Some Basic Terminology

Here are a few terms you'll run into:

Application Files - Program files environment where you can create and edit the kind of document that application makes.

Click -To select an object by pressing the mouse button when the cursor is pointing to the required menu option, icon or hypertext link.

Close -To close a window that has been opened for viewing and / or editing.

Crash -Your computer or application no longer works correctly and so you "loose" all the work you've done since the last time you saved.

Creating A File - Storing data as a file with an assigned file name that is unique within the directory it resides in.

Delete - To remove an item of data from a file or to remove a file from the disk.

Desktop - An on-screen representation of a desktop such as used in the Macintosh and Windows operating systems.

Dialog Boxes - Takes over your screen and allows you to "dialog" with the computer.

Double Click - To press the mouse button twice in rapid succession without moving the mouse between clicks.

Drag -To move an object on screen in which its complete movement is visible from starting location to destination.

Edit - To make a change to existing data.

Icons - In a graphical user interface (GUI), a small, pictorial, on screen representation of an object, such as a document, program, folder or disk drive.

Keyboard - This if the primary text input device. It also contains certain standard function keys, such as the Escape key, tab, and arrow keys, shift and control keys, and sometimes other manufacturer-customized keys.

Kilo (K) -This is a unit of measure = 1,000.  So 1,000 bytes is a KiloByte.

List View - Shows the icons but also orders the icons (often by name, but can sort the list in other ways) and shows more information about them.

Macintosh -The brand name of a family of personal computers (hardware) and an operating system (software) from Apple, introduced in 1984.

Megabytes (Mb) - Mega = million so Mb is 1,000,000 bytes.  It's enough information for the computer to store one character (e.g. "h"), so 1mb text file = 1,000,000 keystrokes in that file. Just to confound the masses, although RAM and Disk Space do something completely different we measure both in megabytes. This leads to confusion.

MegaHertz (Mhz) - This stands for MegaHertz. A hertz is an electronics term. 1 hz = one cycle (or wavelength) per second. 1 megahertz = 1,000,000 cycles per second. In computer jargon, Mhz measures how *fast* your CPU chip runs. Although it's more important to know the chip than the speed, if you're comparing the same kind of CPU chip then a higher / faster CPU speed (measured in MHz) is better than a slower speed.

Menu - Displays a list of commands, some with images next to them.

Modifier Keys - Keys that change the meaning of what you type.

Save As -Give the file a name and/or store the file in a certain place.

Scroll bar -Allows you to move around through your document.

Shut down - To quit all applications and turn off the computer.

Read the article “Foreign LanguageTeaching Via ICT” by Alina Padurean and Manuel Amargan and discuss it in the class.

There has been much debate over the use of computers and the Internet in Foreign Language Teaching over the past few years. The techniques offered, the activities and the degree of application in the language teaching syllabus have undergone a number of serious changes alongside the evolution of technology. The computer itself has evolved from the status of “tutor” to the one of “tool”.

The computer as a tool stage refers to the usage of computers as vehicles for delivering instructional materials to learners (through drill and practice). The development of computer – based activities developed learner – computer and learner – learner interaction, engaging the learners in a wide range of communicative tasks. This was the moment computers assumed the role of stimuli in language learning. “The computer as a tool stage” refers to using computers as instruments for understanding and using language through spelling and grammar checkers, desktop editing programmes. All these steps belong to CALL (Computerassisted language learning).

The methodology of language learning has developed a new way of using ICT in teaching, the Hypermedia. Hypermedia provides the language teacher and the language learner with multimedia resources, such as texts, graphics, sound, animation, video linked together. It also has a number of advantages omitted by CALL. It offers an authentic learning environment, it combines listening with seeing. Skills can easily be integrated in the teaching/learning process; reading, writing, speaking, listening can be combined in task- based learning.

It is also better for learners to use Hypermedia in classes. They have greater control over their learning because they can go at their own pace, they can do some activities on their own, can skip some parts of the text or revise the ones they find difficult. Another major advantage of hypermedia usage is that the learner can focus on the content and access different links with grammar explanations, exercises, vocabulary, pronunciation, etc.

But, above all, hypermedia brings variety to your class. Students get used to learning the foreign language in a new and pleasant way, not just by interacting with the teacher and reading from the book.

The application of ICT gives more opportunities for communication between peer learners: they can exchange information in real time, they can participate in blog discussions, work in teams on different projects, exchange emails, search for information, etc. By using the authentic material provided by the Internet, we will have a better insight into the culture of the country and people whose language we study.

The Internet also offers a wide variety of reference materials like online dictionaries, eencyclopaedias and search mechanisms very helpful for developing students` individual work.

They can find, alone, the missing information, the meaning of new words, synonyms, antonyms or can communicate with the rest of the group online, via e-mail or in any other ICT environment.

In a language classroom the computer may have the following roles:

• teacher – it teaches students new language

• tester - it tests students on the already learned structures

• tool – it assists students to do certain tasks

• data source – it provides students with the information they need to solve

different tasks

• communication facilitator – it allows students to communicate with others.

Let us discuss in detail each of the roles the computer has in a language class.

