Модуль III Иностранный язык для профессиональных целей (124 ч.)

Цель данного модуля – совершенствовать имеющиеся у студента определённые навыки чтения, перевода, устной речи на материале профессионального, научного характера и развивать знания в области чтения и перевода оригинальной научной литературы, достаточные для общения с зарубежными партнерами, а также для дальнейшего самообразования.

Модуль включает четыре тематических раздела: «Моя будущая профессия», «Типы и использование компьютеров», «Программирование. Языки программирования», «Интернет». Каждый раздел рассчитан на 8 аудиторных занятий, включает словарь, основной и дополнительный тексты, а также задания, направленные на развитие диалогической и монологической речи. После изучения каждой темы студент должен уметь представить устное монологическое сообщение и вести беседу по данной теме.

В течение данного модуля отрабатываются такие грамматические темы, как «Причастие», «Независимый причастный оборот», «Герундий», «Герундиальный оборот».

Careers in IT

Before you start

1. Work in pairs and discuss the questions.

1. What are your plans when you graduate from the University?

2. Do you want to use, or think you will need to use, IT in your job?

3. Make a list of jobs which use IT.

Reading

2. Read the quotes and write the name of the students by the jobs they want.

1. Web designer_______

2. Computer programmer_______

3. Database administrator_______

4. E-commerce manager_______

	I'm interested in writing software. My friends say I'm a techno-nerd because I prefer working with computers to people. Money is important but I'd rather do a job I enjoy. I want to take a distance-learning course so I can study at home.
	I like shopping and I think the future of business is on the Internet. I'm good with computers but I also like working with people. I'd like to manage my own online company. This will give me a lot of responsibility. E-commerce comes with risks, but the rewards are high when you succeed.
	Many people like Web design, but I think data management gives more job security. There is so much information on the Internet, and companies need people who know how to store, manage and retrieve data. I want to get my degree and work for a good company.
	I'm using JavaScript to make my website more interactive. After college, I'd like to try telecommuting. This is working at home, using e-mail to communicate with clients. I want freedom, flexibility and long holidays, which you don't get by working in an office.

3.Write E, K,M or P. Which student:

1. wants to work at home?	
2. wants a secure job?	
3. does not want to study in college?	
4. wants to choose when to work?	
5. wants to manage people?	
6. likes working with data?	
7. wants to be rich and successful?	
8. uses a coding system for web pages?	

Vocabulary

4. Underline the ways of expressing like or want in the quotes, then choose the correct answer.

1)___telecommuting to working in an office.

a I'd rather

b I prefer

c I like

2)___to do a distance-learning course.

a I'd prefer

b I'd rather

c I don't like

3)___working long hours all the time.

a I'd prefer

b I don't like

c It's good

4) ___to work with computers all day as I think it would be boring.

a I'd rather not

b I wouldn't like

c I don't like

5)___be a rich techno-nerd than poor and popular.

a I'd rather

b I prefer

c I like

6)___in being a secretary. I want a better job.

a I'm not interested

b I'm thinking of

c I don't like

Speaking

5. Work in groups. Rank the things you want from a job: 1 = most important, 10 = least important.

a high salary ■ flexible working hours ■ responsibility ■ interest or enjoyment ■ a nice office ■ telecommuting ■ long holidays ■ working with people ■ security ■ excitement/risk ■ good benefits, e.g. a company car, gym membership

Writing

6. Write a paragraph to say what kind of job you would like, and why.

Get real

Choose an area of IT that you are interested in. Find information about courses offered by colleges and universities. Find other areas where there are jobs in IT. Report back to the group on what you need to start the course or to get a good job.

Interview: Computing Support Assistant

Task 1. Anne works in a large insurance company. She's a computing support assistant. She looks after people and their computers, and she helps with any problems people have. What sort of problems do you think they might have?

Task 2. Listen to Part 1 of the interview where Anne talks about the problems she helps with. Tick (✓) the problems she mentions.

1	□	paper jamming
2	□	finding options in programs
3	□	viruses
4	□	computer freezes
5	□	hard disk crashes
6	□	printer switched off
7	□	no paper in the printer
8	□	people forget their passwords
9	□	no toner in the printer

Task 3. Listen to Part 2 of the interview. Tick (✓) the ways Anne keeps up with new developments in computing.

1	□	reading books
2	□	reading computer magazines
3	□	speaking to other technicians
4	□	using the Internet
5	□	taking courses
6	□	trying programs herself
7	□	reading newspapers

Language work: Adverbs of frequency

Study these extracts from the interview.

I: Are you ever bored?

A: No, not really, because it's never the same things over and over again; it's different each lime.

A: People have problems with the hardware, often with printers ... paper jamming. They also have problems finding options in the programs. Mostly with word processing.

I: Are there any other hardware problems?

A: Occasionally a computer freezes, it hangs or freezes. It's usually a memory problem.

I: Is it always the machine or is it sometimes the user?

A: Sometimes it's the user. The printer isn't switched on, or there's no paper in it.

