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Tag questions

Exercise 7. Give the correct tag to these sentences.

1. You didn't have a cup of coffee this morning, did you?

2. They didn't have to go out of town last Saturday, did they?

3. They arrived in the city a fortnight ago, didn’t they?

4. They had awful weather while they were on holiday, didn’t they?

5. You had to live at home with your parents years ago, didn’t you?

 

Special questions

Exercise 8.

  1. What kind of questions did Mrs Taylor’s pupils often ask?
  2. How long did it take Clare to pack her travelling bag?
  3. Who didn’t marry until sixty-three?
  4. When did Alexander Bell start his first telephone company?
  5. How much did Martin earn?

 

Exercise 9. Ask subject or object questions. Give answers to subject questions.

Example: We waited for him at the door. — Who waited for him at the door? — We did. Who did you wait for at door?

  1. Who listened to the news at breakfast? – We did. What did we listen to?
  2. Who talked to his girlfriend on the phone all evening? – Antony did. Who did Antony talk to?
  3. Who married a famous actor? – Fred’s sister did. Who did Fred’s sister marry?
  4. Who bought a present for us? – They did. Who did they have to buy a present for?
  5. Who had to report the accident to the police? – I did. Who did you have to report the accident to?

E. Bazanova, Moscow, Drofa.

Revision test

I.

1. Yesterday evening I _watched_ television.

2. I cleaned my teeth three times yesterday.

3. Bernard smoked 20 cigarettes yesterday evening.

4. The concert last night started at 7.30 and finished at 10 o'clock.

5. The accident happened last Sunday afternoon.

6. When I was a child, I wanted to be a doctor.

7. Mozart lived from 1756 to 1791.

8. We enjoyed our holiday last year. We stayed at a very good hotel.

9. Today the weather is nice, but yesterday it rained.

10. It was hot in the room, so I opened the window.

11. The weather was good yesterday afternoon, so we played tennis.

12. William Shakespeare died in 1616.

 

II.

1. Yesterday he went to work by car.

2. This morning they got up early.

3. He lost his keys last Saturday.

4. Last week I wrote a letter to Jane.

5. She met her friends yesterday evening.

6. I read two newspapers yesterday.

7. Last Friday the came to my house.

8. We went to the cinema last Sunday.

9. Tom had a shower this morning.

10. Last year they bought a new car.

11. Yesterday I ate an orange today.

12. We did our shopping last Monday.

13. Last weekend Ann took photographs.

14. We left home at 8.30 this morning.

III.

1. I saw John but I didn’t see Mary.

2. They worked on Monday but they didn’t work on Tuesday.

3. We went to the shop but we didn’t go to the bank.

4. She had a pen but she didn’t have any paper.

5. Jack did French at school but he didn’t do German.

 

IV.

1. I watched TV last night. And you? Did you watch TV last night?

2. I enjoyed the party. And you? Did you enjoy the party?



3. I had a good holiday. And you? Did you have a good holiday?

4. I got up early this morning. And you? Did you get up early this morning?

5. I slept well last night. And you? Did you sleep well last night?

 

V. Write questions with Who/What/How/'Why ...?

1. Who did you meet?

2. What time did Harry arrive?

3. Who did you see?

4. What did they want?

5. What time did the meeting finish?

6. Why did Pat go home early?

7. What did you have for dinner?

8. How much did it cost?

 

VI.

1. I played (play) tennis yesterday but I didn’t win (not/win).

2. We waited a long time for the bus but it didn’t come.

3. That's a nice shirt. Where did you buy it?

4. She saw me but she didn’t speak to me.

5. Did it rain yesterday? No, it was a nice day.

6. That was a stupid thing to do. Why did you do it?

Raymond Murphy, Essential Grammar in Use, Cambridge University Press

 

After repeating grammar at home students should ask each other questions for details for four or five minutes. At the end recombine the class and ask various students some of these extra questions:

When do you usually have your meals? What do you like to eat?
Where did you go for your last holiday? What did you do on holiday?

 

Correct the mistakes in using verbs.

 

Revision test

I.

1. Last year she was. 22, so she is 23 now.

2. Today the weather is nice, but yesterday it was cold.

3. I am hungry. Can I have something to eat?

4. I was hungry last night, so 1 had something to eat.

5. Where were you at 11 o'clock last Friday morning?

6. Don't buy those shoes. They are too expensive.

7. Why are you so angry yesterday?

8. We must go now. It is very late.

9. This time last year I was in Paris.

10. We were tired when we arrived home, so we went to bed.

11. Charlie Chaplin died in 1978. He was a famous film star.

12. 'Where are the children?' 'I don't know. They were. in the garden ten minutes ago.

 

II. Put in was/wasn't/were/weren't.

1. We didn't like our hotel room. It was.... very small and it wasn’t.... very clean.

2. Kate got married when she was 24 years old.

3. I phoned you yesterday evening but you weren’t at home. Where were you?

4. George wasn’t at work last week because he was ill. He's better now.

5. The shops weren’t open yesterday because it was a public holiday.

6. Were you at home at 9.30? “No, I was at work.”

Raymond Murphy, Essential Grammar in Use, Cambridge University Press

 

Explain shortly the usage of The Past Continuous Tense and ask to do the revision test for homework.

Exercise 1.

1. We were listening to the radio when it suddenly stopped working.

2. When I saw them, they were playing football.

3. When I got out of the house it was raining.

4. You broke your tooth when you were eating walnuts.

 

Exercise 2. Use the past continuous in the sentences below.

Example: I wasn’t listening (not/listen) so I missed what he said.

1. Just as I was getting to an interesting part of the story, the telephone rang.

2. When she was younger, she was always playing jokes on other people.

3. Yesterday afternoon we weren’t tidy up our flat.

4. Pete wasn’t listening to the lecture; he was talking to his friends.

5. A strong wind was blowing right in my face.

 

Exercise 3.

