1. Tabs have been inserted.

2. Letters have been changed from small to capitals.

3. Lines have been inserted.

4. The font has been changed to bold.

5. Words have been deleted.

6. Words have been underlined.

7. Spelling has been checked.

8. Words have been inserted.

9. Listening

   Text has been justified.

Key

spellcheck, boldface, underline, justify, insert, tabs, enter, delete

Language work

Use examples from Task 5 as input for your i

explanation. Begin by asking: What changes has Paul

made? Elicit examples:

He's inserted tabs.

He's underlined words., etc.

Then confirm each correct answer like this: Yes, tabs have been inserted. Yes, words have been underlined.

Write all these examples on the board; then continue by asking: What other changes have been made?

Elicit more examples: The font has been changed., etc.

Explain that we use the passive when we want to focus on the action. We use the present perfect passive when the action is in the recent past with a present result.

Task 7

This exercise provides students with some controlled practice of the new structure and is best done as an individual written task.

Key

1. Tabs have been inserted.

2. The spelling has been checked.

3. Line spaces have been inserted or Lines have been inserted.

4. The text has been justified.

5. The letters have been changed to capitals.

6. Words have been deleted.

7. Words have been inserted.

8. Words have been underlined.

9. Words have been italicized. '

Task 8

Task 6

This task provides le'ss controlled practice of the same language point. In this case, it is not two drafts of a letter but two versions of a letter - standard replies to applicants for a post. Again, it is best done

as an individual written task in class or as homework, but make sure the task is clear by giving one or two examples.

Key

Th e name has been changed. Faxhas been changed to letter.The 14th has been changed to the 2nd.The job has been changed from Computing Support Officer to Computer Programmer. The post has been underlined. Atab has been inserted at the beginning of the second paragraph. Words have been deleted from the second paragraph.The font has been changed {from bold to italic).

Problem-solving

Task 9

Pre-teach adjective pairs such as: strong- weak, formal-informal, sophisticated-plain, modern-old- fashioned.

Students should work in pairs. Emphasize that they should defend their choices in English, using the adjectives you have pre-taught. You can help them by providing a dialogue frame on the board.

A: Which one do you think is best?

B: The first one.

A: Why not the second one?

B: It looks too old-fashioned. It's not modern enough.

Students with access to word processors can try to create an advertisement of their own in English.

Writing

Task 10

Weaker students may need some extra help with this reading and writing exercise. They may not realize that the writing is largely a substitution exercise, and that the main framework for writing their own instructions is provided for them in the reading text. Point out that the instructions for using Find and Replace will be very similar to those for using Find, but will involve a few more steps.

1. Choose the Find and Replace command in the edit menu.

2. Type the text you want to find in the Find What text box, for example under.

3. Type the text exactly the way you want to find it.

4. Type the new word in the Replace text box, for example over.

5. If you want to find text that matches upper case and lower case with the way you type it, select Match Case.

6. If you want to find whole words only, select Find Whole Words Only. If not, you will find underline, underneath, etc.

7. Click on Find Next and the program will pause each time it finds the words you want.

8. The found text is highlighted on the screen.

9. Click on Replace and the word will be replaced.

Speaking

Task 11

Give the students time to study the diagrams of their toolbars and to work out which functions they are going to have to explain to their partners. Revise the structure What's it for? (I think ) it's for ...ing, and elicit a few examples from the class. Then give students a few more minutes to work out what they are going to say.

During the activity the student who is listening should label the button the other student is talking about on his or her own toolbar.

When everyone has finished the exercise, ask for feedback. Write the best definitions of the functions on the board, or provide the ones given in the key below.

Key

StudentA

1. New: it's for opening a new document.

2. Print: it's for printing the current document.

3. Copy: it's for copying a text to clipboard.

4. Drawing: it's for opening the drawings toolbar. Student B

   1. Save: ifs for saving the current documentto disk.

   2. Cut: it's for cutting/removing a text and inserting it into the clipboard.

   3. Undo: It's for undoing/reversing the last command.

   4. Insert Table: it's for creating a table in a document.

A database is used to store information so that it can be searched and sorted in various ways. Each item of information is stored in afield. A collection of related fields forms a record. Simple searches can often be created by allowing the user to type the required field information into a blank record, and pressing a search button. More advanced database programs usually use a query language known as SQL. This allows users to type statements using logical operators to specifying the search conditions.

