vinyl, pressure-sensitive paper, mesh and textiles. PictBridge PCL and PostScript 2,400 dpi The network printer can print up to 31 ppm mono, & ppm colour (A4) Wn NOW A B Open taskAudio script Miranda: In the studio with me is John Kelly, from TextPrint. Mr Kelly, what exactly is a multi-function printer? Mr Kelly: Well, essentially it’s an ‘all-in-one’ device that can work as a scanner, a fax and a photocopier, as well as a printer. Miranda: These devices are becoming very popular. What are the factors behind their success? Mr Kelly: Basically, they're cheaper and more versatile than standalone products. The printing and scanning components are well integrated and they come with an LCD screen, slots for memory cards, and PictBridge connections. Miranda: What's PictBridge, exactly? Mr Kelly: It’s a technology developed by Canon that lets you send images from a memory card in a digital camera or a camera phone directly to a printer. No computer is necessary. All you have to do is take pictures with your camera and connect it to a printer via a USB cable. Miranda: And what kind of things can multi-function printers print? Can they just print sheets of paper or do they print other things as well? Mr Kelly: Oh, yes, they can print envelopes, labels and even transparencies. Miranda: Do multi-function printers have any downsides, or disadvantages? Mr Kelly: Yes. There are a lot of components in one machine, so if it breaks down, you may lose all of its functions at the same time. Also, they can only do one thing at a time. For example, you can't print a document and receive a fax simultaneously. Miranda: And what about software? Should | get any photo editing software if | buy a multi-function printer? Mr Kelly: Well, they usually include a CD with the printer drivers, OCR, and photo and image software. You can do some basic editing, like adjusting brightness and removing red eyes. However, if you want better results, you'll need specialized software. Miranda: What would your advice be to someone thinking about buying one of these devices? Mr Kelly: Only a couple of things, really. Bear in mind that companies don't make money from the printer, but from the ink. If you print a lot, you'll spend a lot of money on cartridges. So consider buying printers with cheap ink cartridges. Finally, if you are a home user, you should go for an inkjet-based model. But for groupworks and businesses that need high-quality, low-cost-per-page output at large quantities, I'd recommend a laser unit. © Cambridge University Press 2008Assistive technology for disabled people The Web Accessibility Initiative (WAI ing objectives To understand what sort of input/output devices disabled people can use To talk and write about how computers can be adapted for blind, deaf and motor-impaired users Grammar: Noun phrases (range of modifiers: adjectives, participles, $ genitive, nouns) Wocabulary: Braille, embosser, speech synthesis system, screen magnifier, sip and puff, electronic note taker, textphone, on-screen keyboard, adaptive switch, eyegaze system, touch screen, voice recognition system ACCEL ee Skills Listening: Listening to an interview and taking notes Speaking: Discussing the problems faced by computer users with different disabilities and the kinds of devices which help to overcome these problems Reading: Reading to find specific information in a text Writing: Writing an email summarizing different assistive technologies Optional materials Products designed for disabled computer users, or pictures of them Students’ activities Comments @asistive technology & introduce the topic by directing §S' attention to the pictures. Read the vocabulary box with SS, focusing on the pronunciation of words such as Sraille and pneumatic. Remind 5S that they will not need all of the words in the box. B Bacit SS’ answers and write a summary of SS’ideas on the board. emnputers for the disabled A Monitor the task, helping with difficult words or structures. {B Ask SS to complete the crossword with words from the text and compare their answers I pairs. information. A In pairs, SS describe the pictures using the words from the box. B SS discuss the questions and make notes. SS then share their ideas with the rest of the class. A SS read the article and find specific B SS solve the clues and complete the crossword. This reading passage might be rather demanding for weaker SS. Refer SS to the Glossary or a dictionary for difficult terms such as emboss, virtual keyboard, sip and puff eyegaze system, etc. x)3 Language work: noun phrases A Refer SS to the HELP box, making sure they understand A SS decide what type of modifier is placed before the head in the what a noun phrase is and the function and types of modifiers. B IfSS are struggling with this noun phrases. B SS then explain the noun phrases as in the example. task, have them write their answers in pairs first and then check answers with the whole class. Assistive technologies for the blind A Read through the unfinished notes with the SS. Play track 13 of the CD all the way through for SS to take notes. Let SS compare notes in pairs. Play the CD again, pausing if necessary. Ask SS to check their answers and complete the notes, A SS listen and make notes about the topics. B In pairs, SS help each other to improve their notes and then listen again to check their answers. You may like to give SS a copy of the audio script. Investing in assistive technologies You may like to set this task for homework; however, if done in class, monitor the task, helping where needed. If you have access to the Internet in class, encourage SS to find suppliers of assistive technologies in your area or country. Online task SS write an email to their director of studies / manager summarizing the different assistive technologies available and the kind of people they can help. Some SS may like to visit some websites about assistive technology or the WAI (Web Accessibility Initiative). Encourage them to use Google in English to find appropriate sites. Visit www.cambridge.org/elt/ict for an online task related to the topic of this module. Evaluation of the unit:er key Mssistive technology fe a, a blind student is using an adapted keyboard presence of his tutor. The headphones and a screen program allow him to hear the text from the screen. re b, a blind girl is using a screen magnifier, a type are that enlarges text and images appearing on screen, re C, a Mmotor-impaired person (probably someone quadriplegia) is using a pneumatic switch - known as and puff - to operate the computer. re d, a motor-impaired user is unable to type on a keyboard. The on-screen keyboard is activated user's eyes when he pauses on the virtual keys for seconds. The video camera and special software ine the eye’s gazepoint on the screen. answers The main limitation experienced by blind users is the imability to see the screen. In addition, they cannot sead printed documents, office correspondence, etc. Wsers with partial vision cannot see small character sizes on the screen. There are various degrees of mobility limitation; most motor-impaired users are not able to use a standard keyboard and have difficulty in manipulating computer devices and printed material. For blind users, devices include Braille input devices, speech synthesis systems, scanners (with Optical Qharacter Recognition), Braille printers (embossers), etc. There are adapted keyboards designed for people with different kinds of mobility limitations; there are a ‘wariety of alternative