The words in italics tell us how often something happens. For example:

I: How often does a computer crash?

A: Sometimes, not very often.

We can grade these words from always to never like this:

always

almost always

usually

often

sometimes

occasionally

almost never

never

Task 4. This table shows the number of hardware and software problems Anne had last year. Describe how often these problems happened, using the adverbs above.

Example: There were sometimes problems with the network.

Printers 116

Monitors 0

Cabling 13

Scanners 6

Network 34

Spreadsheet 15

Database 17

Word processing 93

Computing words and abbreviations

Task 5. Put the devices from the list below into these sets.

Input

Output

Storage

CD-ROM disk laser printer

digital camera lightpen

dot-matrix printer magneto-optical disk

fixed hard disk magnetic tape

floppy disk microphone

inkjet printer monitor

joystick removable hard disk

keyboard scanner

Task 6. Match each definition (1-8) with the correct feature (a-h).

1. This is a window which appears when information about a choice is needed or when options have to be selected.

2. This indicates the amount of space between the dots which make up the image on a monitor.

3. This is part of a screen which is used to select an action, usually by clicking the mouse button over it.

4. This is a measure of the number of dots which make up the image on a monitor.

5. This shows a list of choices which the user can select from using the pointer.

6. This is part of a dialog box where the user can type file names and other information.

7. This is the speed at which the monitor refreshes the image on the screen.

8. This is a small picture on the screen which represents a program, folder, or file.

a	aperture grill pitch	e	drop-down list box
b	command button	f	maximum resolution
с	dialog box	g	refresh rate
d	icon	h	text box

Task 7. Answer these questions about the interview with full sentences. Then link your answers to make a short paragraph about Anne.

1. What kind of work does Anne do?

2. What does she like most about the job?

3. What kinds of problems do people have with hardware?

4. Why do computers freeze?

5. How does she keep up with new developments in computing?

6. What kinds of courses does she go on?

The computer

Before you start

1. Match the computer parts with the words below.

Floppy disk, scanner, mouse, keyboard, tower, monitor, CD-rewriter, printer.

Reading

2. Read the text. Match the headings (a-d) with the paragraphs (1-4).

a) Memory

b) Speed

c) PCs and Notebooks

d) Hardware/Software

1. The parts of a computer you can touch, such as the monitor or the Central Processing Unit (CPU) are hardware. All hardware except the CPU and the working memory are called peripherals. Computer programs are software. The operating system (OS) is software that controls the hardware. Most computers run the Microsoft Windows OS. MacOS and Linux are other operating systems.

2. The CPU controls how fast the computer processes data, or information. We measure its speed in megahertz (MHz) or gigahertz (GHz). The higher the speed of the CPU, the faster the computer will run. You can type letters and play computer games with a 500 MHz CPU. Watching movies on the Internet needs a faster CPU and a modem.

3. We measure the Random Access Memory (RAM) of the computer in megabytes (MB). RAM controls the performance of the computer when it works and moves data to and from the CPU. Programs with a lot of graphics need a large RAM to run well. The hard disk stores data and software programs. We measure the size of the hard disk in gigabytes (GB).

4. Computer technology changes fast but a desktop PC (Personal Computer) usually has a tower, a separate monitor, a keyboard and a mouse. The CPU, modem, CD-ROM and floppy disk drives are usually inside the tower. A notebook is a portable computer with all these components inside one small unit. Notebooks have a screen, not a monitor, and are usually more expensive than desktops with similar specifications.

3. Look at these words from the text. Write H (hardware), P (peripheral), S (software) or M (measurement) next to each one.

1. CPU –

2. MacOS –

3. megabyte (MB) –

4. printer –

5. RAM -

6. megahertz (MHz) –

7. mouse –

8. modem –

9. Linux –

10. scanner –

11. gigabytes (GB) –

12. floppy disk –

4. Decide if the following sentences are true of false. Work in pairs. Use the phrases from Appendix 5.

Model:

Student A: Notebooks have a monitor to read information from the computer.

Student B: I’m afraid I can’t agree with you. Notebooks have a screen, not a monitor.

Or

I think you are mistaken. Notebooks have no monitor but a screen that shows information from the computer.

1. All hardware is called peripherals.

2. We measure the size of the hard disk in gigahertz.

3. The operating system is software that controls the hardware.

4. The monitor and the Central Processing Unit are software.

5. The higher the speed of the CPU, the faster the computer will run.

6. Programs with a lot of graphics need a large Random Access Memory to run well.

7. We measure speed of computers in gigabytes.

8. The CPU, modem, CD-ROM and floppy disk drives are usually inside the tower.

Vocabulary

5. Match the underlined words and phrases in the text with the definitions (1-8).

1. parts ______________

2. pictures and images _______

3. a way of doing something __

4. reads and uses data ________

5. measurements ________

6. use a computer program ____

7. keeps data in the memory __

8. how well a computer does something _______

Grammar

6. Look through the text, find the sentences with verbs used in Passive voice. Translate the sentences. Rewrite them in Active voice.