1. Roy saw Alice and Tina when he was going to work this morning.

2. I broke a cup last night. I was doing the washing-up when it slipped out of my hand.

3. We didn’t go out because it was raining.

4. It was midnight. We were driving home.

5. Christopher Columbus was sailing in the Santa Maria when he discovered America.

 

Revision test

 

Exercise 1.

1. Jane wasn't at home when I went to see her. She was working.

2. I got up early this morning. I washed, dressed and then I had breakfast.

3. The postman came while I was having breakfast.

4. We met Joan at the party. She was wearing a red dress.

5. The boys broke a window when they were playing football.

6. I was late but my friends were waiting for me when I arrived.

7. I got up at 7 o'clock. The sun was shining, so I went for a walk.

8. He was not driving fast when the accident happened.

9. Margaret didn’t go to work yesterday. She was ill.

10. What did you do on Saturday evening?”I went to the cinema”

11. What were you doing at 9.30 on Saturday evening? “I was watching a film in the cinema.

 


Unit IV

COMPUTER

prepared by

Svetlana Konyaeva

e-mail: dina20011978@mail.ru, svetlanakonyaeva@mail.ru

Lesson 1

The lesson plan

1. Introduction to the theme (2 min)

2. Prereading discussion (5 min)

3. Active vocabulary (10-15 min)

4. Reading text (10-15 min)

5. Reading comprehension (5-8 min)

6. Speaking practice (15-20 min)

7. Writing practice

– I (8-10 min)

– II (15 min)

8. Homework (1 min)

 

Introduction

As an introduction to the lesson “COMPUTER” for students a teacher may use the following passage:

The history of computer science began long before the modern discipline of computer science that emerged in the twentieth century. The progression, from mechanical inventions and mathematical theories towards the modern concepts and machines, formed a major academic field and the basis of a massive world-wide industry. Today computers do much more than simply compute: supermarket scanners calculate our grocery bill while keeping store inventory; computerized telephone switching centers play traffic cop to millions of calls and keep lines of communication untangled; and automatic teller machines let us conduct banking transactions from virtually anywhere in the world. But where did all this technology come from and where is it heading? To fully understand and appreciate the impact computers have on our lives and promises they hold for the future, it is important to understand their evolution.

Wikipedia

Prereading discussion

Ask students to discuss the following questions:

1. Who uses computers today? Give examples of the impact they have on our lives.

2. When did the first personal computer appear? How was it different from the computers that precede it?

3. How have computers changed since the first one was introduced in the early 1940s?

 

ACTIVE VOCABULARY

Ask students to give if possible definitions of the following words and word combinations and to pronounce them correctly:

 

computer science – the study of computers and their application

computation – a calculation involving numbers or quantities

abacus (pl abaci) – a counting device that consists of a frame holding rods on which a specific number of beads are free to move. Each rod designates a given denomination, such as units, tens, hundreds, etc., in the decimal system, and each bead represents a digit or a specific number of digits

circa – (used with a date) at the approximate time of

BCE – abbreviation for Before Common Era

to employ – to give somebody a job to do for payment

to refer to – to be relevant (to)

to perform – to do, to carry out something

gradually – slowly, over a long period of time

onset – a start; beginning

digital – using a system of receiving and sending information as a series of the numbers one and zero, showing that an electronic signal is there or is not there

value – a particular magnitude, number, or amount

to store – to enter or retain (information) in a storage device

analog – using a continuously changing range of physical quantities to measure or store data

logical – performed by, used in, or relating to the logic circuits in a computer

purely – only, completely

to invent – to create or devise (new ideas, machines, etc.)

Turing machine – a hypothetical universal computing machine able to modify its original instructions by reading, erasing, or writing a new symbol on a moving tape of fixed length that acts as its program

to evolve – to develop or cause to develop gradually

Turing test – a proposed test of a computer's ability to think, requiring that the covert substitution of the computer for one of the participants in a keyboard and screen dialogue should be undetectable by the remaining human participant

to run – to launch, to perform a program

 

READING TEXT

Ask students to read the text “HISTORY OF COMPUTER SCIENCE” paying attention to pronunciation and to the discussed words and word combinations.

 

READING COMPREHENSION

I. Ask students to fill in the blanks with suitable words.

- Many thousands of computers were ………………….. (employed) in different spheres of people’s life.

- Human clerks that performed computations were called …………….. (computers).

- The original style of abacus, the earliest known tool for use in computation, has been ………………….. (invented) circa 2400 BCE.

II. Ask students to write given certain statements and write ‘T’ against true statements and ‘F’ against false statements.

- Alan Turing is known as the Father of such a logical computer known as the Manchester Baby. (F) (Alan Turing, known as the Father of Computer Science, invented such a logical computer known as the Turing Machine, which later evolved into the modern computer.)

- A logical computer was able to do anything that could be described "purely mechanical". (T)

- The earliest known tool for use in computation was the wheel. (F) (The earliest known tool for use in computation was the abacus, and it was thought to have been invented in Babylon circa 2400 BCE.)

- The phrase computing machine gradually gave away, after the late 1940s. (T)

- The first practical computer that could run stored programs appeared in 1948. (T)

 


Speaking practice

Ask students to discuss the topic “COMPUTERS” with their partners using newly learnt words and introduce their final work to the class. Ask them to discuss all periods of computer science development and to try to assess the role of computers in our century.

 

The periods of computer science development:

circa 2400 BCE

before the 1920s

after the 1920s

after the late 1940s

in 1948

 

Writing practice

I. Ask students to compose sentences as many as they can, using the following words and discuss them with their partner:

Computer, invention, to load, program, microprocessor, to contribute.