input devices that produce and @ansmit keystrokes as if generated by the keyboard, for @ample muscle switches, optical head pointers, speech mecognition devices, systems that scan the movements of the eye or the head in order to make selections on tthe computer screen, etc. Computers for the disabled The Americans with Disabilities Act (ADA); the Disability Discrimination Act He uses an adapted keyboard, headphones and screen seading software. Bectronic notetakers 4 Optical Character Recognition (OCR) 5 The eyegaze system 6 The pneumatic switch, also known as a sip and puff 7 Voice recognition devices understand human speech, allowing users to speak to the computer and input data. 3 Language work: noun phrases A la 2d 3c 4a 5a 6b 2 An engineer who works in rehabilitation (using technology to improve the quality of life for people with disabilities) Abilities that the employee has A keyboard that has been adapted A computer that is activated by voice A device that points (used to move the pointer on the screen) anu kw 4 Assistive technologies for the blind AandB 1 A project for blind workers: studying each person's needs and then finding equipment for them 2 Braille devices, speech synthesis systems, scanners, voice recognition systems 3 Voice recognition allows users to control the computer by voice; speech synthesis reads the output from the screen in synthetic speech. 4 Tomake web pages accessible to all users, especially people with disabilitiesMicrosoft and Apple include support in their operating systems; Compaq has DECtalk Express, a speech synthesizer; IBM has ViaVoice (speech recognition software); GW Micro offers SmallTalk Ultra, a talking computer 5 Investing in assistive technologies Open task Audio script Interviewer: Mr Hartley, can you tell us what you're working on at the moment? Mike: Right now we're working with a group of blind employees here in Washington. We're studying each person's needs and abilities, and then we're going to find or design equipment for them. Interviewer: What types of technology do blind users find helpful? Mike: Well, a blind person needs to interact with the computer in some way, and Braille devices and speech synthesis systems are very useful ways of enabling them to do this, as are scanners and voice recognition systems. Interviewer: What's the difference between voice recognition and speech synthesis? Mike: Well, voice recognition systems let the user instruct the computer verbally — by talking. Speech synthesis systems allow the computer to communicate with the user by reading the output from the screen in synthetic speech. Interviewer: |s it easy for blind users to access information on the Web? Mike: Well, that depends on how the website is designed. Today, web designers are starting to follow the standards and guidelines developed by the Web Accessibility Initiative. Interviewer: What's the goal of the Web Accessibility Initiative? Mike: It tries to make web pages accessible to all users, especially those with disabilities. They encourage designers to use techniques that help disabled users understand, navigate, and interact with the Web. For example, they recommend providing audio descriptions as well as text, or to use Cascading Style Sheets that can include oral presentations. Interviewer: Are big companies involved in producing assistive technologies? Mike: Yes. Microsoft Windows and Apple Mac OS support screen magnifiers, text-to-speech, talking alerts, etc. Compaq has DECtalk Express, a speech synthesizer that lets you hear what is displayed on the screen. IBM has ViaVoice, which is speech recognition software. GW Micro has a full-featured talking computer called Small-Talk Ultra, which also includes a screen reader for the blind, Wi-Fi, Bluetoot and USB. © Cambridge University Press 2008ey Ce) Le [= re CA Ce =1 4 crits page 10 Magnetic storage cred 11 Optical storage 52 12 Flash memory 56 Learning objectives eee CMC kL learn about different types of magnetic drives and disks. give instructions and advice on how to protect data. use technical vocabulary associated with optical storage devices and media. learn and use more discourse connectors. learn about the technical details of flash memory and its uses. Peetgac ital aU ey koma SUC RAS) Rivets er Cee eo and compounding. describe flash-based devices.Magnetic storage Topics Magnetic storage devices and media (floppy disks, hard drives, portable hard drives, tape drives) Care and handling of disks Leaming objectives To discriminate between different types of magnetic drive and disk To give instructions and advice on how to protect data Language Grammar: The imperative and should/shouldn’t to explain precautions and give warnings Vocabulary: magnetic, floppy disk, C: drive, tape, portable hard drive, read/write head, spin, platter, format, track, sector, directory, partition, back up, seek time, millisecond, data transfer rate, fragmentation, defragmentation Plan Teacher's activities Students’ activities Module page You may want to point out the learning objectives for your SS. You may also like to ask these introductory questions: What are storage devices? What do they do? new vocabulary. 1 Types of magnetic drive A You may like to show SS real examples of disks and drives (eg. old floppies, a magnetic tape, a portable hard drive, etc). B Monitor the task, helping where needed. This task practises key words from the descriptions in A. information. from the box. Skills Listening: Listening for specific information in a conversation Speaking: Discussing what you should do to protect your data Reading: Understanding technical details Writing: Writing an email explaining hard drive precautions. Optional materials Real storage media, e.g. a diskette and/or a portable hard drive Comments SS familiarize themselves with the topics and objectives of the Module. SS answer the questions and note any A SS look at the pictures and descriptions and find the required B SS complete the gaps with words The Glossary in the Student's Book contains a definition of ‘storage device’ Disk refers to magnetic storage media (e.g. a hard disk) Disc refers to optical media (e.g. CD, DVD, etc.) The terms hard drive, hard disk, and hard disk drive refer to the same thing. However, strictly speaking, hard drive refers to the entire unit containing the disks (platters), the read/write heads and the motors. Optical storage is looked at in Unit 11.B Buying a portable hard drive A Play track 14 of the CD and ask SS the question: Does she buy anything? B Read the questions with SS first and then play the CD again, pausing if necessary. 