Interview: Student

Give students time to study the text in detail and to ask questions about new vocabulary. They will need much of this language throughout the unit.

1. GSVQ Level 3 in information technology

2. one year

3. communication - human communication, use of language

numeracy - basic mathematics, problem-solving

Listening

Task 2

This is the longest text that the students have had to listen to so far, so remind them that, as usual, they do not need to understand every word of the spoken text, but should listen for the specific information required. Pause the tape as necessary.

Key

They should have been able to find the answers to the first and second questions inTask 1.

Task 3

Direct the students' attention to the questions and play Part 1 of the interview again.

Key

1. fifteen students on the course now

2. three female students

Task 4

Revise days of the week and times. Give the students plenty of time to familiarize themselves with the timetable - they will also need it for the longer listening task below. Tell them to work on the questions in pairs, and walk round helping with vocabulary and any other difficulties they might be experiencing.

Key

1 9 o'clock 2 4.30 p.m. 3 Wendy Bright 4 K302 5 1.30 to 2.30 p.m.

Task 5

Remind students that they can refer to the text on the facing page for a list of all the subjects that Lynsey studies, and how to spell them. Play the recording several times, pausing where appropriate

to give students time to write their answers. Get them to compare their work in pairs before going on to Task 6. but do not provide any answers yourself yet.

Key

Monday - Period 2; Numeracy, Period 3: no class Tuesday-Period 1: Programming, Period 3: no class Wednesday - No classes but they sometimes visit companies

Thursday - Period 3: Hardware

Friday- Period 1: Networks, Period 3: IT in Business

and Industry

Task 6

Ask for a volunteer to read the questions aloud, before playing the recording, and check if there is anything the students do not understand. Correct Task 5 and Task 6 together as a class before proceeding with the next activity.

Key

1. communications 4

2. computer languages, like Pascal

3. they learn to use MSDOS and packages, like databases

4. there are no classes, but they sometimes visit companies

5. they find out about things inside the computer

6. how computers work linked together

7. write a report

Task 7

As above. Give the students enough time to read through the questions. Ask for a volunteer to read them aloud and check if there are any comprehension problems before you play the recording.

Key

1 new students 2 Betty's Bar

3 football 4 organize discos

5 works in a hotel 6 no

Language work

Read through the explanation in the text as a class for students to get the general idea. Then go back and read through each section again, eliciting examples of each type of question from the

students. For the who questions, get them to ask about other teachers at your establishment: Who teaches mathematics? Who works in classroom 4?

If this is not appropriate, elicit questions about

famous people, for example, sportsmen and women,

singers, and actors:

Who is the captain of Real Madrid?

Who is married to Tom Cruise?

For the where does and when does questions, you could elicit a question chain around the class, with students asking questions about where and when members of each other's families work and/or study.

Where does your father work? He works in a bank. When does he work? Every day of the week from nine to five.

When you have elicited at least one of these questions from every student in the class, go on to look at the other types of examples given in the Student's Book.

Writing

Task 9

If you set this writing activity for homework, you could begin the next lesson by getting students to talk about their timetables. One way of doing this would be to get a question-and-answer chain going round the class, where students have to answer one question about their timetable, and then ask another student a (different) question about his or hers.

What do you have on Monday at 9.30? On Monday at 9.30.1 have statistics. (To next student) What do you have on Eriday at 12.30?

On Friday at 12.301 go home. etc.

If everyone in the class has a very similar timetable, you could make the activity more difficult by setting a time limit, say three seconds, for the students to come up with Ihe right answer.

Task 8

Computing words and abbreviations

Get the students to work individually or in pairs to transform the sentences into questions. Remind them to pay attention to the use of do and does. according to whether the sentence is plural or singular. Go round the class and prompt students who are experiencing difficulties with the right question words.

Key

1 What time do they start? Where does she work? Who teaches numeracy? How long do they (the lessons) last? When does she go on visits?

6. Where does she study?

7. How long does it (the course) last?

8. 9 10

   When does she write reports? What do they (does the students' union) organize? When (how often) does she work?

Task 10

This matching task is also a good revision exercise, since it features items from throughout the first four units. Encourage students to try and match the items from memory. They can refer to the Glossary or look back at Units 1 to 4 for the items they need help with. This might be a good moment to introduce word webs as a way of storing and learning sets of word collocations, since many of the words featured here are commonly used in more than one combination, e.g disk drive, floppy disk, hard disk. etc.

Key

2d power supply

4e expansion card 6h floppy disk 8g cache memory

1f memory chip 3b function key 5a barcode 7c disk drive

Standard input device

Device	Comments
keyboard	Main input device controlling the
	computer and inputting text and
	numerical data.
Cursor control input devices
Device	Comments
mouse	Common input device for use with a
	graphical user interface. The mouse
	has a ball underneath that is rolled
	onamousemat.

trackerball It is like a mouse turned upside

down. The trackerball remains in one position while the user rotates a small ball on top. Often used instead of a mouse on portable computers.

joystick A vertical lever allows the user to

control the cursor precisely and at high speed. Particularly good for playing fast action games.

touchscreen The user interacts with the