Logical operator Meaning

A .AND. B both condition A and condition B are true

A .OR. B either condition A or condition B or

both are true

.NOT. A condition A is not true

If you only know part of the field you are searching for, you can use special symbols, called wildcards, to represent combinations of characters. The actual wildcard symbols used vary from program to program.

A spreadsheet program is used for calculating formulae. It is made up of a grid or array of rectangular boxes called cells, as shown below.

	A	B	c	D
1
2
3

The columns are labelled A,B,C... and the rows of cells are numbered 1,2,3... To refer to a particular cell, you use the column label followed by the row number. For example, the cell in the top left corner

of the spreadsheet is Al, the one to the right of it is B1, and the one below it is A2. The cells can contain text, numbers, or formulae. The formulae are written using the cell references, e.g. to add the first three cells in the A column, you would use the formula A1 + A2 + A3, or the sum function Sum(Al:A3),i.e. the sum of cells Al to A3. When a formula is assigned to a cell, the result of the formula is displayed in the cell rather than the formula itself. By varying spreadsheet values and formulae, different possible outcomes can be analysed.

Other common mathematical symbols used in formulae are shown in the table below.

Symbol	Name	Function
+	plus	addition
-	minus	subtraction
*	multiply by (or times)	multiplication
/	divided by	division
%	per cent	percentage

Objectives

By the end of this unit, students should be better at: scanning a table for specific information listening to formulae writing brief explanations.

They should be able to use expressions of certainty.

Databases and spreadsheets

They should know and be able to use these words: database, field, record, search, condition, selection, rule, cell, row, column, formula, the symbols from Task 7 and their meanings.

Task 1

Teach or revise the meaning of the term field in the context of the activity. It means a category or item of information in a database. (See the technical introduction above for more details.) As a lead-in to the task ask the students for suggestions as to devising a simple database of your class. Get them to suggest the fields, for example: Surname, First Names, Date of Birth, Hobbies/Sports, etc. If time allows, students could collect the information by means of a class survey. When you come to do the task write the record from the Student's Book on the board. Elicit the possible fields it contains.

Key

Name, Department, Occupation, Date of Birth, Salary. Otherfields which might be useful are: Date of joining the company, Annual leave, Sales Record, etc.

Task 2

Give the students a short time to complete this activity in pairs. To help them think of fields for a police computer database, tell them to focus on criminals and their activities rather than the activities of the police as a whole.

Key

a national police computer- records of criminals will include: Names, Aliases, Appearance, Address, Crimes committed, Convictions, Way of operating, etc. a national driver and vehicle licensing centre: Driver, Address, Motoring offences, Vehicle Licence number, Description, etc.

Reading

Task 3

Teach or revise the meaning of the term record in the context of the exercise. It means a collection of related fields in a database. (See the technical introduction above for more details.) This is a simple scanning exercise, but based on a table rather than a text.

Key

1 five 2 eleven

Tuning-in

3 Popocatapetl, Orizaba 4 Aconcagua, Chimborazo

The database illustrated is a very simple one, but the principles used are the same for professional database packages. To answer the questions, for Task 4 and Task 5 students must combine information from the text and the illustration. With a weaker group, you should read through the text together as a class and check comprehension before letting them attempt the questions.

Key

1. fields

2. conditions

3. 'Height in metres' is greater than 5,000

4. Startthe search of the database

5. eleven

Task 5

Key

1. 'Status' is active

2. 'Height in metres' is greater than 6,000

3. 'Continent' equals South America

4. 'Country'equals Ecuador

5. 'Status' is active and 'Continent' equals South America and 'Height in metres' is greaterthan 5,500

Listening

Task 6

Check that students know what a spreadsheet is and what it is used for. Focus attention on the spreadsheet in the Student's Book and elicit where this one comes from and what it shows. Ask a few general questions about the spreadsheet so that the class understands how cell references work. For example:

How many days is the fast food outlet open each week?

Which day is the busiest day?

What information wtil be in Column D?

Tell students to ignore the first row: A, B,C, etc. and the first column, 1,2,3, etc. in calculating the rows and columns, as these are only to provide references for the cells.

Key

Task 4

1 five 2 nine 3 Tue (forTuesday)

Write the symbols oil the board and ask students to say what they mean. Most will be familiar from mathematics. Read out and ask them to write down a few formulae. You can use the examples on page 72 or make up new ones yourself, for example: = D4+B4, = C9*6.5%, etc. Then ask students to read out loud the formulae on page 72. With a good class, ask students to write formulae of their own and practise dictating them to their partners.