Sample sentences:

– Our sales information is processed by computer.

– Fax machines were a wonderful invention at the time.

– Wait for the program to load.

– An engineer loaded the program into the computer.

– The microprocessor became the heart of the computer.

– Immigrants have contributed to British culture in many ways.

 

II. Ask students to read the paragraph as many times as they can in 4 minutes. Then ask them to entitle it and tell their partner as much info as they can remember without looking into the text.

Sample title:

Prosperous Business

 

Homework

Ask students to study new vocabulary.


Lesson 2

The lesson plan

1. Lead-in (5 min)

2. Lexical exercises (20 min)

3. Speaking practice (60 min)

4. Homework (3 min)

 

LEAD-IN

The 20th century can be considered the Computer Age. The remarkable thing about the Computer Age is that so much has happened in such a short time.

Ask students to tell about the history of computer science: main periods?

 

The periods of computer science development:

circa 2400 BCE; before the 1920s; after the 1920s; after the late 1940s; in 1948

 

LEXICAL EXERCISES

I. Ask students to give definitions to words and word combinations which they have learnt at the previous lesson and to spell them:

 

circa – (used with a date) at the approximate time of

computer science – the study of computers and their application

gradually – slowly, over a long period of time

logical – performed by, used in, or relating to the logic circuits in a computer

to run – to launch, to perform a program

BCE – abbreviation for Before Common Era

computation – a calculation involving numbers or quantities

analog – using a continuously changing range of physical quantities to measure or store data

Turing machine – a hypothetical universal computing machine able to modify its original instructions by reading, erasing, or writing a new symbol on a moving tape of fixed length that acts as its program

to refer to – to be relevant (to)

purely – only, completely

digital – using a system of receiving and sending information as a series of the numbers one and zero, showing that an electronic signal is there or is not there

Turing test – a proposed test of a computer’s ability to think, requiring that the covert substitution of the computer for one of the participants in a keyboard and screen dialogue should be undetectable by the remaining human participant

abacus (pl abaci) – a counting device that consists of a frame holding rods on which a specific number of beads are free to move. Each rod designates a given denomination, such as units, tens, hundreds, etc., in the decimal system, and each bead represents a digit or a specific number of digits

to store – to enter or retain (information) in a storage device

to evolve – to develop or cause to develop gradually

value – a particular magnitude, number, or amount

to employ – to give somebody a job to do for payment

to invent – to create or devise (new ideas, machines, etc.)

onset – a start; beginning

to perform – to do, to carry out something

 

II. Learning new vocabulary for the theme “COMPUTER”. Ask students to match computer terms written in bold with definitions given below. Then ask them to read matched pairs aloud and put between the term and its definition the verb “is”. For example,

Computer science is the study of computers and their application.

Mode, drive, access, driver, multitasking, bus, ROM, device, motherboard, program.

 

1. Motherboard is the main board in a computer, into which the circuits are plugged.

2. Device is a combination of physical components forming a unit that performs a specific function, such as storage or I/O.

3. ROM is a type of memory chip that can be read but cannot be written on or altered.

4. Drive is a unit that reads and writes data on an external storage device.

5. Driver is a program that controls devices or other programs.

6. Access is the ability to store or retrieve data.

7. Bus is a circuit for the transfer of data or electrical signal between two devices.

8. Mode is a method or condition of operation.

9. Multitasking is the technique of concurrently executing a number of related tasks in the same partition.

10. Program is a logically arranged set programming statements defining the operation to be performed by a computer.

 

III. Ask students to read the words as they are used in the following sentences and to try to come up with students’ own definition.

1. Using computers to create graphics and sounds, virtual reality makes the viewer believe he or she is in another world.

2. Three-dimensional images are created using technology that fools the viewers’ mind into perceptive depth.

3. Plug a terminal directly into the brain via a prepared skull and you can enter cyberspace.

4. I’ve got a set of eyephones, 3D goggles, a fiber optic glove and the rest of the gear.

5. There are many word substitutes for invalids, e.g. the handicapped, challenged by birth or by accidents, disabled people.

6. The bowman took a deep breath, aimed at the target and shot, but the arrow went astray.

Virtual reality – a computer-generated environment that, to the person experiencing it, closely resembles reality.

Three-dimensional (3D) – having, or relating to three dimensions; simulating the effect of depth by presenting slightly different views of a scene to each eye.

Cyberspace – all of the data stored in a large computer or network represented as a three-dimensional model through which a virtual-reality user can move.

Gear – equipment for a particular operation.

Disabled – lacking one or more physical powers, such as the ability to walk or to coordinate one’s movements, as from the effects of a disease or accident, or through mental impairment

To go astray – to be mislaid; go missing.

 

Grammar explanation

Explain students the formation of the Present Perfect Tense. You may use it as a self-study activity. Additional information students can find in “Essential Grammar In Use. Raymond Murphy”.

 

Ask students to listen to the Present Perfect explanation from BBC Learning English (06:00 min).

 


BBC Learning English

Grammar Challenge

http://www.bbclearningenglish.com/

Nuala’s Grammar Explanation:

Present perfect

 

Nuala: Elena used the present perfect ‘I’ve lived’. We use the present perfect when we want to talk about a period of time that started in the past and continues until now. If the activity is completed or finished or we mention the exact time something happened, we use the past simple. Listen to Finn:

Finn: I lived in London for 20 years.

Stop the audio file and ask students to write down Finn’s words and to pronounce them.

Continue playing the audio file.

 

We use the present perfect to talk about an action that began in the past and is still continuing now, sometimes called the unfinished past.

 

Finn: I haven’t experienced many cities in my life.

 

Stop the audio file and ask students to write down Finn’s words and to pronounce them.

Continue playing the audio file.