Computer as a teacher. In the early years of CALL in schools some reluctant teachers made assumptions that in a few years teachers would no longer be needed in schools, their role being taken over by computers. It is not the case, as we can very well see. Computerized teaching (computer as a teacher) uses multimedia CD ROMS. In such programmes, students can listen to recordings, watch videos, speak into the microphone, record their progress or learn words by clicking on pictures and hearing their pronunciation. An alternative to CD ROMS is the World Wide Web. Students can practice all their skills there and it is more useful for the teacher than the CD ROM because teachers can intervene with their own ideas or materials.

Computer as a tester. Students can practice their knowledge of a specific language using different Internet websites. A problem these sites have is the fact that the practice programmes are very limited in terms of practice materials. Basically, the practice material refers to multiple – choice exercises, dual – choice exercises, true or false. The only answer the computer can give is Right or Wrong.

Despite these limitations computer grammar or vocabulary practice is enjoyed by students because the latter feel like playing and get the feedback without fearing the teacher’s criticism. They can also work in groups, sitting at the same computer and discussing the answers.

Computer as a tool. Computers are seen as tools because they provide tools for acquiring a foreign language. The large number of web-sites, pictures, projects, exercises, audio and video materials are all tools in the teaching and learning process.

Computer as a data source. Little should be said about computers as information providers because we all know that, due to computers and the Internet, we can access almost any information we need. A particular aspect that we want to highlight is random Internet navigation. It refers to students surfing the web with no particular aim. That is why teachers should offer them a number of useful websites and guide them in such a way as to find out information as soon as possible and solve their tasks.

Computer as communication facilitator. Nowadays the Internet is the principal medium by which students can communicate with others. This can be done by e-mail, by chatting, or by participating in discussion forums. Teachers can set up discussion forums and use them to communicate with their students. Or students can exchange didactic e-mails, discussing a topic presented in the classroom or any other topic of interest.

The advantages of ICT usage in Foreign Language Teaching can be grouped as:

1. Capacity to control presentation. This capacity marks the difference between computers and books. Books have a fixed presentation, unlike computers, which can combine visual with listening materials, text with graphics and pictures.

2. Novelty and creativity. A teacher can use different materials for each lesson, not like in teaching with textbooks, where all classes presenting a certain topic are the same.

3. Feedback. Computers provide a fast feedback to students` answers through error correction.

It not only spots the mistake but also corrects it, sometimes even giving the appropriate advice.

4. Adaptability. Computer programmes can be adapted by teachers to suit their students` needs and level of language knowledge. Unlike books, which are produced in a single uniform format and need to be taught irrespectively of students` problems, computer programmes are more learner- friendly.

We have pointed out the advantages of using ICT in the classroom. But we also want to state that they cannot replace traditional teaching methods. Textbooks and any other printed materials are very necessary in the teaching/learning process. But ICT lessons can alternate traditional classes, or traditional activities can be improved by using the computer or the Internet.

Can computers replace teachers? Read some responses, express your opinion on the topic.

krishna-agrawala –teacher,Graduate School,Debater, Educator

Computers can definitely help students in a big way to learn. Similarly they can help teachers in teaching more effectively. But computers can never replace teachers completely. To begin with teachers are needed to decide and tell computer software developers what the computers will teach and how they will teach it. People have figured out how many of the routine lecturing and checking activities can be done more economically using computers. For example, lecture by teacher recorded once can be made available to students all over the world on their computer through the Internet. There are many ways of making these lectures interactive also. Still there are many other useful features of face to face interaction between a real teacher and students that cannot be replicated on computers. For example, teacher can sense when students are losing interest in the lecture and introduce some changes in the patter of lecture to revive their interest. This cannot be done by computer. (Posted by krishna-agrawala on July 11, 2009.)

akannan, teacher,Middle School,Editor Emeritus, Debater, Expert, Educator

I would like to address this in one more venue.  While I am not certain that computers can replace teachers, I do think that the online discussion and participatory format can be revealing in one's education.  One of the challenges of in class discussion is that not every voice is heard.  Sometimes, there can be two or three in class voices that dominate the discussions, while other times, there is simply a lack of comfort in speaking aloud.   Using the computer and information technology can enhance classroom discussion to include more voices that are not merely in the classroom.  While computers replacing teachers might be in one domain, I think that computers can transform how we look at sharing ideas and classroom discussions in broadening its reach and appeal. (Posted by akannan on July 11, 2009.)

sullymonster, teacher,Community / Jr. College,Editor, Debater, Educator

I agree with both posts about the benefits of computer-assisted learning.  However, I think there is a real danger to introducing too much of this too early on.  Students need to be engaging in the social aspect of learning as well.  Most children growing up together are becoming "fluent" at communicating via technology - email, text messages, twitter, etc..  However, we need to instill oral language and behavior skills at a young age, when the brain is still developing language skills and before it "hardens", if you will.  Sticking to the basics with young children, and slowly integrating the computer-based instruction is a better approach.  So, to answer the question - no, they can't.  They can only help.