Key

1. equals cell E3 times or multiplied by fifteen per cent

2. equals cell A10 times/multiplied by cell B3

3. equals the sum of all the cells from B9 to B24 or equals sum B9to B24

4. equals cell K12 divided by cell J12

5. equals cell D4 minus cell B4

Task 8

Ask students to compare answers in pairs. If there is any dispute, play the recording again and pause at the disputed answer.

Key

See tapescript

Language work

You can show degrees of certainty by means of a vertical scale on the blackboard - like a thermometer. Mark 100% at the top, then 75%, 50%, and 40% at suitable distances down the scale. Mark a positive (+) sign to the right of the scale and a negative sign (-) to the left. Will and will not1 won't go at the 100% level, the former at the positive side and the latter at the negative side.

Enter will probably and probably won't at around the 75% mark, may/might and may not/might not at the 50% mark, and will possibly and possibly won't at around 40%. Note that in practice there is no difference between may and might as regards certainty.

Task 7

Give examples to show the difference between the expressions. Ask students to say what the chances of damage are if you move the computer when it's switched on, stand on a CD-ROM, drop a monitor, etc.

This is a problem-solving task. Key

4. You will find Brown and Brawn, you won't find Braun.

5. You will find the, tongue and true, you won't find tea.

6. You will find 4th, you won't find 12th and earth.

7. You will find Paula and Paulo, you won't find Paul.

8. You will find Marie and Mary, you won't find Maria.

Task 10

This may promote disagreement as the choice of answer is to some degree subjective. If students disagree, ask them to defend their answers.

Key {other answers are possible)

1. may, will possibly

2. may, will possibly, will probably

3. may, will possibly, will probably

4. may, will possibly

5. may, will possibly, will probably

Problem-solving

Task 11

If students are still having problems understanding how selection rules work, return to the example of your class database. Put a selection of records up on the board, and elicit examples of search results and the selection rules which would apply to achieve them.

Key (other answers are possible)

1. Occupation = student

2. Occupation = computing officer

3. sex = F.AND. age <25

4. sex = M.AND.age >25.AND. occupation = student

5. First name = Arnold

Writing

Task 12

Give some examples to help your students get started. For example:

The driver's name to identify him/her if there's an accident.

Task 9

The colour of the car to find it if it's stolen.

A graphics package is used for creating and editing graphical images or drawings. This type of program usually has a set of icons called a toolbox to access the most commonly used graphics tools. It allows users to perform functions, such as creating shapes, scaling them to different sizes, rotating them, and filling them with colour. Simple drawings can be created using a combination of pre-defined shapes such as squares, rectangles, triangles, and ellipses.

Multimedia is a combination of text, graphics, animation, sound, and video. A popular multimedia encyclopaedia program created by the Microsoft Corporation is called Microsoft Encarta. The text displayed on the screen contains hyperlinks, i.e. words that are linked to other text. When the user clicks on a link, the linked text is displayed on the screen. Encarta also has icons for displaying maps, charts, tables, pictures, sounds, animation, videos, and interactive activities.

Computers are general purpose instruments that are controlled by programs. Present-day computers are electronic devices but the first computers were mechanical. They were replaced by electro­mechanical computers that used electrical mechanisms. The first electronic computers used electronic switches in the form of vacuum tube valves. Valves were later replaced by semiconductor transistors. The development of integrated circuits that contained millions of transistors in one small semiconductor chip enabled the development of microprocessors. This allowed much smaller computers, called microcomputers, to be introduced. The most common type of microcomputer is small enough to sit on an office desk and is often referred to as a desktop computer.

Objectives

18

By the end of this unit, students should be better at: understanding spoken instructions reading and note-taking scanning.

They should be able to use time clauses with when, after, before, and until to indicate the sequence of actions in a process.

They should know and be able to use these words: graphics package, features, graphics hardware, tool palette, paint, draw, scale, rotate, fill.

Tuning-in

Task 1

Remind the students, that as always, icons have some resemblance to the things they represent. Give them one or two examples to start them off. You may wish to revise shapes: polygon, rectangle, curve. For Task 3, students will also need to know square and triangle.

Key

pick colour, line,

magnifier rounded rectangle.

advertising agencies engineers

architects

interior designers

fashion designers

1m 2b 3o 4g 5e 6i 7n 8j Other icons are a free-form select d pencil h ellipse I brush

Task 2

Get students to work in pairs, and set a time limit for them to draw up a list of as many occupations as they can think of that use graphic design software, and what they use it for.