 

He hasn’t experienced many cities in his life. The period of time we are talking about is his life, which hasn’t finished yet.

 

Elena: I’ve lived here for 6 years.

 

Stop the audio file and ask students to write down Elena’s words and to pronounce them.

Continue playing the audio file.

 

She’s lived here for six years means she came to London six years ago and she’s still here now.

So, to recap then: We use the present perfect to talk about an action or state that began in the past and is still continuing now. That’s all from me, good luck with your grammar challenge!

 

Host: OK. That’s the Present Perfect. Are you ready for your grammar challenge?

Fatima: Yes, I am ready.

H: OK. We are going to talk a little bit about the actor Tom Cruise. With the prompts that I give you have to make a true sentence about Tom. OK. Here is the first one.

He …………. acting in films in 1981. Begin.

 

Stop the audio file and ask students to write down the answer they think is correct.

Continue playing the audio file.

 

F: He began acting in films in 1991.

H: Oh, in 1981.

F: Oh, in 1981.

H: OK. Well done. OK. That was the Simple Past. Good.

He …………. more than 30 movies. Start.

Stop the audio file and ask students to write down the answer they think is correct.

Continue playing the audio file.

 

F: He starts-ts-ts. I don’t know.

H: Do you think it’s Present Perfect or Past Simple?

F: Past Simple, I think.

H: Is he making movies now?

F: Yes. Still.

H: So, he’s still making movies. So, he can start in some more movies.

F: He has started more than 30 movies.

H: OK. Well done.

He ……………. three Golden Globe Awards. Win.

 

Stop the audio file and ask students to write down the answer they think is correct.

Continue playing the audio file.

 

F: He has won three Golden Globe Awards.

H: Excellent.

He ……………. in the first Mission Impossible film in 1996. And use the verb “act”.

 

Stop the audio file and ask students to write down the answer they think is correct.

Continue playing the audio file.

F: He acted in the first Mission Impossible film in 1996.

H: You got. Exactly. There is the Simple Past because we have 1996. It’s in the past, it’s finished. It’s Simple Past.

He …………….. three times. Be married.

 

Stop the audio file and ask students to write down the answer they think is correct.

Continue playing the audio file.

 

F: He married three times.

H: If he was dead you could say that. But he is still alive. So, maybe he ….

F: He has been married three times. H: Excellent. Very good. Well done.

 

Check students’ answers.

Then ask students to listen to the Present Perfect explanation from BBC Learning English once more. Ask students to tell what the audio file is about.

 

SPEAKING PRACTICE

 

I. Working in pairs. Ask students to look at the picture and discuss with your partner what computer parts are the main and what parts are not obligatory for work on a computer.

 

II. Divide students into small groups and ask them to discuss the question:

What is important for optimum computer work (CPU clock, hard disk, motherboard, RAM, ROM, video card, audio card)?

 

III. Ask students to discuss with their partner for what purposes one can use a computer nowadays.

 

Homework

 

Ask students to refresh vocabulary from the first lesson of the section.

Ask students to study the second lesson new vocabulary.

Ask students to refresh grammar information about the Present Perfect Tense.

Ask students to write an imaginary story with the usage of the Present Perfect Tense.


Lesson 3

The lesson plan

1. Lead-in (5 min)

2. Active vocabulary (10 min)

3. Listening text (30 min)

4. Listening comprehension (20-25 min)

5. Homework (3 min)

 

LEAD-IN

 

Computer technology has become a major part of people’s lives. This technology has its own special words. Especially, if you want to buy a computer being a non-expert. To fully understand and appreciate the meaning of special computer terms, it is necessary to face with them in the real life.

Ask students to discuss what words they need know to buy a new computer. For example, a microprocessor (give them the definition of a microprocessor). Ask them to try to give definitions for these words.

A microprocessor – a single integrated circuit performing the basic functions of the central processing unit in a small computer.

A central processing unit – the part of a computer that performs logical and arithmetical operations on the data as specified in the instructions. Abbreviation: CPU.

Data (sing. datum) – the information operated on by a computer program.

 

Ask students to discuss the following questions:

1. Who has a computer? Is it important and why?

2. What problems did they face when they were buying their computers?

 

ACTIVE VOCABULARY

Ask students to give if possible definitions of the following words and word combinations and to pronounce them correctly:

 

pretty – quite or very

to replace – to substitute a person or thing for; put in place of

to call – to telephone (a person)

PC – personal computer

a fan – an ardent admirer of a pop star, film actor, football team, etc; a devotee of a sport, hobby, etc

fancy – superior in quality or impressive

cool – (inform.) excellent; marvelous

processor – another name for central processing unit

memory – a part of a computer in which information is stored for immediate use by the central processing unit

RAM – random access memory: semiconductor memory in which all storage locations can be rapidly accessed in the same amount of time. It forms the main memory of a computer, used by applications to perform tasks while the device is operating

CD – compact disc

DVD – digital video disk: an optical disk used to store audio, video, or computer data, esp feature films for home viewing

a monitor – the unit in a desk computer that contains the screen

a keyboard – a complete set of keys, usually hand-operated, as on a piano, typewriter, or computer

a mouse – a hand-held device used to control the cursor movement and select computing functions without keying

a speaker – a device for converting audio-frequency signals into the equivalent sound waves by means of a vibrating conical diaphragm

 

LISTENING TEXT

Ask students to listen the text “MAIN COMPUTER PARTS. BUYING A NEW COMPUTER” paying attention to pronunciation and to the discussed words and word combinations. Ask students to write down all explained in audio file words and word combinations.

 

My computer has been acting up on me. It's a pretty old model, and I need to replace it. So I decided to call up my friend Kevin to ask for his two cents. Kevin is a computer whiz. He knows PC really well since he worked on them for years, but in his heart of hearts, he is a big Mac fan. So, I thought he would be a good person to ask.