3 Magnetic storage A, BandCc Monitor these tasks, helping with technical details if necessary. @ Language work: precautions A Refer SS to the HELP box, explaining the use of the imperative to give warnings and instructions. B Refer SS to the HELP box again, explaining the use of should/ shouldn't in this context. Provide more examples if necessary. Monitor the task, checking that SS are using should/shouldn't correctly. S Word building Encourage SS to keep records of technical words according to word-building criteria — that is, recording words by word families. Explain that word families are often formed by adding prefixes and suffixes to the root word. 6 Explaining hard drive precautions Read the rubric with the SS, explaining head crash again if necessary. You may like to set this task for homework. A SS listen to the conversation and answer the question. B SS listen again and answer the questions. A SS tead the text and then identify a track and a sector in the illustration. B SS decide if the sentences are true or false. SS then correct the false sentences, using information from the text. C SS match some key words from the text with the correct definitions. A SS match the instructions to the pictures. B In pairs, SS discuss what we should or shouldn't do to protect our data. SS decide if the words in the boxes are nouns, verbs, adjectives or adverbs. SS then choose the appropriate words to complete the sentences. SS write a reply to a friend’s email explaining why a head crash may have happened and the precautions she should take to avoid it happening again. You may like to give SS. a copy of the audio script after the task and ask them to read the dialogue aloud in pairs. Make sure SS understand these basic concepts: formatting, tracks and sectors, partition, back up, seek time versus data transfer rate. Refer SS to the Glossary if necessary. You may also like to remind SS that must is used to express obligation and mustn't prohibition. A head crash occurs when the read/write head of a hard disk drive touches its rotating disk (platten, resulting in damage to its magnetic surface. 49Evaluation of the unit: Answer key 1 Types of magnetic drive A 1 Cdrive 2 Aportable external hard drive 3 Magnetic tape drive 4 3.5", 144MB storage capacity hold secondary archiving mph WN 2 Buying a portable hard drive A No, she doesn't buy anything. 1 160 gigabytes 2 12 gigabytes 3 The lomega eGO 4 £68 5 £55 3 Magnetic storage A False — A hard drive spins more quickly than a floppy disk drive. True False — Hard drives can be partitioned to run separate operating systems on the same disk. 4 False — Seek time and transfer rate mean different things. Seek time is the average time it takes the read/write heads to move and find data; transfer rate is the average speed required to transmit data from the disk to the CPU. wn 5 True Cc Id 2a 3b 4e 5c 4 Language work: precautions A Ib 2d 3e 4a Sf 6c Update / You should update your anti-virus program regularly, ... Store / You should store your discs in a protective case, Use / You should use passwords and security devices N w 4 Don't write / You shouldn’t write on discs with permanent marker pens. Insert / You should insert the disc into the disc drive carefully. Don't leave / You shouldn't leave floppies or hard drives near magnets; ... wn a6 Explaining hard drive precautions Possible answer Hard drives are very sensitive to vibrations and shocks. A head crash may occur when the read/write head of a hard disk drive touches its rotating disk (platter). This can scratch and damage the disk surface. To avoid this kind of problem, you shouid take some precautions: e Don't hit or move the computer while it is operating. e You shouldn't turn your PC on and off quickly. Wait a few seconds to ensure that the hard drive has stopped spinning. e You should back up your hard drive regularly. To make copies of your important files, you can use a backup utility (Sometimes included with the operating system) or you can use the Copy and Paste : commands to transfer files to another storage device fragmentation (for instance, an external hard drive, a DVD-RW disc or defragmenter a pen drive). dio script fm looking for a portable hard drive. Have yougot —_—_ Assistant: Well, not necessarily. It all depends on your any? needs. The lomega is more for mobile professionals, ant: Sure. If you come with me, I'll show you some as it's big enough to back up your entire PC. The Edge drives over here. Drive, on the other hand, is ultra lightweight, so it’s What different systems are there? ideal for transporting personal files like photos, music sistant: At the moment we've got two products that and data files. maght interest you: the lomega eGO portable hard Sue: | see. And how much do they cost? dive, which can store 160 gigabytes, and the Edge Assistant: The lomega eGO costs £68 and the Edge iskGO mini portable hard drive, which can store 12 DiskGO is £55. gigabytes. Sue: Right. Thanks very much. | think | need to think So the lomega model can hold alot more about it. réormation. Would you recommend it? © Cambridge University Press 2008Unit 11 Optical storage Optical discs (CD, DVD, HD-DVD and Blu-ray) and drives Learning objectives To develop listening and reading skills by recognizing the most relevant information in a text To acquire technical vocabulary associated with optical storage devices and media To recognize and use discourse connectors Language Grammar: Discourse cohesion: connectors Vocabulary: optical drive, laser beam, DVD burner, Skills Listening: Understanding specific information in a conversation and correcting false statements Speaking: Discussing the pros and cons of using different storage devices for particular purposes Reading: Finding technical specs, formats and uses 0 different optical media in a text Making notes on a text Analysing the function of linking words in a text Writing: Posting a comment on an online forum Optional materials ACD,a DVD anda Blu-ray disc portable DVD player, dual/double layer, backward- compatible, Blu-ray disc Abbreviations: CD-ROM, CD-R, CD-RW, DVD-ROM, DVD-R, DVD-RW, HD-DVD Plan Teacher's activities Students’ activities Comments 1 CDs and DVDs A Monitor the discussions, noting any vocabulary problems that arise. Do not give the answer for Task A yet, as SS will listen for it in Task C. B If you do not speak your SS’ mother tongue, ask them to explain the terms in English. C Play track 15 of the CD and then check answers to A. D Play the CD again and then correct the false sentences on the board. A In pairs, SS discuss the questions. B SS translate the expressions into their own language. C SS listen to the conversation at a computer shop and check their answers to A. D SS listen again and decide whether the sentences are true or false. SS then correct the false ones. To introduce the unit, you may like to show some different optica media (e.g. a CD, DVD and Blu-ray disc). Aand Bare designed as warm- up activities to pre-teach some vocabulary and prepare SS for the listening task. 2. Optical discs and drives A Monitor the task, helping with technical details and drawing SS’ attention to the pictures. Refer SS to the Glossary if necessary. You may like to draw the table on the board and summarize the technical details of the different optical media: capacity, formats and uses. A SS read the text and find the specific information required. SS can then compare their answers with a partner. B SS read the text again and make notes about the features of CDs, DVDs and Blu-ray discs. Make sure that SS understand the technical differences between CDs and DVDs, and the different formats. Refer SS to the Glossary if necessary.language work: connectors 2 A Remind SS of the work they did on connectors in Unit 8, emphasizing that awareness of connectors can help them to develop their reading and writing skills. You may like to draw the table on the board. BandC Refer SS to the HELP box, providing more examples if necessary. Encourage SS to use dictionaries if necessary. Qhoosing storage devices Fell SS that this is a good opportunity W practise connectors for expressing contrast and adding ideas. &sk SS to justify their choices. Format wars Explain that people often post messages on forums or blogs about certain topics. Wou may like to set this task for fomework. A SS look at some extracts from the texts and put the connectors into the correct columns. B SS look at the HELP box, check answers to A and translate the connectors. C SS choose the correct connectors to complete the sentences. You may like to refer SS back to the HELP box on connectors in Unit 8. Accept different answers as long as they are justified. In pairs or small groups, SS look at the list of products and choose the most suitable storage device for different purposes. Weaker SS may need help with grammar and vocabulary. Encourage SS to use dictionaries if necessary. SS read three posts from a forum about the topic Blu-ray versus HD-DVD and then write their own response, giving their opinion on the topic. ion of the unit: er key @©s and DVDs wersatile disc. compact disc.) task uctents check their answers to A. (Dstands for compact disc; DVD stands for digital 1 DVDs can hold more information than CDs. (A basic DVD can hold up to seven times more data than a 3 True 2 False - The dimensions of a CD and a DVD are 1.2 mm thick and 12 cm in diameter. True 4 False - A basic DVD can hold 4.7 gigabytes. 