Key (other answers are possible)

publishers and printers to design books, magazines, brochures, reports, etc. to design advertisements to design new products and components

Graphics and multimedia

to design new buildings and covert old ones to demonstrate different colour combinations to experiment with different designs

Listening

Task 3

user the maximum amount of space to see what he or she is doing, e.g. cutting and pasting columns of text, manipulating images, etc.)

Ask students to predict the correct sequence of the diagrams. Then get them to give you instructions for drawing a simple house on the board. This picture dictation will help them anticipate the language used on the recording. If necessary, you can dictate a second simple shape to them for further practice.

Explain that there are two students speaking in the recording. One is explaining to the other how to use a graphics package to make a simple shape.

Remind students that the cursor can take the form of a gun-sight. See Unit 9, Task 11. You might also want to revise point, click, and draff, and explain what a dotted line is.

Key

1c 2e 3b 4f 5a 6d

Reading

Key

Hardware required microcomputer with large hard disk and large amount of memory laser printer high resolution, 21-inch monitor scanner video digitiser

Task 6

Reason

graphics need a lot of memory space

high quality, fast printout for easy working

Key

1. word processing and graphics

2. pages can be laid out in columns, illustrations can be inserted, photographs and video images can be imported

3. because it relies on user making use of word processor and graphics software to prepare documents and illustrations

to import photographs to capture video images

Task 4

To orientate the students, explain that a desktop publishing software package allows the user to produce printout in the form of a newspaper - that is with text in columns, and including graphics and pictures.

Once students have completed this task, ask them to find further examples in newspapers, magazines, or advertising copy which may have been produced using these types of software.

Key

1. DTP

2. graphics/paint

3. scanning (a digital camera could also be used)

4. spreadsheet

5. word processing

Task 5

Check that students understand the reasons given for each item of hardware, and are not simply matching and copying text they do not understand. For example, ask them to explain why a 21-inch monitor allows easy working. (Because it gives the

Language work

You can show time relationships graphically, which would be appropriate given the focus of this unit. Write the first six steps in the production of a graphic on the board, in jumbled order. Ask students to put them in the right sequence. Once this is done, revise sequence words (Unit 3, pagel 6).

Explain that there is another way to show the time links between steps in a process. Demonstrate after and before links by drawing two boxes on the board with a plus sign between like this:

IH + El 1 before 2

when 1,2

1 until 2

1 while 2 or while 1,2

□321 fl[21

m m

Show when links by making the two boxes touch, thus demonstrating that there is no time space between the actions. Show until links by drawing a vertical line between the boxes to demonstrate that one action limits the other. Although while links are not dealt with here, you can illustrate them by

drawing one box on top of another, showing that both actions occupy the same time space.

Task 7

Do the first example on the board to show that the repeated norm (text) becomes the pronoun it in the second clause. Give students the punctuation rule that a comma is used after the time clause when it comes first in the sentence.

Key

1+2 Afterthe text is typed in using a word processor, it is edited.

2+3 Before the text is spellchecked, it is edited. 3+4 Afterthe text is spellchecked, line drawings are

made using a graphics package. 5+6 After photographs are scanned in with a

scanner, the first draft is completed. 6+7 When the first draft is completed, it is

transferred to a page-makeup program. 8+9 Text and graphics are adjusted on screen until

they all fit together well. 9+10 After they all fit together well, the finished document is printed on a laser printer.

Problem-solving

Task 8

Tell students to imagine what steps they would need to go through to transform picture 1 into picture 2. For each step, they need to identify which of the function of the graphics package they would need to use to carry it out. For example, in order to add anything onto the graphic, they would need to use the function draw graphics.

When they have completed this task, students can attempt to explain other advertisements in the same way.

1. rotate the graphic

2. change attributes (e.g. tiled roof)

3. draw graphics (add chimney)

4. scale the graphic (make it smaller)

5. add text

Writing

Task 9

This is quite a demanding task, so you may want to give your students a little extra help by telling them that after, before, and when are the only time words they need to use. They should start by looking at the pairs of sentences, and deciding which of the two events came first, or whether they happened simultaneously. When they have decided how they might link the pairs of sentences internally, they can then go on to look at links between the pairs.

Key

Before electronic computers were developed, there were mechanical calculators similar in some ways to computers. After World War 2 started, the first electromechanical computerwas developed. Afterthe war ended, Bell Laboratories developed the transistor. But it took more than ten years before transistors replaced valves in computers. When integrated circuits were introduced in the mid-1960s, developments happened quickly. After the first microcomputers came on the market in the mid- 1970s, desktop computing became a reality.