I have always used a PC. I do mostly word processing so I don't need anything fancy. But, I see people I know doing cool things with photos and video, so I would like to take a crack at some new programs in the future.

Well, I called up Kevin to tell him what I needed. He immediately started throwing out specs: "You need at least a 2 Gigahertz processor and 1 Gig of memory, and make sure it has a writable DVD drive." "Whoa," I said. "All of that is way over my head. Let's back up for a minute." Then he laughed and said he had gotten carried away. "Okay," he said. "Let's start at the beginning. Now, the processor determines how easily and how fast you can use the programs on your computer. “Got that?" I said that I did. Then he continued, "How much RAM memory you have is very important, too. Your computer will go faster the more you have. So, I recommend getting at least 1 Gigabyte of RAM memory." "I think I'm following you so far," I said. "Great," he said. Another thing you want is a drive that handles both CDs and DVDs. Some drives can just read DVDs and some can record onto blank ones. If you want to burn your own videos, you'll want a writable DVD drive. Remember though, that's just the computer itself. Don't forget that you'll need a monitor, a keyboard, a mouse, and speakers."

"OK," I said. "I think I've got all that. Now, here's the burning question: Mac or PC?

He said: "Now that's a whole different thing. Do you have a couple of hours?"

Script by Dr. Lucy Tse

ESL Podcast http://www.eslpod.com

Terms explanation

 

· to act up means to cause you problems. We can use this expression for a computer. We can also use it for, say, your stomach:

My stomach is acting up meaning it’s causing me problems

or we can use it for children:

The children are acting up: they are making noise, they are causing problems.

Anything that starts to cause problems can be said to be acting up.

· the model of a computer is sort like the type of computer. For example,

I have a Macintosh computer. The model of my computer is a PowerBook G4. Or you could have a PC computer. And the model is … The company is DELL and the model is ENSPERON.

Model is another word for type.

· to call and to call up mean the same thing.

· to give someone your two cents worth means to give your opinion. Sometimes it just means an opinion. Sometimes the expression is used to indicate some humility or some modesty about your opinion. For example,

Well, I don’t know for sure but here is my two cents worth and then you give your opinion.

· to be a whiz at something means to be very good at, to be an expert. Sometimes with computers we use the term geek. A computer geek is someone who is an expert at computers. However, this is often a negative term. Ti use the term “geek” can be an insult. Because it also implies that you do not have very good social skills. You don’t relate well to other people. You have problems communicating with other people. So, be careful about using the word “geek”. It’s sometimes an insult.

· the expression heart of hearts means deep down, what you really, surely believe or what you really and surely like.

I live in California but in my heart of hearts I still feel I am from Minnesota meaning that’s that is where my most strongest feelings rather lie.

· word processing is, as you probably know typing documents, letters. Microsoft Word, for example, is a word processor.

· to take a crack at something means to try something, usually something bad. Maybe you’re having difficulty with or someone else is having difficulty with. For example,

Here, let me take a crack at that television set that isn’t working.

And you are going to try, another words, to fix it. So, to take a crack at something means to try something.

· to throw out something, in this context, means to give someone information.

He started throwing out information.

usually means

He is giving us information very fast, very quickly.

That phrase “to throw out” also means to put in the garbage, to give read off. Throw out and throw away are used for garbage and for junk or trash. But here to throw out means to give to another person information very quickly.

· specs are specifications. The specs of a computer are its processor speed, its RAM, its hard drive, and how big the hard drive is. All of these are specifications. And the word we use sometimes informally is specs.

· a writable drive for computers is a drive that you can make a disc on, such as a CD or in this case a DVD. Some DVDs are R-O-M or ROM meaning you can only read a disc. You can’t make a disc. A writable disc is one you can make a disc on.

· to be over your head means to be too difficult. Something you don’t understand is way over your head.

· to back up physically means to go backwards, to move backwards. But here to back up means to go over it again, to go back to a certain point and start over again.

· to be carried away means you get so excited and so interested in something that you begin to talk too fast or start talking over someone’s head, that is when you get carried away. Anytime you get very excited, too excited that it starts to cause problems is getting carried away.

· “Get that?” This is an informal of saying “Do you understand that?” You can respond by saying “Yes, I get it.” meaning “I understand it.”

· to follow someone has two meanings. Physically it means to go behind someone to walk or drive behind someone. But here it means to understand. “Do you follow me?” means “Do you understand me?”

· a blank CD or a blank DVD is an empty DVD. A CD or DVD or cassette can all be blank. Sometimes we use the expression “my mind is blank” meaning “I forgot something. It escaped, it’s empty. My mind is empty.” That’s the expression.

· to burn something, a DVD or CD, as many of you know, means to record something. It’s the same as to write something to a DVD or to write something to a CD means to record it, to burn it.

· a burning question is a question that is very important, that is extremely interesting. It is not related to the term burn in a sense that it’s hot. A burning question means that it’s a very important question.

· a whole different thing meaning it’s a completely different topic that would require much more explanation.

 

Ask students to listen to the audio file once more and check their notes.

 


LISTENING COMPREHENSION

I. Ask students to read aloud explanations of words and word combinations which they have written listening to the audio text.

 

II. General understanding. Ask students to answer the questions to text.

– What happened with the computer of the main character?

– Whose help did she ask?

– What does she use her computer for?

– What is she going to try with her new computer in future?

– What computer specifications did her friend list?

– What did he say about her last question whether to choose PC or Mac?

 

III. Ask students to try to tell a story about the buying of a new computer by the main character.

 

Homework

Ask students to refresh vocabulary from the first two lessons of the section.

Ask students to refresh grammar information about the Present Perfect Tense.