5 False - You need a DVD player or a DVD computer drive to read DVDs. 6 True 7 False - A DVD-writer is compatible with old CD-ROMs. ye}2 Optical discs and drives A 1. Optical discs can store data at much higher densities than magnetic disks; they are therefore ideal for multimedia applications where images, animation and sound occupy a lot of disc space. Furthermore, they are not affected by magnetic fields. This means that they are secure and stable — for example, they can be transported through airport metal detectors without damaging the data. However, optical drives are slower than hard drives. 17GB ADVD burner is a DVD computer drive that records data on DVDs. A DVD recorder typically refers to a stand-alone unit, similar to a video cassette recorder. multi-format playback HD-DVD and Blu-ray Unlike DVDs, which use a red laser to read/write data, Blu-ray uses a blue-violet laser. wn Aunts CDs Capacity 650-700 MB Formats CD-ROMs (read-only memory) are ‘read-only’ units, meaning you cannot change the data stored on them (for example, a dictionary or a game). CD-R (recordable) discs are write-once devices which fet you duplicate music CDs and other data CDs. CD-RW (rewritable) discs enable you to write onto them many times, just like a hard drive. Possible uses CD-ROM: to include a dictionary or a game CD-R: to duplicate music and data CDs CD-RW: to back up important files DVDs Capacity Abasic DVD can hold 4.7GB. A DVD can also be double-sided, dual layer, with a capacity of 17GB. Formats DVD-ROMs are used in DVD computer drives. They allow for data archiving as well as interactive content (for example, an encyclopedia or a movie). DVD-R or DVD+R can only be recorded on once. DVD-RW or DVD+RW discs can be erased and reused many times. They are used to back up data files and to record audio and video. Possible uses DVD-ROM: to sell interactive content (for example, an encyclopedia, a movie, etc.) DVD-R: to back up information DVD-RW: to back up data files and to record audio and video Blu-ray discs Capacity 25GB (single layer), 50GB (dual layer) and 100GB (four layer Formats Not mentioned in text Possible uses To record and play high-definition TV, audio and computa data 3 Language work: connectors 2 A Explaining the results or effects of something Furthermore — | However Therefore In addition Whereas As a result B Open task a 1 Although 2 Asaresult 3 so 4 because 5 and 6 therefore 4 Choosing storage devices Possible answers 1 Seagate hard drive 2 Panasonic portable DVD player 3 Seagate hard drive; lomega portable hard chives Tahib USB flash drive 4 lomega portable hard drive; LaCie DVD drive 5 Seagate hard drive; LaCie DVD drive 6 Sony Blu-ray disc drive 5 Format wars Open taskdio script aut: Hi.| need to buy some blank discs, but I'm not sure whether to buy CDs or DVDs. What's the difference? Assistant: OK, I'll explain. CD stands for compact disc, as you probably know, and DVD is short for digital versatile disc. A DVD is a type of optical disc technology used for storing movies, music and data. It’s made from polycarbonate plastic coated with an aluminium layer, but that’s probably more ‘nformation than you need! Fas. So, what's the difference between them? Assstant: Well, they look the same and both are 1.2 mm thick and 12 cm in diameter. Both technologies use a laser beam to read the digital data encoded on the aisc. But they differ in internal structure and capacity. The major difference is that a DVD has a greater gata capacity. A CD usually has a capacity of 650 megabytes, while the smallest capacity you'll find on a DVDis 4.7 gigabytes. Bau And do you need a special drive to read and write data onto DVD, or can | use my CD drive? Assistant: No, you need a DVD player or a DVD computer drive. Paul: And what sort of information can a DVD hold? Assistant: It depends on the type of DVD. DVD-Video discs contain films, including the video content, soundtracks in different languages, and subtitles. DVD-Audio discs contain high-definition sound, and DVD-Data discs contain computer data. Of course, a DVD can contain any combination of video, audio and data content. Paul: And what about my old CDs? Can | use a DVD drive to play different types of CDs? Assistant: Yeah — one of the best features of new DVD Writers is that they are backward-compatible, which means they can play old CDs and CD-ROMs as well as DVDs. © Cambridge University Press 2008 35Flash memory Topic Skills Flash memory (cards, drives and media players) Listening: Listening for specific information in a conversation at a consumer electronics show Learning objectives ain ahs . To understand the technical details of flash memory Speshingslsscnbing NashidiivasamdMnaMPs and its uses players Reading: Understanding specific information from a text about flash memory and its uses Writing: Writing a reply to an SMS message To understand different ways of making new words: affixation, conversion and compounding To be able to describe flash-based devices Optional materials Language 5 7 Real flash-based devices, for example: memory Grammar: Word formation (prefixes, suffixes, i : . i cards from cameras or mobiles; USB flash drives with conversion, compounds) Vocabulary: flash memory card, USB flash drive, pen different designs and capabilities; an MP4 player drive, non-volatile, card reader, hybrid hard drive Plan Teacher's activities Students’ activities Comments 1 Flash-based gadgets Monitor the task, noting any SS match the descriptions to the To introduce the unit, you may like tc vocabulary problems that arise. pictures illustrating flash-based show SS some real flash devices (e.g. devices. the flash memory card from a digital camera, a USB drive, etc). SS should be able to distinguish between hard drives, DVDs and Flask memory, Refer SS to the Glossary if necessary. 