Computers are controlled by sets of instructions called programs. Programs are written by a person called a programmer using special languages called programming languages. Some expressions from the programming language used in the text in this unit are shown in the table below.

Expression Meaning
\\	remark (a note for the programmer that
	is not processed)
PRINT	shows the value of a variable on the
	display screen
CLS	clears the display screen
END	marks the end of a program

Programmers usually do a lot more than just write the program code. Their first task is usually to analyse the problem, so that they can design a system to deal with it. When they have designed a code for a system and tested it, they then have to create documentation, i.e. notes which explain the structure and logical steps of the program for future users and trainers. They have to be involved in the initial training of users, so that they can make changes to the program according to information obtained from the users. They sometimes use diagrams, called flowcharts, to show the sequence of logical steps in a program. Flowcharts have arrowheads to indicate the direction of program flow and special symbols to indicate different functions in the program.

It is very difficult to write a program without any faults. The errors, or bugs as they are commonly known, can be caused by a number of factors, and programs usually have to be debugged, i.e. tested and altered to eliminate all the errors, before they are used.

Objectives

By the end of this unit, students should be better at: making inferences from a spoken description writing a description of a flowchart.

They should be able to use problem and solution structures.

They should know and be able to use these words and phrases: stages in programming, symbols, and instructions in flowcharts, error types.

Tuning-in

Task 1

This is a more technical unit. For information about programming, see the technical introduction above. Depending on the type of course they are following, you may find that your students' knowledge of programming goes beyond what is discussed in this unit. They will enjoy the opportunity to teach you more about itl The content and language in this unit also serve as an introduction to the interview in Unit 20.

Key

1. analysing and defining the problem to be solved

2. designing the program

3. coding

4. testing

5. documenting

6. training the users

7. obtaining feedback from users.

Task 2

Programming

Omit this task with less able students. Students may have done a lot of this type of problem as part of their computing course. If not, give them the problem the interviewee in Unit 2 0 had to find a computer-based solution to - teaching numeracy skills to young adults who are not motivated by traditional classroom-based instruction. They need

numeracy skills to survive in the adult world - to make sure they're not cheated, to save, and to plan. Many of these young people have not enj oyed school and do not want to have formal classes in a classroom with a teacher. These facts will need to be taken into account when designing a computer- b ased teaching program for them.

Ask students who they would speak to and what sort of questions they would ask in order to analyse this problem.

Key

Interview both learners and teachers to find out why these students have failed to learn number skills and howthey preferto study. Find out what number skills they have and how much they need to learn.

Listening

Task 3

The revision of shapes done in Unit 18, should help your students here. Draw the symbols on the board and ask them to identify their shapes. The new shapes are diamond and parallelogram, but the latter can be inferred.

Key

a Start or Stop b Input or Output

c Operation or Process d Decision e Connector

Task 4

Key

1 start or stop 2 input or print

3. add, subtract, multiply, divide, make equal to

4. less than or greater than 5 nothing

Task 5

The listening text is quite difficult as students have to infer the actual words which will appear in the symbols. Pre-teach any vocabulary you think they might not already know related to the actual structure of the flowchart, e.g route and path. Then, explain what sales tax is, and how it is calculated, and draw the flowchart on the board. Give them some time to study the flowchart closely, and get them to predict the missing instructions. When they have listened twice, ask individual students to come out and complete one of the missing instructions on the board.

Key

Basic English [ for Computing 1

OXFORD 1

for Computing 2

OXFORD 106

System errors Errors which affect the computer or its peripherals. You write a program which needs access to a printer but there is no printer present. Write code to check peripherals are present before data is sent to them.

Syntax errors

Mistakes in the programming language.

Typing PRNIT instead of PRINT.

Some languages contain a special command such as debug which will report these errors.

Logic errors

Mistakes in logic which allow the program to run but not to work properly. 10//Message 30 CLS 20 PRINT'Hello' 40 END Do a 'dry run', i.e. work through each line on paperto make sure it does what you want it to do.

Reading

Task 6

For this jigsaw reading task, students will have to copy out the note-taking table on page 79 into then- exercise books three times, one for each text. The task is designed to combine reading and note-taking practice with practice in making short oral reports. When they have completed their individual reading, try to ensure that they exchange information orally, in English, and do not simply show each other their notes.

Key

Text A

Type of error Definition

Example

Ways to avoid ordeal with this kind of error

Text B

Type of error Definition

Example

Ways to avoid or deal with this kind of error

Text C

Type of error Definition

Example

Input initial cost (C) (IfYes) Rate R = 15% Tax amount = C*R Stop

Ways to avoid or deal with this kind of error

Language work

Write the problem given in the Student's Book on the board:

Problem: get rid of logic errors.

