01-04-2020-Oxford_English_for_Infomation_Technology (английский уч бизнес инглиш охфорд инглиш методические указания дедушенко английский и физика, уч орловская самсонова)

OXFORDInformationTechnologyEric H.Glendinning | John McEwanContentsLanguage WorkReadingListeningSpeakingWritingNoting specificinformationExchanginginformationWriting a briefdescriptionComputer UsersRevision: Past simpleand Present perfect2ComputerArchitectureDescribing howan item functionsPrepositions of placeLocating specificinformationExchangingtechnicalinformationSequencinginstructions3Present passiveReadingdiagramsIgnoringirrelevant infoDescribing aprocessDescribing aprocessComputerApplications4PeripheralsRevision:'Comparison andcontrastListening fordetailDescribingfunctionComparing andcontrasting5Interview:FormerStudentRevision: Past simplequestionsWord Study:up- and -up verbsListening fordetailDescribingfunction6OperatingSystems-ing form: as nounand afterprepositionsMatching textand diagramPredictionExchangingtechnicalinformation7GraphicalUserInterfacesV + obj + infinV + obj + fo-infinallow, enable, help,let, permitReadingdiagramsProvidingexplanations8ApplicationsProgramsInstructions andcomplexinstructionsNote-takingExchanginginformationMakingrecommendations9Multimedia-ing clauses:cause and effectLocatinginformation indiagram andtextProvidingexplanationsDescribing aprocess10Interview:ComputingSupport//-sentences,types 1 and 2Word Study: noun+ noun compounds11NetworksRelative clauseswith a participleMatching textand diagram12WarningsComputermediatedcommunicationThe Internet13MatchingGivingdiagrams andinstructionsspoken outputGiving adviceUnderstandingthe writer'spurposeDescribingadvantagesanddisadvantagesWriting anewsgroupcontributionInformationtransfer,listening andnote-takingTime clausesThe WorldWide Web14WebsitesProvidingexplanationsDescribing aprocessExchanginginformationEvaluatingWebpageCreator16CommunicationsSystemsLanguage WorkListeningSpeakingwouldWord Study:definitions andcollocationsListening forspecificinformationExchanginginformationListening forpredictionsand certaintyExchangingDescribing ainformation to systemcomplete adiagramPredictions:certaintyexpressions17ComputingSupportDiagnosing a faultand giving advice18DataSecurity 1Cause and effectcause to/make;causative verbs;en- and -en verbs19DataSecurity 2Cause and effectusing allow andprevent links20Interview:The ex-hackerPhrasal verbsWord Study:semantic groups21Revision: If X, then Y.Do until, do whileSoftwareEngineeringReading forspecificinformationAdvisingInformationGiving advicetransfer fromon technicaltelephone call problemsto formReporting aproblemScanningExchanginginformationExplaining acomputercrimeReading a tableExchangingexplanationsDescribing howa systemoperatesListening forspecificinformationRole playWriting a shortnews itemListening forspecificinformationExchanginginformationand optionsDescribingadvantagesanddisadvantagesAsking targeted Writing a c.v.questions22People inComputingRequirements:need to, have to,must, be +essentiaI/criticalReading andnote-taking23RecentDevelopmentsin ITAbility: can, could,be able toReading andnote-taking24The Futureof ITPredictions:Reading andFuture perfect andnote-takingIt in subject positionListening forPersuadingWriting apoints of view others to your summarypoint of view25Interview:ElectronicPublishingEmphasising:cleft sentencesWord Study:prefixes; -ise verbsListening forPlanning grouppoints of viewpresentationDefending adecisionPairwork Student APairwork Student BListening ScriptGlossary of computing terms and abbreviationsComparingdifferentversions of atextMaking apresentationWriting a reportUNIT 1Computer UsersSTARTERWork in groups.

Share information on how you use computersin your free time. Compare answers with other groups and make alist of uses for your class.LISTENINGYou are going to hear four people talk about how they usecomputers. Before you listen, try to predict the uses they describe.Userprimary school teacherOpen University studentgirl (Louise), aged 6artistPossible useNow listen to the recordings and note the actual usesdescribed.UserActual useprimary school teacherOpen University studentgirl (Louise), aged 6artistNow listen to the recordings again to find the answers tothese questions:12345678How does the story-telling program encourage children to worktogether?In what way is the children's reaction to this program differentfrom other uses they make of computers?What is the OU student studying?What opportunity has she to meet other students?What can you do with Pets 3?What does Louise do with clipart?How did the artist display work to dealers in the past?What is the difficulty in selling through a website?LANGUAGE WORKStudy these examples of the Present perfectfrom the recording of the artist.1 I've scanned in about a third of thesephotographs.2 I've organised the paintings into themes.3 I've added a sound track.Why doesn't the speaker use the Pastsimple?4 / scanned in about a third of thesephotographs.5 / organised the paintings into themes.6 / added a sound track.We use the Present perfect to describe pastactions with present relevance.