2 Memory ina Flash! : A Draw the SS’attention to the A SS answer the question and then —_| There are three key words when title of the text and ask SS the tead the first paragraph to find out. | defining Flash memory: non- question: Why is it a suitable title |B SS read the article and answer the _ | volatile, erasable and solid-state (it for the article? questions. has no moving parts). Make sure SS Check the answers once SS C SS find words or phrases in the text | understand these terms, referring have read the first paragraph. corresponding to the definitions. | them to the Glossary if necessary. Bandc Monitor the tasks, helping with technical details if necessary.Language work: word building A Refer SS to the HELP box, explaining that affixation, conversion and compounding will help them develop their vocabulary. You may like to write more examples of compounds on the board, e.g. video console, smartcard, cell phone (AmE), smartphone, broadband. B This is an opportunity to practise what SS have learnt about word formation. Describing flash drives A Play track 16 of the CD and ask SS the question: Which product és the visitor most interested in? B Draw the table on the board. Play the CD again. C Play the CD a third time. You may tike to pause after each question-answer exchange. D Refer SS to the Useful language box. Monitor the discussions, helping where needed. E Help SS with any vocabulary and technical queries. SS should write very concise answers, as they would in a real text message. Wocabulary revision “fou may like to set this task for ‘omework or as an information gao speaking activity. D In pairs, SS describe their own flash A SS first study word formation Prefixes often change the meaning of processes and then make words the root word. from blog, mail and print. B SS choose the correct word to complete an authentic review of a flash-based voice recorder. Suffixes change the class of the root word; they tell you if it isa noun, a verb, an adjective or an adverb. Compounds work as a single word; however, they should not be confused with collocations, which are two or more words that often appear together. A SS listen and decide which product | Salespeople often describe products the visitor is most interested in. to potential customers at consumer B SS listen again and tick the features | electronic shows. mentioned for each device. C SS listen again and answer the You may like to give SS a copy of the audio script. E SS write a reply to a text froma You may like to refer SS to the chat friend asking about the difference _ | abbreviations in Unit 18, which are between MP3 and MP4 players. also useful for writing text messages SS will probably already know a lot of about MP3 and MP4 players. SS solve the clues and complete the __| This task recycles vocabulary crossword, individually or in pairs connected with the units in Module ion of the unit: er key ®lash-based gadgets b6 ch d2 el f4 2 Memory ina flash! A Memory in a flash literally means ‘very quick memory’ It is a suitable name for the text because the text is about flash drives, so called because they can be erased very quickly, or‘ina flash.1 Atype of non-volatile memory that can be electronically erased and reprogrammed. 2 RAMis volatile; flash memory is non-volatile, so it retains its content when the power is turned off; RAM is faster. 3 They can store more that one bit per cell. 4 Flash drives are more easily transported than external hard drives; as they use solid-state technology, they don't have fragile moving parts that can break if dropped; however, they have less capacity than hard drives, 5 You can store both applications and data; applications can run on the host computer without requiring installation. NO The Memory Stick a non-volatile rewritable partitions to back up offloaded flash card reader hybrid NOU PWN 3 Word building From 8MB to several gigabytes A Possible answers blog mail print blogger to mail printout to blog mailing to print blogging email reprint blogosphere emailing printer photoblog mailbox printing videoblog (Vicg)_ | webmail printed moblog (Hotmail) printable weblog mailman fingerprint mail merge footprint mail order printout junk mail print head smaller print spooler lightweight recording playback folders activation connector download storage ONNDNAWN=A B® 4 Describing flash drives A b Features Dragon flash drive Dragon MP4 playe Back up computer data Transport files between PCs Audio and video playback FM radio tuner Voice recorder OOOOS®& ANNO Games c 1 16GB 2 You just plug it into a USB port 3 It is more durable than a DVD drive or a hard drive (because there are no moving parts) and it's smaller. 4 Because they can play files in the MPEG-4 format. 5 27 6 28 hours DandE Open tasks‘Wecabulary revision dio script tor: Hello there. I'm thinking of buying a USB flash drive and I've heard you're presenting a new device a this show. Could | see it? esperson: Of course. This is the new Dragon flash drive, a compact flash memory drive that acts like a portable hard drive. sor: And what's the storage capacity? alesperson: Well, this model here can hold 16 gigabytes of data. We also have drives of 64 gigs, but they're more expensive. The drive consists of a USB connector covered by a removable cap, a mass storage controller, and a flash memory chip. It also includes a write-protect switch and password protection. stor: You're getting a bit too technical for me! Does it connect like a normal drive? erson: Yes, you just plug it into a USB port on your computer. You can copy files to and from it, just as you would do with any other drive. > So what's the advantage of using a flash drive instead of a DVD or an external hard drive, then? son: Good question. Firstly, a flash drive is more durable because it doesn't contain any internal moving parts. Secondly, it’s small enough to fit on your key ring or in your pocket. That makes it ideal cc for moving documents between home and the office, carrying music files, or backing up important documents. Visitor. And what about music and video? Have you got any devices that can play that kind of thing? Salesperson: Yes, we're also introducing the new Dragon MP4 player at the convention. It comes with 64 gigabytes of capacity, ideal for video fans. Visitor: Er, sorry, what exactly is an MP4 player? Is it the same as an MP3 player? Salesperson: Almost. It’s a portable media player that plays files compressed in the MPEG~4 format, which is more efficient than MP3. This model also features a 2.7 inch colour screen, 28 hours of rechargeable battery life, and it supports multiple formats. Visitor: OK. And what can you do with it? Salesperson: Apart from the typical functions of a flash drive, you can also play movies, watch TY, listen to FM radio stations, record yourself and even play games. Visitor: That sounds great. It might be just what I'm after! How much is it? © Cambridge University Press 2008Basic software Aeris ert C3 13. The operating system (OS) 61 14 Word processing (WP) 65 15 Spreadsheets and databases 69 Learning objectives In this module, you wilk: learn about the function of the operating system. learn about the features of a graphical user interface, or GUI. practise using the correct determiners with countable and uncountable nouns. Tamer mCORSUL A Liy coe MOUs Late ce learn about the basic features and applications of word processors. learn how to give and follow instructions. study the basic features and applications of spreadsheets and databases. practise forming and pronouncing plurals.'The operating system (OS) The graphical user interface (GUI) ing objectives Te understand the function of the operating system To recognize the features of a graphical user interface, or GUI We use the correct determiners with countable and uncountable nouns To summarize a written text guage Gammar: Countable and uncountable nouns Determiners Wocabulary: system software, operating system, application software, multitasking, user interface, GUI, WIMP environment, user-friendly, desktop, window, icon, folder, menu bar, drop-down menu, scroll bar, Operating systems (Windows Vista, Linux, the Mac OS) Skills Listening: Completing a fact file about Windows Vista from information given in an interview Speaking: Comparing operating systems Reading: Understanding specific information from a text Guessing the meaning of words from context and translating them Writing: A summary Optional materials Sample screenshots of a graphical user interface (e.g. Windows, Mac OS or Linux) Technical help is given on page 64. ther’s activities bu may want to point out the ing Objectives for your SS. The function of the operating spstem AandB Elicit answers from SS. You may ike to draw the diagram from the Technical help on page 64 on the board, which can help 5S understand and explain tne function of the operating system. from the box. Students’ activities SS familiarize themselves with the topics and objectives of the Module. A In pairs, SS answer the questions. B SS complete the text with words Comments Itis assumed that SS have heard of operating systems before. Make sure SS understand the difference between the operating system and application software. Refer SS to the Glossary if necessary. 