Ask students to study this lesson new vocabulary.

Ask students to compose a story about the problems they’ve faced buying a new computer.


Lesson 4

The lesson plan

1. Oral test on the homework (15 min)

2. Lexical exercises (40 min)

3. Speaking practice (30 min)

4. Homework (3 min)

 

Oral test on the homework

Students’ hometask was to compose a story about the problems they’ve faced buying a new computer. Ask some students to tell their stories to the class.

 

LEXICAL EXERCISES

I. Ask students to give definitions to words and word combinations which they have learnt at the previous lesson and to spell them:

to replace – to substitute a person or thing for; put in place of

a writable drive – a drive that you can make a disc on, such as a CD or in this case a DVD

to burn something, a DVD or CD – to record something

specs – specifications

a microprocessor – a single integrated circuit performing the basic functions of the central processing unit in a small computer

to be a whiz at something – to be very good at, to be an expert

PC – personal computer

processor – another name for central processing unit

to give someone your two cents worth – to give your opinion

memory – a part of a computer in which information is stored for immediate use by the central processing unit

to act up – to cause you problems

heart of hearts – deep down, what you really, surely believe or what you really and surely like

DVD – digital video disk: an optical disk used to store audio, video, or computer data, esp feature films for home viewing

word processing – typing documents, letters

a monitor – the unit in a desk computer that contains the screen

to throw out something – to give someone information

a central processing unit – the part of a computer that performs logical and arithmetical operations on the data as specified in the instructions. Abbreviation: CPU

to be over your head – to be too difficult

RAM – random access memory: semiconductor memory in which all storage locations can be rapidly accessed in the same amount of time. It forms the main memory of a computer, used by applications to perform tasks while the device is operating

data (sing. datum) – the information operated on by a computer program

a mouse – a hand-held device used to control the cursor movement and select computing functions without keying

a blank CD or a blank DVD – an empty DVD

 

II. Learning new vocabulary for the theme “COMPUTER”. Ask students to match computer terms written in bold with definitions given below. Then ask them to read matched pairs aloud and put between the term and its definition the verb “is”. For example,

Hit is a visit to a Web site.

 

cursor B: movable indicator on computer screen
network C: system of electronically joined computers
to download A: to copy a file or program onto a personal computer
virus D: digital infection or poison
browser A: software that allows you to explore , or browse the Internet
to boot D: to start up a computer
server A: central computer sharing resources and data with other computers on a network
modem D: connecting device between computers over a phone line
glitch C: error; malfunction
pixel A: picture element; basic unit of an on-screen image
link C: related site on Internet
scanner A: machine that reproduces images onto a computer
shareware D: free trial software often requiring later payment
gigabyte B: unit of storage, roughly a billion bytes

III. Compose sentences using terms from the previous exercise using as many terms as they can.

 

Sample sentences:

1. He put the cursor after the last typed word.

2. A network offers many opportunities for sharing information.

3. She downloaded the transcript of the trial.

4. The virus wreaked havoc with the bank’s accounting.

5. The journalist submitted her article by modem.

6. A gigabyte of work was saved on her home computer.

 

IV. Ask students to listen to the audio text “Computer terms: Good Hackers, Bad Hackers and Busy Bloggers” and to write down terms pronounced in the text and their definitions.

 

Computer Terms: Good Hackers, Bad Hackers and Busy Bloggers

Now, the VOA Special English program Words and Their Stories.

Computer technology has become a major part of people’s lives. This technology has its own special words. One example is the word mouse. A computer mouse is not a small animal that lives in buildings and open fields. It is a small device that you move around on a flat surface in front of a computer. The mouse moves the pointer, or cursor, on the computer screen.

Computer expert Douglas Engelbart developed the idea for the mouse in the early nineteen sixties. The first computer mouse was a carved block of wood with two metal wheels. It was called a mouse because it had a tail at one end. The tail was the wire that connected it to the computer.

Using a computer takes some training. People who are experts are sometimes called hackers. A hacker is usually a person who writes software programs in a special computer language. But the word hacker is also used to describe a person who tries to steal information from computer systems.

Another well known computer word is Google, spelled g-o-o-g-l-e. It is the name of a popular search engine for the Internet. People use the search engine to find information about almost any subject on the Internet. The people who started the company named it Google because in mathematics, googol, spelled g-o-o-g-o-l, is an extremely large number. It is the number one followed by one hundred zeros.

When you Google a subject, you can get a large amount of information about it. Some people like to Google their friends or themselves to see how many times their name appears on the Internet.

If you google someone, you might find that person’s name on a blog. A blog is the shortened name for a Web log. A blog is a personal Web page. It may contain stories, comments, pictures and links to other Web sites. Some people add information to their blogs every day. People who have blogs are called bloggers.

Blogs are not the same as spam. Spam is unwanted sales messages sent to your electronic mailbox. The name is based on a funny joke many years ago on a British television show, “Monty Python’s Flying Circus.”

Some friends are at an eating place that only serves a processed meat product from the United States called Spam. Every time the friends try to speak, another group of people starts singing the word Spam very loudly.

This interferes with the friends’ discussion – just as unwanted sales messages interfere with communication over the Internet.

(MUSIC)

This VOA Special English program, WORDS AND THEIR STORIES, was written by Jill Moss. I’m Faith Lapidus.

VOANews.com

http://www.voanews.com

Ask students to listen to the text once more to check their answers and then ask them to read their answers loudly.

Ask students to try to tell a connected story about just written terms.

 

SPEAKING PRACTICE

Explain students the difference between the Present Perfect Tense and the Past Simple Tense. You may use it as a self-study activity. Additional information students can find in “Essential Grammar In Use. Raymond Murphy”.

