Metodichka_-_Anglysky_yazyk

into a browser. The URL is the address of the page. When you do that, the browser sends the URL to a DNS server.

The DNS server is the Domain Name Server. It uses the lookup table to find the IP address of the Web server referred to in the URL. The IP address is a unique, 32-bit set of numbers. Erm, every computer on the Web has its own IP address.

Once the DNS servers has found the IP address, it sends it back to the browser. The browser then uses its IP address to send a request to the Web server. Erm, the request is sent as a series of separate data packets which include both the IP address of the Web server and the IP address of the browser computer. These data packets are first sent to a router computer, which uses the IP address of the Web server to determine the best available route for each packet.

The packets are passed from router to router until they reach the Web server. They may travel by different routes before reaching the server.

The Web server now services the request by sending the requested webpage back to the browser computer. Again it travels as a series of data packets from router to router. This time the router uses the IP address of the browser computer to work out the best available pack for each packet. As the packets arrive at the browser computer, they're combined to form the webpage you requested and are displayed in your browser.

Lesson 2 Ex. 27

Security is an important aspect of using a computer that many people do not pay much attention to. If you buy a laptop or personal computer, you will probably want to connect to the Internet. If so, it is important that you install security software that will protect it from attack by viruses or spyware. Now there is a wide range of products available on the market which are relatively cheap and which provide a variety of different features. For example, in addition to checking their computer for viruses, parents can use the software to control

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which websites their children can access. You should not assume, however, that you are 100 per cent safe if you are using such security software. You have to make sure that you have backup copies of your work, and you should be very careful about keeping important information, such as bank account details, on your computer.

Lesson 3 Ex. 24

The Future of IT

Speaker A To recreate human intelligence we need speed, we need memory capacity to match the human brain and we need the right hardware. We'll have all this by 2020 but these things aren't enough. We also need to capture the complexity, range and richness of human intelligence. That's more difficult... but we will do it. And we'll do it by reverse engineering of the human brain. What I mean is that we'll explore the human brain from the inside and find out how it works, how it's connected, how it's wired up. We're already well on the way to this. With brain scanning we can see inside the brain. But by 2030 we'll have another instrument for exploring the brain. We'll be able to send tiny scanning robots along blood vessels to map the brain from the inside. This will give us all the data on how the brain is connected and all the features which enable it to perform as it does. When we know how the brain works, we'll be able to recreate its operation using the powerful computers which will've been developed even before this date.

Speaker B The most important difference at the moment between computers and brains is that computers work in serial and brains work in parallel. This means that we can do incredible amounts of processing compared to what a computer can achieve running for weeks, or even months. What's interesting is not so much that the brain is fast, it's the fact that it operates in parallel. If you look at the way a signal flows down neurons, they don't move extraordinarily quickly. But there are billions of them doing it all at once, whereas in a computer everything has to be done one thing after another.

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Many people say we will never have an intelligent computer. They say it's not possible to have a computer that thinks. My own view is that it is possible but not with computers as they are today. If we start having parallel computers, only then I feel will we even start to approach the kind of computing power necessary to begin to make a start to reproducing some of the higher functions of the human brain. But we'll never be able to program in human emotions, moral responsibility and the uniqueness of the individual.

Speaker C What people really don't realise is the accelerating speed of change. They think that a hundred years from now we'll have made a hundred years of progress at today's rate. But we'll see a hundred years of progress at today's rate in twenty-five years because the speed of technical progress is accelerating. Right now we're doubling the rate of technical progress every decade so the next decade will mean twenty years of progress; and the following decade will be like forty. We'll make two thousand years of progress at today's rate this century. Things are changing faster and faster.

Erm, we already have computers that run factories and computers which help to build other computers. It's only a matter of time before these artificial children of ours are able to outdo us. They will think faster than we do. They will make smarter decisions than we do. Who then will be the masters — us or the machines? If we play it right, machines will look after us. If we get it wrong, machines may replace us. And it could happen sooner than we imagine.

Unit 3

Lesson 1 Ex. 20

Okay, so I want to continue to look at Sam Gosling’s work on personal taste: our stuff, and what it says about us. Last class, we talked about visual art, specifically paintings and the other things we hang on our walls, and what it says about our personalities. Gosling suggests that people with certain personality types may like certain types of art. We’ve seen that if you are a thrill-seeker, someone who likes adventure and excitement, you may like paintings with wild

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colors, whereas if you’re very dependable, you may be more attracted to realistic paintings.

Moving on, I’d like to look at what the research has to say about musical taste. Let’s say you are visiting someone’s apartment for the first time. You look around and notice your new friend has a lot of CDs. Looking closer, you see that the CDs are of all different types – classical, jazz, rock, and pop. What does this tell you? Well, it turns out that part of our musical taste may be genetic. If one twin likes jazz, the other will probably like it too. And more intelligent people may be more willing to experience new kinds of music, like jazz. What may be even more important than the number of CDs you have, according to Gosling, is how varied the music is. Because your new friend likes all types of music, he or she is probably a pretty open person.