612. GUI operating systems A Elicit answers from SS. B Encourage SS to read the text quickly. They will be reading it in more detail in Task C. C Monitor the task, helping with any vocabulary problems. D Ask SS to refer back to the text and to translate the expressions into their own language. Monitor the task, helping with any vocabulary problems. If necessary, refer SS to the screenshots on page 65. Windows Vista A You may like to pre-teach key phrases like Windows version, compatible with, security, firewall, etc. Play track 17 of the CD. Play the CD again, pausing to allow SS to write their notes. Play the CD a third time if necessary. Language work: countable and uncountable nouns A Refer SS to the HELP box, providing some other examples of non-countable nouns in everyday English (e.g. weather, luggage). Refer SS back to the HELP box, which focuses on determiners (the, a, an). Writing a summary You may like to set this task as homework. A In pairs, SS discuss the questions. B SS read the text and decide which of the adjectives best describe a GUI. C SS read the text again and then answer the questions. D SS translate the words. E SS label the interface features on the screenshot with words from the list. F In pairs, SS compare the Mac OS user interface with a Windows or Linux interface. A SS listen to the interview and answer the questions. B SS listen again and complete the fact file. SS then compare their answers in pairs. A SS decide if the nouns are countable or uncountable. B SS complete the text using a, an, the or nothing. SS follow the step-by-step instructions and write the summary. The Mac screen illustrates a GUI; it is also intended to prepare SS for reading. A user-friendly operating system would mean the system functions are accessed by selecting selfexplanatory icons and items fror menus. A user-friendly interface is based on interactive and intuitive features. Make sure SS understand these basic concepts: user interface, user-friendly, a WIMP environment, desktop, nested folder, toolbar and multitasking. Refer SS to the Glossary if necessary. You may like to encourage SS to read| more about Windows Vista on the Web. A contrastive analysis with SS’ moth tongue may be useful here. Evaluation of the unit:er key ‘The function of the operating system answers ft Windows, Mac OS from Apple, Linux, Unix, Mobile (Pocket PC), Palm OS answer function of the operating system is to control the are and software resources. The OS consists of a set rams that interface between the user, application ms and the computer. software gystem software 3 application software 4 operating system @U operating systems ‘user-friendly means easy to use or designed with the user ae rind. Open task idly, accessible, intuitive, graphics-based text-based The Macintosh was the first computer that used a amouse and a graphical user interface. windows, icons, menus and pointer. By double-clicking the program icon or a document icon. faunning several programs and doing various tasks at tthe same time. dUnix Open-source software like Linux is freely distributed —ie. you can copy, change and redistribute its code. Windows Mobile task a menu bar b drop-down (pull-down) menu c program icon d_ folder icon e document icon f window g_ hard drive icon h_ scroll bar i desktop j dock Open task 3 Windows Vista A 1 It’s easy to use, it’s based on graphic images, and it’s compatible with thousands of programs. 2. Ultimate edition B 1 Home Basic 6 anti-spyware 2 entertainment 7 internet attacks 3 business organizations 8 Microsoft Office 4 visual style 9 word processor 5 speech recognition 10. presentation graphics 4 Language work: countable and uncountable nouns A user ¢ email c and u (c:a message: u: the system for sending messages over the Net) computing u edition c entertainment u interface c iconc technology c and u (ca type of technology — Wi-Fi is a new technology; u: technology in general — Technology is advancing quickly) security c and u (cin financial usage; u: meaning safety) spyware u B lan 3 The 5a 7 - 2a 4- 6a 8 - 635 Writing a summary Possible answer In the past, only experts used computers. Then, in the mid 1980s, Macs and PCs were designed with a graphic user interface to facilitate interaction with the computer. Today, all kinds of people use computers, so there is an emphasis on accessibility and user-friendly systems. A GUI uses a WIMP environment (windows, icons, men and pointer). The most popular operating systems are Windows, Mac OS, Unix, Linux, and Windows Mobile for handheld devices. Audio script Interviewer: There is no doubt that Windows has revolutionized the way we use computers today. Bill, can you explain just why it’s so popular? Bill: Well, very simply, people find Windows very easy to use because everything is presented in graphic images. It’s also compatible with thousands of programs. interviewer: The big news at the moment is, of course, the launch of Windows Vista — the successor to Windows XP. | understand that there are several versions of Vista available. Could you give us some advice on which one to get? Bill: Yes, you're right - there are four main editions: Home Basic, Home Premium, Business and Ultimate. Home Basic is designed for users with basic needs, such as email and internet access. Home Premium is for more advanced home computing and entertainment. It includes a DVD maker, a movie maker and a Media Centre, which lets you listen to music, watch video and record TV programmes on your PC. The Business edition is ideal for business organizations of all sizes. It offers new backup technologies and advanced networking capabilities. Finally, the Ultimate edition combines all the features of the other editions, making it the most complete. it has everything you need to enjoy the latest in music, games, digital photography and high-definition TV. It’s aimed at high-end PC users, gamers and multimedia professionals. Interviewer: And what other factors make Windows Vista} so attractive? Bill: The user interface has been redesigned with new icons and a new visual style. The system gives you more flexibility when you search and organize your files, and it offers support for the latest technologies, from DVD creation to speech recognition. Interviewer: What about internet connections? Have they been improved? Bill: Yes, Internet Explorer is more reliable and secure. Tht Security Centre includes an anti-spyware program called Windows Defender and a firewall that