SCIENCE & TECHNOLOGY

Dialogue: be ready to act it out.___be

A: Do you think everybody should be trained to use computers?

 B: That's an interesting question, because in a sense most of us are already using them.

 A: How do you mean?

B: Well, whenever we program our washing machines to work in a certain way, we are using computer circuitry.

A: But I'm really talking about desktop PCs.

B: That's the technology which is popular at present, but it's difficult to predict what we'll be using in five or ten years' time.

A: Would you like to make a guess?

B: Well, the 1990s will be remembered for much more powerful computers, CD-

ROM, much better printers and scanners at affordable prices. Yet, computers are still

not very user-friendly even with the latest version of Windows. Moreover, there's the

problem of everybody developing square eyes.

A: How do you think things will improve?

B: Well, you may have noticed that screens are getting bigger. We will soon have flat screens - the big screen in your living-room which could cover a whole wall.

A: Why would you want anything as big as that?

B: Firstly, digital television and video will use this space. There will be no need

for any blackout. You will be able to open windows of any size depending on the

distance you want to be from the screen. Keyboards will be portable and of course

you'll have the option of voice control.

A: What does that mean?

B: You'll literally be able to talk to the wall, to recite a shopping list, for

example. What you say will appear as text on the wall. Your computer will be able to

search the local supermarkets for the items you have listed, you'll be given

information about quality and price and may even see pictures of what is available.

Then you'll fill in an order form and the items will be delivered to your door the next day.

A: Surely, the technology for all this isn't going to be very user-friendly.

B: On the contrary. There'll be different levels of user-friendliness for different

users. Shopping by computer needn't be any more difficult than operating a cassette player.

Grammar: Conditional sentences

The conditional sentences are sometimes confusing for learners of English.

Watch out:

1) Which type of the conditional sentences is used?

2) Where is the if-clause (e.g. at the beginning or at the end of the conditional sentence)?

There are three types of the if-clauses.

type	condition
I	condition possible to fulfill
II	condition in theory possible to fulfill
III	condition not possible to fulfill (too late)

Form

type	if clause	main clause
I	Simple Present	will-future (or Modal + infinitive)
II	Simple Past	would + infinitive *
III	Past Perfect	would + have + past participle *

Examples (if-clause at the beginning)

type	if clause	main clause
I	If I study,	I will pass the exam.
II	If I studied,	I would pass the exam.
III	If I had studied,	I would have passed the exam.

Examples (if-clause at the end)

type	main clause	if-clause
I	I will pass the exam	if I study.
II	I would pass the exam	if I studied.
III	I would have passed the exam	if I had studied.

Examples (affirmative and negative sentences)

type		Examples
		long forms	short/contracted forms
I	+	If I study, I will pass the exam.	If I study, I'll pass the exam.
	-	If I study, I will not fail the exam. If I do not study, I will fail the exam.	If I study, I won't fail the exam. If I don't study, I'll fail the exam.
II	+	If I studied, I would pass the exam.	If I studied, I'd pass the exam.
	-	If I studied, I would not fail the exam. If I did not study, I would fail the exam.	If I studied, I wouldn't fail the exam. If I didn't study, I'd fail the exam.
III	+	If I had studied, I would have passed the exam.	If I'd studied, I'd have passed the exam.
	-	If I had studied, I would not have failed the exam. If I had not studied, I would have failed the exam.	If I'd studied, I wouldn't have failed the exam. If I hadn't studied, I'd have failed the exam.

* We can substitute could or might for would (should, may or must are sometimes possible, too).

I would pass the exam.

I could pass the exam.

I might pass the exam.

I may pass the exam.

I should pass the exam.

I must pass the exam.

Structure

If-clauses can be clause-initial (1), clause-medial (2) as well as clause-final (3).

(1)	If you like, we can catch a movie.
(2)	We, if you like, can catch a movie.
(3)	We can catch a movie if you like.

Types:

Aside from the typical type I, II, III structure, conditionals can be divided into two categories: real and unreal conditionals.

Real Condition

If I have money, I spend it.	Present Real Conditional - type I
If I had money, I spent it.	Past Real Conditional - type I
If I have money, I will/am going to spend it.	Future Real Conditional - type I

Unreal Condition

If I had had money, I would have spent it.		Past unreal Conditional - type III
If I had money, I would spend it.	I think about spending the money TODAY.	Present unreal Conditional - type II
If I had money, I would spend it.	I think about spending the money NEXT WEEK.	Future unreal Conditional - type II

Special Features

Modal verbs

Main clauses with real conditional tenses can have modal verbs.

If I have money, I can spend it.

You can use could and might instead of would in unreal conditional clauses.

If I had money, I could spend it. (I would be able to spend it.)

If I had money, I might spend it. (I would possibly spend it.)

Replacing if

If can be replaced by words or expressions with a similar meaning.

The most common are:

as long as assuming (that) on condition (that) on the assumption (that) provided (that) supposing (that) unless with the condition (that)

Omitting if

Had I known... (instead of If I had known...)

Were you my daughter,... (instead of: If you were my daughter,...)

Should you need my advice,... (instead of: If you should need my advice,...)