Lesson 2 Ex. 23

Three very broad perspectives from Littlewood, on the purposes of education. One is a very traditional one: to pass on value, knowledge and culture. So that you see education as passing from the previous generation down to the next generation, the knowledge they will need. Another purpose of education is to prepare learners as members of society. So you have needs, which you feel your society will fulfill and you view education as a vehicle for doing this. And this will influence how language is taught – we'll how in a moment. And the third view, which is much more humanistic, a humanistic view of education, is where you see learners as individual selves who must be developed. And the process of education as being developing the self; bringing out the individual's best characteristics, allowing them to learn and to fulfill their potential.

Lesson 3 Ex. 21

To become better learners it's also important to reflect on the learning process itself and to draw attention to the processes

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involved. Much work has been done on learning styles and trying to identify your learning style or learning styles. Perhaps the most famous questionnaire and labelling system is Honey and Mumford's and ... urn ... uh ... they use the labelling systems, activist, reflector, theorist and pragmatist amongst others. There are other labelling systems which ... urn ... I have liflisted here. Basically, the way it works is that youyou- you fill out a questionnaire and it is identified- … uh ... what is identified is, hmhow you like to learn, how you like to absorb information. And there are various versions but Honey and Murnford is probably the most famous.

More recently, Howard Gardner's Theory of Multiple Intelligences has become influential in this field. So in Howard Gardner's theory, everyone is intelligent in different ways, which will affect how they learn. And he's identified seven intelligences: musical, bodily-kinaesthetic, logical-mathematical, linguistic, spatial, interpersonal, intrapersonal. So you'll see these on thethese seven on the next slide. So ... urn ... you know - I - I'm - I won't go through and read each of these out to you but in your own time please feel free to look into these more. Urn, Howard Gardner has alsoalthough he has identified these seven intelligences, he's also open to the possibility that there may be more. So ... urn ... on this slide you can see the seven intelligences that Howard Gardner has identified. So I'll quickly ... urn ... run through some of these. The first one, interpersonal, in the top right corner, is about sensitivity the mooto the moods and feelings of others and it enables us to work with others and listen effectively. So you might find that you- ... urn .. .

this is one of the .. . urn ... intelligences that you feel that you have. The next one is musimusical: the ability to perceive, appreciate and produce rhythm and pitch. It means you have a good ear and you are able to rereproduce a tune. Spatial: a three dimensional, relational sense which enables us to perceive the worlthe visual world accuraccurately. It enables thinking in pictures, seeing things in relationship to others. Intrapersonal is self-knowledge and understanding of our own feelings, allows us to reflect on our ownon our experiences and learn from them. Linguistic, you have

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sensitivity to sounds, rhythms and meanings of words and to language. Logical-mathematical, you have the ability to recognize numerical or logical patterns and to sort and analyse. And finally, bodily-kinaesthetic. This isthis is talking about the control of body movements and the capacity to handle objects skilfully. It en a- enables us to express ourselves physically and play games.

Urn, while I've just gone through these seven, Howard Gardner has also said that ... urn ... he is also open to the possibility that there may be more. There may be for example, the naturalist intelligence. So for example, this would be the capacity to organize and categorize natural - the natural world. For example, plants, speplants or ... urn

... insects into different species. So that's another possibility. Throughout your courses, please try and reflect on the purpose of every activity you do. Think about the activity before you are about to do it, during you're doing the activity and afterwards. If you think about the purpose, this will help make the benefits of every activity that you do more apparent. In conclusion, learner autonomy is grounded in cooperation and collaboration. It's formed through some of the techniques we've talked about today, such as needs analysis and discovering your learning styles. Incorporating some or a- oror all of these techniques in your learning will increase your selfawareness so that you become better, more effective learners.

Unit 4

Lesson 1 Ex.12

I = Interviewer; Y = Yvonne

I: So, Yvonne, what exactly is 360 degree feedback?

Y: Well, it's a way of helping staff to develop. It means that you don't just receive comments and feedback from your manager. Instead, you get it from your managers, your colleagues, people who work under you, even customers and suppliers. Anyone really who comes into contact with you and has an opinion.

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I: And who chooses these people who are going to give the feedback?

Y: The employee's manager has to choose some. That's a rule. But I think it can be nice to make it a shared process, and let the employee choose one or two colleagues or customers as well.

I: How is the feedback given? Do you actually meet all of these people and talk about your performance?

Y: No, not necessarily. The feedback is on a form which lists the skills needed for your job. Appraisers give you a grade for each one. There's space for them to write their opinion as well, which is often more helpful than just giving a number. And the important thing is, the employee gives himself or herself grades as well.

I: What, for the same skills?

Y: That's right. You assess yourself using the same form. Then when the feedback comes in, you can see if there's a difference between how you see yourself and how others see you. That can be an eye-opener.