protects your computer from internet attacks. Interviewer: And what sort of application software can you use with Windows? Bill: The most popular is still Microsoft Office, a suite that includes the word processor, Word, an email progra the Excel spreadsheet program, and the presentation graphics program, PowerPoint. © Cambridge University Press 2008 Technical help: The function of the operating system ed go Peripherals (printer, mouse, etc.) Computer (CPU, memory) User © Cambridge University Press 20_nit14| Word processing (WP) #ord processing earning objectives To understand the basic features and applications of word processors “a give and follow instructions guage Grammar: Giving and following instructions: the use of the imperative, sequence words (first, next, then, after that, finally) and other expressions Vocabulary: menu bar, standard toolbar, formatting toolbar, header, footer, typeface, bold, italic, indent, drawing tools, align left, print preview, undo, columns, bullets, insert, table, hyperlink, edit, cut, paste, clipboard, spell checker, thesaurus, grammar checker Word processing features A Go through the questions with the class. B Draw SS'attention to the screenshot, asking them to translate the terms into their own language. Teach SS how to pronounce the features illustrated and any menu or other commands they are interested in. C Monitor the task, helping with any vocabulary problems. Word Sudoku ead the instructions on how to play Sudoko with the SS, giving additional explanations if necessary. SS do a Word Sudoku. Skills Listening: Completing gaps in a conversation about how to move text in Word. Speaking: Giving instructions on how to do particular tasks with a word processor Reading: Matching descriptions with pictures Finding sentences printed in the wrong position in a text and deciding where they should go Writing: Writing instructions for using the Find and Replace command in Word Optional materials Aword processor program and a computer Si ’ activiti comment: tudents’ activities Ce S A In pairs, SS answer the questions and familiarize themselves with the topic. B SS look at the screenshot and translate the labelled features and functions. C SS complete sentences with the correct feature or function from B. You may like to introduce the topic by showing a word processor on a computer. The screen shows a letter edited with Microsoft Word. Make sure SS understand the labelled features, They should also be able to distinguish the three bars at the top: the Menu bar, the Standard Toolbar and the Formatting Toolbar. Refer SS to the Glossary if necessary. This Sudoku is quite a challenge for SS and may take some time if they are not familiar with the type of puzzle. You may like to set this for homework,3 The Cut and Paste technique A Direct SS‘attention to the Edit menu. | A SS first listen to two friends talking | You may like to ask SS to Play track 18 of the CD and ask SS the about how to move text inWord, | translate the commands in th question: and answer the question. Edit menu. How many steps are involved in B SS listen again and complete the carrying out the Cut and Paste task? dialogue with words from the box. B Play the CD again. Play the CD a third time, pausing if necessary, and check answers. Then ask SS to read the dialogue aloud, in pairs. 4 Language work: giving and following instructions A Refer SS to the HELP box, and then A SS correct six mistakes in a You may like to ask SS to ask them to correct the mistakes in dialogue about how to insert a translate the commands in t the dialogue and to read the correct picture into a document. Insert Menu. version aloud in pairs. B SS complete the instructions on B Monitor the task, helping with any how to copy and paste in Word, vocabulary problems. using verbs from the box. C Monitor the task, helping where C 5S write instructions for using Find needed. You may like to set this task and Replace, based on the dialog for homework. box. D Monitor the discussions, encouraging | D Students work in pairs: Student A SS to use words and expressions gives instructions on how to create from the HELP box. and save a document; Student B gives instructions on how to insert a picture from the Web into a Word document. 5 WP tools AandB A SS read the descriptions of three These tasks will help SS to lea! Set these tasks at the same time. It is WP tools and match them with the | about three useful writing t important that SS understand what dialog boxes. the spell checker, the thesaut they will be expected to do in Task B | B SS read through the descriptions, | and the grammar checker. before they read the texts, otherwise find three sentences printed in the they may find the texts confusing. wrong position and decide where Monitor the tasks, helping where they should go. needed. C SS correct the three mistakes in a C You may like to provide some more sentence and decide if they would example sentences with deliberate be found by the spell checker or mistakes for SS to correct in a similar the grammar checker. way. Evaluation of the unit:swer key Word processing features ssible answers A word processor is a computer program which manipulates text and produces documents suitable for printing. A word processor can be used to compose, edit, format and print any sort of printable material. It is mainly used to write memos, briefs, technical reports and business letters. It also allows you to merge text from one file into another file; this is very useful for producing many files (e.g. personalized letters) with the same format but with different data. Microsoft Word, Word Perfect, OpenOffice.org Writer, “word. Word is probably the most popular, as it often comes ready-installed with Windows. Yoolbar; Formatting typeface Bold; Italic ardent Header; Footer Word Sudoku ee fo | | ; iz ie lol Pile) Insert Print | bie 3 The Cut and Paste technique A Four 1 2 Then 3 Like this 4 Now 5 right 6 Next 7 Finally 8 done that now 9 everything 4 Language work: giving and following instructions A A; [need a photo for my curriculum vitae. How do | insert one into this Word document? : Well, first choose insert on the Menu bar. : Like this? : Yes. From the Insert menu, select Picture. As you can see, this displays a drop-down menu with different options: Clip Art, From File, From Scanner, Chart, etc. Select From File and you'll get a dialog box. A: OK. I've done that now. What next? B: OK. Now you navigate your hard drive's contents and find the picture that you want to insert. A: Right. I'd like to include this one. B: OK, good. Now click Insert and the photograph will be inserted into your document. A: Here it is. Is that right? B: Yes. Finally, right-click with the mouse and select Format Picture to adjust the size and other properties. A: Brilliant, thanks! orm B 1. select; drag 2 click 3 position 4 click; right-clickCc Possible answer First, click where you want to start searching for the Text. Next, go to the Edit menu and select Replace. This displays a dialog box. As you can see in the illustration, you type the text you want to find (computer programme) in the Find what box, and the new text (software developer) in the Replace box. To locate the first instance of the specified text, click Replace. Now you have two options: to replace all instances of the text, click Replace All; to move through the document and replace only specific instances, click Find Next. This is a safer option. Do not click Replace All unless you are certain that every instance