The artistuses the Present perfect because he isdescribing a CD he has just made and whathe is going to do with it in the near future.We use the Past simple to describecompleted actions in the past. It is oftenused with time expressions such as last year,before PCs were introduced, in 1998. Notethese examples from the recording:78I made one for Mary's birthday last week.We tried it out last term.6UNIT 1 Computer UsersThe artist is being interviewed. Make questions to match hisanswers.

Use the correct form of the Past simple or Present perfect,whichever is correct. For example:Question: What did you do yesterday?Answer: Worked on the computer.1QA2 QAWhatWorked on a CD of my paintings.How manyAbout a third.3 Q What45678910AQAQAQAQAQAQAQAI destroyed them.HowI scanned them in.HowI've organised them into themes.HaveYes, I've added a sound track.How longIt's taken me about a week.WhenI started about ten years ago.WhatBefore I had a computer, I had to use slides.HaveYes, I 've sold a few.Put the tenses in this dialogue in the correct form: Past simpleor Present perfect.1 AWhat (do) today?2BI (work) on my project.

I (search) the Web for sites ondigital cameras.3A(find) any good ones?4BI (find) several company sites - Sony, Canon, ... but I (want)one which (compare) all the models.5 A Which search engine (use)?6BDogpile mostly. (ever use) it?UNIT 1 Computer Users77 A Yes, I (try) it but I (have) more luck with Ask Jeeves. Whydon't you try it?8B9 A10PROBLEM-SOLVINGBI (have) enough for one night. I (spend) hours on thatproject.I (not start) on mine yet.Yeh? I bet you (do) it all.How do you think these professions might use computers?Compare answers with others in your group.architectsinterior designersfarmerslandscape gardenersmusiciansrally driverssales peopleSPEAKINGWork in pairs. Find out this information from your partner.Make sure you use the correct tense in your questions. For example:download music from the Internet[what site]A Have you ever downloaded music from the Internet?B What site did you use ?12345678WRITINGsend a video email attachmentfit an expansion cardreplace a hard diskfix a printer faultmake your own websitehave a viruswatched TV on the Internetwrite a program[who to, when][which type][what model][what kind][how][which virus][which station][which language]Describe how you use computers in your study and in yourfree time.8 UNIT 1 Computer UsersFind the answers to these questions in thefollowing text.1 Name some types of devices that use'computers on a chip'.2 What uses of handheld computers are345678910mentioned in the text?What are the benefits of using computerswith the following items?a Security systemsb Carsc PhonesWhat smart devices are mentioned in thetext?What are smart cards used for?What are the advantages of multimedia?What can medical expert systems do?How can computers help the disabled?What types of computing systems are madeavailable to people in remote locationsusing electronic classrooms or boardrooms?What aspects of computing can peoplepower determine?ComputersMake the WorldSmaller and SmarterThe ability of tiny computing devices tocontrol complex operations has transformedthe way many tasks are performed, rangingfrom scientific research to producingconsumer products.

Tiny 'computers on achip' are used in medical equipment, homeappliances, cars and toys. Workers usehandheld computing devices to collect data ata customer site, to generate forms, to controlinventory, and to serve as desktop organisers.Not only is computing equipment gettingsmaller, it is getting more sophisticated.Computers are part of many machines anddevices that once required continual humansupervision and control. Today, computers insecurity systems result in safer environments,computers in cars improve energy efficiency,and computers in phones provide featuressuch as call forwarding, call monitoring, andcall answering.These smart machines are designed to takeover some of the basic tasks previouslyperformed by people; by so doing, they makelife a little easier and a little more pleasant.Smart cards store vital information such ashealth records, drivers' licenses, bankbalances, and so on.

Smart phones, cars, andappliances with built in computers can beprogrammed to better meet individual needs.A smart house has a built-in monitoringsystem that can turn lights on and off, openand close windows, operate the oven, andmore.With small computing devices available forperforming smart tasks like cooking dinner,programming the VCR, and controlling theflow of information in an organization, peopleare able to spend more time doing what theyoften do best - being creative. Computers canhelp people work more creatively.Multimedia systems are known for theireducational and entertainment value, whichwe call 'edutainment'.