 

I. Ask students to work in pairs and act the following dialog in parts and then perform it to the class. Give them 5 minutes for preparation.

 

Henry: Hello Sheila. I didn't expect to see you here.

Sheila: Oh, I've been here for quite a while.

Henry: When did you arrive?

Sheila: Just after lunch.

Henry: Did Patrick pick you up from the station?

Sheila: No, it was a nice day so I walked.

Henry: Have you eaten anything since you've been here?

Sheila: Yes, I had afternoon tea with the girls.

Henry: What did you think of Penny?

Sheila: She's grown up a lot since I last saw her.

Henry: And how did you find Rebecca?

Sheila: She didn't join us. I haven't seen her yet.

Essential Grammar in Use. Raymond Murphy

II. Mini-conference. Answering questions.

One student answers the questions of his/her groupmates on the following points:

– What type of computers does he/she use?

– What does he/she use a computer for?

– What components does it contain of? And what does he/she want to add?

– What is more preferable a computer or a laptop?

 

III. Divide students into groups (2 or 3 students) and ask them to make a short summary on topics under consideration (main computer parts, computer usage purposes, advantages and disadvantages of using a computer).

 

Homework

 

Ask students to refresh vocabulary from the first 4 lessons of the section.

Ask students to refresh grammar information about the Present Perfect Tense and the Past Simple Tense.


Lesson 5

The lesson plan

1. Introduction to the lesson (2 min)

2. Lead-in (5 min)

3. Reading text (10 min)

4. E-mail etiquette explanation (10 min)

5. Writing practice (writing informal e-mails) (20 min)

6. Speaking practice (20 min)

7. Homework (5 min)

 

Introduction

As an introduction to this lesson for students a teacher may use the following passage:

 

E-mail is the simplest and most immediate function of the Internet for many people. E-mail is just a message that is composed, sent and read electronically. With regular mail you write out you message (letter or postcard) and drop it off at the post office. The postal service then delivers the message and the recipient reads it. E-mail operates basically the same way except that everything happens electronically. You compose your message using e-mail software, send it over the lines that connect the Internet’s networks and the recipient uses an e-mail program to read the message.

 

LEAD-IN

Ask students to discuss the following questions:

- What major problems are there with the e-mail? Are they opinions or facts? Would it be a problem for you?

- Is there etiquette for e-mail messages? What is it? What are the examples of this etiquette? What is the reason for the origin of e-mail etiquette?

 

Reading text

Ask students to read the text “USING EMAIL” paying attention to pronunciation and to tell in what way they use their e-mail service.

 


You may tell students the rules of emails writing.

Writing emails

 

Netiquette

There is no standard format as far as I know for netiquette – etiquette for the net. Netiquette is a new word. Etiquette is a system of social rules or polite behaviour relating to a particular group of people – in this case all the people who use the web for emails.

Snail mail

For letters, whose progress can be as slow as that of a snail when they are entrusted to the postal system, there are clearly defined conventions for opening and closing:

For formal letters when the name or sex of the recipient is not known:

OPENING: Dear Sir(s), Dear Madam or Dear Sir or Madam

CLOSING: Yours faithfully (In American English, sometimes: Yours truly,)

For the more formal style of letter when their name is known but you do not know them very well:

OPENING: Dear Mr Jenkins, Dear Ms Hopkins (or, if you know their marital status and know that they prefer to be addressed as Mrs or Miss: Dear Miss Hopwell, Dear Mrs Jenkinson)

CLOSING: Yours sincerely (In American English, sometimes: Sincerely Yours, Sincerely,

For informal letters to business contacts that you know well:

OPENING: Dear Tony, Dear Estelle

CLOSING: With best wishes or With kind regards followed by Yours sincerely or, sometimes, in public service Yours ever

For letters to friends or close family members:

OPENING: Dear Maggy, Dear Freddie

CLOSING: Yours, Your, Love, Lots of Love (Hugs and Kisses)

 


Emails

However, there are no standard formulas for starting or finishing emails. Only one thing is clear. Emails are invariably of an informal nature, so informal language tends to be the norm. To give you taste of netiquette, here are some highlights to consider:

1. Keep your message brief and to the point and make sure you clear up any spelling slips or grammatical gaffes before shipping it out.

2. Make sure the Subject lines of your message are detailed enough so they explain what your message is all about.

3. Don’t bother other people by sending them test messages. If you must test a program, send a message to yourself.

Starting emails

Hi, Roger, Hello Roger, Dear Roger

These seem to represent an informal norm, as far as there is one.

Roger, Dear Mr Woodham

These formats are used more in business correspondence. Note that using the given name alone, as above, is reminiscent of business memos among colleagues within the same organisation.

But there and other opening formulas:

Good morning Sarah,

Hey Ann,

Hey you guys

Ending emails

Best wishes, Regards, Best regards, Good wishes.

These seem to represent the informal norm, followed by the given name (David/Dave/etc) of the sender.

Sometimes, a pre-closing formula is used instead of or in addition to the standard closure, e.g.

Let me know if you need more information,

Dave

Look forward to hearing from you.

Best wishes,

Dave

The text itself

There is also a trend, particularly in informal emails, to dispense with capitalisation, punctuation and to use shortened forms and shortened words as in text-messaging. This is a slightly extreme example, but you might one day get an email looking something like this:

Hey babe

b4 u leave b'ham pls spk 2 NG & tell her we'll b @ r hse in sth ldn till nxt weds. Ta v much. C u soon. Luv ND

Translated into more standard English (the opening here is slightly old-fashioned), this would read:

Dearest

Before you leave Birmingham, please speak to Angie and tell her we'll be at our house in South London until next Wednesday. Thanks very much.

See you soon.

Love,

Andy

Learning English BBC

E-mailers make use of symbols called smileys (or emoticons) which can be written using standard letters and signs.