of the text should be replaced. D Open task 5 WP tools A Ic 2a 3b B 1 Spell checkers can be used to compare words in the program's dictionary to those used in the user's document. The spell checker points out any words it cannot match, notifies the user, and allows them to make any changes; it even suggests possible correct spellings. However, this does not mean that all the words in the document are spelled correctly. tke 5 eh ¢ ; eppesite meanings. A word may be spelled correctly but still be wrong (too instead of two, for instance). is a good first step at proofing a document because it can find many common errors, but users will still need to proofread documents to ensure complete accurag 2 Many word processors include an online thesaurus with which users can look up different words to use in similar instances. Like a conventional thesaurus, this database of words contains definitions and suggestions of words with similar and opposite meanings. Theitpowercomes net from-knewirg- every grammaticalttte- but from questioning the writ about certair-parts-efthetext: Some even include information about pronunciation and the history of a word. 3 Grammar checkers are applications that attempt to check more than just spelling. They count words in sentences to flag possible run-on sentences. They look for words that show possible conflicts between verbs and subjects and they offer advice about corrections. Grammar checkers area step beyond spell checkers, but they are still not a substitute for a human editor. Their power comes not from knowin every grammatical rule, but from questioning the writer about certain parts of the text. However, thi does not meanthatatthewordsinthe decament are-spellect correctly: They give the writer another chance to think about what he or she has written. The computer can alert writers to problems that wouldn't be obvious to them otherwise. c | Mail merge combines a form letter with a database file t create customized copies of the letter. The grammar checker would find the first mistake, the spell checker the second and third. Audio script Anna: Ben, do you know how | can move this paragraph? | want to put it at the end of this page. Ben: Er... I think so. First, use the mouse to select the text you want to move. Then choose the Cut command from the Edit menu. Anna: Like this? Ben: Yes. The selected text disappears and goes onto the Clipboard. Now you find where you want the text to appear, and you click to position the insertion point there. Anna: Mm, OK. Is that right? Ben: Yes, if that’s where you want it. Next, choose Paste | from the Edit menu, or hold down CTRL and press V. Finally, check that the text has appeared in the right place. Anna: OK, I've done that now. Is that everything? Ben: Yes, that's it. If you make a mistake, you can choose Undo from the Edit menu, which will reverse your las editing command. Anna: Brilliant! Thanks a lot. Ben: That's OK, it’s my pleasure. © Cambridge University Press 2008Pert Spreadsheets and databases pi Skills The form and function of spreadsheet programs Listening: Listening for specific and general Databases information in a lecture about spreadsheets saming objectives ee eas the software used by To understand the basic features and applications of per ce Pronunciation of plurals Reading: Understanding the basic features of databases and completing statements based on a spreadsheets and databases To form and pronounce plurals correctly guage text Grammar: Plurals Writing: Completing an invoice Vocabulary: Completing a business letter Spreadsheets: column, row, cell, formula, value, chart, Writing a fax of complaint graph, invoice Optional materials Databases: DBMS, relational database, file record, Areal spreadsheet or database program field, update, index, search, sort, query Students’ activities Comments About spreadsheet programs A Elicit answers from SS but do not give the answer for Tasks AorB yet, as SS will listen for them in Task C. You might like to ask SS the question: Have you ever used a spreadsheet? What for? B Elicit answers from SS. Draw SS’attention to the caption explaining the terms spreadsheet and worksheet. C Play track 19 of the CD. SS check their answers to A and B. D Play the CD again, pausing if necessary. E Ask SS to justify their answers with information from the worksheet. F Teach different types of graphs and charts: line, bar, pie chart, etc. A In pairs, SS discuss the questions. {| You may like to show SS a real B SS look at the sample worksheet, | spreadsheet program on a laptop or label a column, a row and a cell, PDA. and answer the questions. C SS listen and check their answers toAandB. D SS listen again and correct the false sentences. E SS look at the worksheet and decide whether the sentences are true or false. F In pairs, SS discuss the advantages and disadvantages of showing information as a graph, rather than a spreadsheet. The listening passage might be a little difficult for some SS, but the task is straightforward. If necessary, provide them with the audio script.2 An invoice, a business letter and a fax A Explain the difference between invoice and bill. Refer SS toa dictionary if necessary. B Read through the business letter with SS, and draw their attention to the format and type of vocabulary. C Refer SS to the Useful language box. Monitor the task, helping where needed. 3 Databases A Elicit answers from SS and make a summary on the board. B Use the picture to illustrate the difference between file, record and field. Do not give the answer for Task B yet, as SS will read for it in Task C. CandD Monitor the tasks, helping with any vocabulary problems. E Tell SS that all the terms in the puzzle appear in the text. F Monitor the discussions, helping where needed. Alternative for homework: Ask SS to design a database form (on computer) for their music collection. 4 Language work: plurals A Refer SS to the HELP box. Remind SS that the word data is a group noun (uncountable) and takes a third person singular when it refers to information processed by a computer: The data is ready for processing. B Monitor the activity, and then read the words aloud for SS to check their answers. A SS complete the invoice with A c D SS read the text again and E F These activities could be set as a mini-project that SS can do on the computer. They can use a spreadsheet program like Excel to generate the invoice, and a word processor to write the fax. words from the box. if possible, they generate a similar invoice outside class. SS complete the business letter that goes with the invoice. SS write a fax complaining about faulty hardware and software. A database is: a file of structured data; a large collection of related information; an organized collection of data stored in a computer file. In groups, SS make a list of applications for databases. SS look at the illustration of a database file and identify a record anda field. , You may like to compare an th nswers 5 5 7 a esi orepresetiseleins electronic database with a manual filing cabinet (e.g. a card index system) and ask SS what the advantages and disadvantages of each system are. complete the statements. SS solve the clues and complete the puzzle. In pairs, SS discuss what fields they would include in a database for a music collection SS write the plural of the words. SS put the plurals into the correct columns and then listen to the teacher to check their answers. Some SS may find it difficult to discriminate between the voiceless /s/ and the voiced /2/.