I: Yes. I must say it sounds quite frightening as well, though. Er, could the results of this feedback be related to the employee's pay? You know, if the feedback is good, they get a pay rise?

Y: No, I'm not at all keen on that idea. I won't say it's never happened but it isn't normal and it isn't really what 360 degree is about. It's to help staff develop.

I: So what happens to the feedback then?

Y: Well, one thing that makes it less frightening is that the appraisee owns the feedback. Other members of the organization don't see it and you don't even have to show it to your manager.

I: So what's the point of it then?

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Y: Well, the employee uses their feedback to write a development plan for training they would like to receive. The manager has to see this plan, so this gives the manager an idea about the feedback. But I think if employees really feel that the manager is concerned with staff development, they will usually share the feedback as well.

I: Is the feedback anonymous?

Y: That depends on the person or the organization. Some people prefer to give feedback anonymously and it can make it easier for the employee to deal with any criticism. I do feel though that you get more benefit when people write their names on the feedback. In the right institution, people should be able to cope with this.

I: So are you saying that there is such a thing as a wrong institution? Are there companies where you wouldn't recommend it?

Y: Well, as I've said, I think it's a very powerful way of helping staff to develop. But yes, of course it can be used as a weapon. So if you are working in an organization where there's a lot of mistrust and bad feeling, then no, it isn't suitable. And you shouldn't use it at a time when there are big changes going on like a merger or something. What you have to do is to work on the culture of your institution and try to create the sort of atmosphere where 360 degree feedback will be used to everyone's benefit.

I: I see.

Y: And funnily enough, the process of preparing for 360 degree is often more beneficial than the feedback itself. I've seen many cases where the culture of an institution has really changed, not because of the feedback, but because of what was done in preparation for it. When it was time for the feedback, most of the important changes had already happened.

I: Interesting.

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Ex.22

Presenter: So, finally, let's have some advice from each of you about how to go about getting that first job, the one you've studied so hard to prepare for. Samuel?

Samuel: My advice is this: especially with the first job, prospective employers want to get a complete picture of you, not just what you've been studying and your holiday jobs. So include a section in your CV for the things which you like doing in your free time. These say a lot about you, and may make you a lot more interesting than all those other kids who just spend their evenings going to the pub or

listening to music.

Presenter: OK. Marta?

Marta: I was reading somewhere that, in the US, more than 80% of applications nowadays are made electronically - personnel officers don't want the trouble of having to file lots of applications, so what comes by snail mail goes straight in the bin. What goes into the computer is there in front of you at the click of a mouse.

Presenter: Thanks for that, Marta. Salim, what's your advice? Salim: Well, I agree with everything I've heard so far, but one thing I'd like to emphasize is that you've got to make yourself as attractive as possible to a potential employer, so make your good qualities stand out. On the other hand, don't ever tell a lie, because it'll catch up with you in the end – you know, you'll be found out. And when that happens, the only thing you'll achieve is a feeling of embarrassment.

Presenter: That's good advice. Yukari, it's your turn to offer some words of wisdom.

Yukari: Words of wisdom!? Mine's just plain common sense, Harry, and comes from long experience of non-native speakers writing applications in English. Get someone to look it over before you send it, someone who speaks the language well, preferably a native, because it's such a pity to lose that all-important chance for a job interview because of some slight grammatical mistakes – and they do make a difference to the impression you're giving.

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Presenter: Good point, Yukari, and I couldn't agree more. What about you, Ivan?

Ivan: Frankly, I agree with everything that's been said in the last five minutes. You know, I get pages and pages of applications every week, and I find it hard to sort people who are genuinely interested in working for us from the ones who just send the same application to every company on the Internet.

So, though they all have names and addresses, they don't all get replies. My advice is follow up that application with a call to ask if your application has been received and to show that you really are interested. It makes all the difference, and chances are you'll get invited in for a chat.

Lesson 2 Ex.16

I = Interviewer; C = Christina Bunt

I: What do you most like about your job?

C: I suppose the most enjoyable for me is training because it's what I started out doing, so it's, er, the bit that I enjoy most ... um, there's not many things that I dislike, to be honest. I suppose, um, the most challenging part of it is when you're talking in the area of discipline or, um, sometimes the firing part ... Um ... That's ... one of our major considerations is getting the right people in the right job to start with. If you, if you employ the right people, you don't have a problem managing them once they're in the ... the workplace. Um, our cashiers, obviously customer service is our ... our major selling point when it comes to our company. Um, if you employ a cashier who is naturally friendly, naturally smiles, naturally polite, it's not a problem. If you try and teach them to be polite and to smile, it doesn't necessarily work …

I: And how did you get into this line of work?

C: Um, ... I originally worked, er, trained as a nurse, um,…when my daughter was born, needed a part-time job and, um, took a part-time job with Tesco. I used to work nine hours a week on the checkouts, er, covering lunch reliefs. And then they offered me an evening

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