:-) Your basic smiley. This is used to mean I’m happy.

;-) Winking smiley. I’m flirting or being ironic.

;-( Frowning smiley. I didn’t like something.

8-) I wear glasses.

:-| I’m indifferent.

:-{) I have a moustache.

:-~) I have a cold.

C=:^) Head cook, chef-de-cuisine.

Q:^) Soldier, man with beret, boy scout.

*:O) Clown face; I’m feeling like a buffon.

:^9 Licking the lips; very tasty or delicious.

 

WRITING PRACTICE (writing informal e-mails)

 

Ask students to write three informal e-mails and submit them for the class consideration. Choose several students and give them 10 minutes for preparation:

You have visited the Internet and explored there the most interesting places:

- sites for cooking

- free software sites

- sites for learning English

You are full of information and want to share this information with your best friends. Write three informal e-mail messages to your friends. You know who of your friends is interested in what. You should be able to arouse interest in them.

- Use an appropriate format and a chatty style. Try to use at least one smiley.

- Calling the sites in your e-mail messages, try to invent interesting names.

- Remember that e-mails should be brief.

In this task you can assess creative approach and usage of the section vocabulary and grammar.

 

GROUP DISCUSSION

Ask students to work in groups. Give them 15 minutes for preparation.

During last several decades minds of scientists in the sphere of information technologies are concerned with the “immortal” questions:

What are the advantages of IT?

and

What are the disadvantages of IT?

You are a participant of the 5th international conference on IT.

You should act in one of the following three roles:

1. a scientist who delivers a report about advantages of IT

2. a scientist who delivers a report about disadvantages of IT

3. an uninterested in IT person

Scientists should prepare reports for a conference and be able to convince their opponents.

An uninterested person should follow the arguments of scientific opponents and in the end represent pluses and minuses of IT.

In this task you can assess speaking skills and usage of vocabulary and grammar of the section.

 

Homework

Ask students to prepare a task.

ROLE OF COMPUTERS IN MODERN SOCIETY

This task will encourage students to research and report findings on how computers change the ways in which people live, work, and communicate with computer and its programs.

Introduction

Students are investigators representing the internet generation and are tasked with updating the world on the history of computer-based programs, their use, their benefits and potentially harmful effects on society. It seems that computer-based programs aid the community in functioning, working and communicating with one another. It seems that people are leaning to use more and more digital devices. Students should gather the information about the history of computer-based programs and functions using Internet resources.

Task

Each student will research the history and current use of computer-based programs. Further, after completing their research, students will be responsible for creating and delivering a 10-15 minutes presentation (or computerized) and report back to the class.

Presentation: Students will create some type of presentation to be done in front of the class. This can be done in PowerPoint and or with the use of handouts.

A presentation should include:

– Major components of the computer and how they work.

– Describe how computers change the ways in which people live, work, and communicate using computers.

– Finally, list some benefits and potential harmful effects computers may have on society.

Main Internet resources for a webquest:

http://www.computerhistory.org/

http://www.apple.com/

http://inventors.about.com/library/blcoindex.htm

http://www.hitmill.com/computers/computerhx1.html

Evaluation

The tasks are assessed from the point of view of how well the research was carried out and how effective their presentation was in terms of grammar, use of active vocabulary, speaking skills.

Conclusion

During their research, students should think of how the different generations have used communication tools and how current technology differs from the past. How do different generations differ with respect to the different modes of computers and communication used?


Lesson 6

The lesson plan

1. Listening (20 min)

2. Test on homework (presentation on webquest) (70 min)

 

LISTENIGN

 

Transcript

LANGUAGE OF ELECTRONIC MAIL

AA: I'm Avi Arditti with Rosanne Skirble, and this week on WORDMASTER – the language of electronic mail.

TAPE: CUT ONE – NAOMI BARON

"As e-mail is developing more and more users, it's also developing more and more styles. There's one style that says be brief, be spontaneous, don't edit anything you write."

RS: But be careful -- that style is not always appropriate, says linguistics professor Naomi Baron. She's head of the TESOL – Teaching English to Speakers of Other Languages – program at American University in Washington.

TAPE: CUT TWO – NAOMI BARON

"I receive all sorts of e-mails from people who are asking my help that say: 'Hi Naomi, how ya doing? Need help – fast. Answer me now.' And I find this a little bit forward from people I've never met who are asking me to spend time doing research to help them out."

AA: But Naomi Baron says she gives the writers the benefit of the doubt when she gets pushy-sounding e-mails like that from people unfamiliar with American standards of decorum.

RS: After all, she says even a lot Americans are not sure what tone to use when sending an electronic message to someone other than a friend or loved one.

TAPE: CUT THREE – NAOMI BARON

"E-mail is different from formal speech and from traditional formal writing, in that there really isn't anybody laying down the rules. What I would overwhelmingly recommend is that if you're introducing yourself to someone whom you would like to have hold you in high esteem, read what you write, edit it, be polite, go ahead and don't care about whether or not you're too formal. Say 'dear mister, doctor, so-and-so,' sign it 'sincerely so-and-so.'

AA: Now let's say you've just gotten an e-mail, how soon are you expected to reply?

RS: Linguistics professor Naomi Baron has an answer.

TAPE: CUT FOUR – NAOMI BARON/RS

BARON: "Interestingly when people first started commonly using e-mail – oh, about ten years ago – you could have two or three days before anybody would feel it's inappropriate not to have responded. But absolutely people have the assumption now if they haven't heard back within a day, you're being rude."

RS: "So tell us something about what you see in your crystal ball about the future of e-mail."

BARON: "In my crystal ball I see the possibility of trouble ahead for the written English language. For reasons that have nothing to do with e-mail, spoken language is coming to look


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