Ask students to suggest a solution, and write the solutions they suggest on the board, underneath the problem.

Solution: hand-test the program.

Then demonstrate how to link the problem and the solution using the construction with by, plus the gerund, or the construction with to, plus the infinitive.

You can get rid of logic errors by hand-testing the program.

To get rid of logic errors, hand-test the program.

Give a couple more technical examples, for example:

Problem: connect a computer to a telephone line Solution: install a modem

You can connect a computer to a telephone line by installing a modem.

To connect a computer to a telephone line, install a modem.

To give the students some practice with the

structure, 'write some problems, about language

learning on the board and ask them to suggest

solutions. For example:

remember new vocabulary

remember grammar rules

understand spoken English

Elicit possible solutions; then asks students to link problems and solutions.

Task 7

This gives the students the opportunity to practise the structures they have just learnt.

Key

1g 2i 3f 4h 5b 6j 7c 8a 9d 10e

Task 8

Students should do this individually; then compare answers in groups. More than one solution is possible for each problem. Write alternative answers suggested by the class on the board.

Key (other answers are possible)

1. Virus check it before using.

2. Protect it with a password.

3. Back-up your data regularly.

4. Don't use the computer for too long a period without a break.

5. (See Task 1, Unit 7) Use a chair with proper back support.

Problem-solving

Task 9

Unlike the other examples, there should be only one correct answer to 'using apayphone' unless there are more than one type in use in your country. Ask one group to put their solution on the board. The others can suggest improvements and changes if any are needed. The completed flowchart can serve as the input to a writing exercise. Students can convert the flowchart into a set of instructions for tourists visiting your country.

Writing

Task 10

Talk through the description of the flowchart on page 78-9, as this serves as a model for this task. Then guide the class in making an oral description of the flowchart in Task 10. Finally, set the task as a writing exercise for completion in class or for homework.

Key (other answers are possible)

A 'start'symbol indicates where the program begins. When the program has started, the number of weeks is input. A decision is then taken on which rate to charge.This depends on the number of weeks. If the number of weeks is less than or equal to two, the rate is 200. If it is less than or equal to four, the rate is 180. Otherwise the program follows the 'A/o'route and sets the rate at 160.The paths come back together at the 'connector'symbol.The bill is calculated by multiplying the number of weeks by the rate. A decision is then taken on other charges. If there are other charges, these are added to the bill.The bill is now printed out and the program stops.

Computing jobs often include a mixture of duties. An Analyst/Programmer does some systems analysis and some programming. The person we hear being interviewed in this unit is part of a team working on the development of a computer program that will be used for teaching mathematics to young adults with numeracy problems. The program uses graphics and animation, and has a database to store information used in the mathematical problems.

Programs can be written in a variety of computer languages. The language chosen will depend on a number of factors including what system the program will run on, what the function of the program is, and the knowledge of the programmer. This analyst/programmer uses a variety of computer languages including C++ (C plus plus), HTML (HyperText Markup Language), JavaScript, VB (Visual Basic), and Delphi. Programs written using high-level languages are usually compiled, i.e. converted into machine code consisting of only Is and Os, by a program called a compiler. Sections of program code that are used often are stored together in a file called a library file. The Active Server system mentioned by the analyst/programmer is a system that allows webpages to be used for running small programs on the main server computer on a network.

An error in a computer program is often called a bug and the processes of finding and fixing errors is known as debugging. In this project, three types of programming errors are mentioned, i.e. compilation errors, linking errors, and logic errors. Logic errors sometimes occur at branches and loops in a program. A branch is a programming structure where two different paths can be followed, depending on whether a given condition is true or false.

Structure	Action
IF condition	processes the instructions
THEN instructions	if the condition is true

A loop is a programming structure where a part of the program is repeated a fixed number of times or until a condition is met.

Structure Action

FOR condition repeats the instructions a fixed instructions number of times set by the

NEXT variable condition and increases the

variable by 1 each time the loop is completed

REPEAT repeats the instructions until

instructions the condition is true

UNTIL condition

Objectives

By the end of this unit students should be better at:

making inferences from a diagram

listening to an interview for information stated and

implied.

They should be able to choose correctly between the Present simple and the Present continuous in most instances.

They should know and be able to use these words: debug, pilot, test, compilation, linking error, system error, branch, loop.

Tuning-in

Task 1