Central Processing Unit

1. It is well known in computer science that the words “computer” and “processor” are used interchangeably. “Computer” refers to the central processing unit (CPU) together with an internal memory. The internal memory, control and processing components make up the heart of the computer system.

2. The CPU coordinates all the activities of the various components of the computer. The CPU controls the operation of the entire system by issuing commands to the other parts of the system and by acting on responses. It reads information from the memory, interprets instructions, performs operations on the data according to the instructions, writes the results back into the memory.

3. In digital computers the CPU are divided into two functional units. These units are called the control unit (CU) and the arithmetic-logical unit (ALU). They are made of electronic circuits with millions of switches that can be in one of two states, either on or off.

7. Rewrite sentences from the second paragraph in passive voice.

8. Ask general and special questions to the sentences from the first and third paragraphs.

9. Rewrite the following sentences in plural.

1. Personal computer usually has a tower, a separate monitor, a keyboard and a mouse.

2. The study doesn’t include the analysis of this problem.

3. The hard disk stores datum and software program.

4. What means of measurement do you use?

10. Fill in the gaps with much, many, (a) few, (a) little. Translate the sentences.

1. There are … different types of computers.

2. There is … doubt that computers are among the most significant technical achievements of the last century.

3. … computers run the Microsoft Windows OS.

4. Programs with … graphics need a large RAM to run well.

5. You can type letters with a 500 MHz CPU but it’s too … speed for watching movies on the Internet.

Speaking

11. Work in pairs. Look at the chart and compare the two computers. Use fast, slow, cheap, expensive, big, small

	Hi-Tech 2010	Series X Wi-Fi
Type	PC	Notebook
CPU	933 MHz	1.5GHz
RAM	256MB	512MB
Monitor/ Screen	17 inch	15 inch
Hard disk	20 GB	40 GB
Price	€2,000	€2,999

12. Read and translate the dialogue “Meeting the foreign students”

Mike Pospelov	Hello, Tony. How are you?
Tony Cartwright	I’m buzzing, thanks. And you?
Mike Pospelov	I’m OK, thank you. I’d like you to meet Alex Vasilev, my group-mate.
Tony Cartwright	Nice to meet you, Alex.
Alex Vasilev	Nice to meet you too. Have you ever been to Kemerovo before, Tony?
Tony Cartwright	No, it’s my first visit to your city.
Alex Vasilev	What are your first impressions of Kemerovo?
Tony Cartwright	I like it, it’s very beautiful and quite different from Cambridge.
Alex Vasilev	I hope you’ll enjoy your visit, Tony.
Mike Pospelov	Andrey Petrovich, let me introduce Tony Cartwright, our guest from Harvard University. Tony, this is Mr. Severov, our English teacher.
Tony Cartwright	Glad to meet you, Mr. Severov.
Mr.Severov	Glad to meet you too, Tony. Welcome to our university.

13. Act out the dialogue.

14. Make up your own dialogue. Imagine that you are meeting foreign students and introduce them to your group-mates and the teacher of computer sciences.

Get real

Look at new computers on the Internet or in magazines. Find one you like. Make a note of its specifications. Bring your notes to your group and say why you like it. Build a class file of computers with information about them.

Types of computers

Task 1. Match these names to the different types of computer.

1. mainframe 3. notebook 5. PC

2. laptop 4. handheld 6. Minicomputer

Task 2. Who uses these types of computer? Where do they use them? Make a list.

Task 3. Listen to Part 1 of the conversation between a shop assistant and a customer. Tick (V) the correct answers to these questions.

1. The customer wants a computer for:

writing Internet graphics

video games

2. A multimedia computer provides:

sound telephone

graphics video animation

Task 4. Listen to Part 2 of the conversation. In column A, tick the hardware items

named.

А	В	Device	A	B	Device
		multimedia computer			handheld
		multimedia notebook			printer
		subnotebook			monitor
		laptop			modem

Task 5. Listen again to the conversation. In Column B, tick the items the assistant recommends.

Task 6. Study these details of different types of computer. Find the answers to these questions. Which type of computer is:

9. the most common?

10. small enough for a pocket?

11. the most common portable?

12. used by many people at the same time?

13. used like mainframes?

14. also called a handheld computer?

15. the most powerful?

16. not suitable for a lot of typing?

Types of computer	Notes
Mainframes	Large, powerful, expensive.
	Multi-user systems - used by many people at the same time.
	Used for processing very large amounts of data.
	The most powerful mainframes are called
	supercomputers.
Minicomputers	Used like mainframes.
	Not as big, powerful, or expensive as mainframes.
	Less common now because microcomputers have improved.
Microcomputers or	The most common type of computer.
Personal computers	Smaller, cheaper, and less powerful than mainframes and minicomputers.

Types of portable	Notes
Laptop	About the size of a small typewriter.
	Less common now because smaller and lighter portables are available.
Notebook	About the size of a piece of writing paper.
	The most common type of portable.
Subnotebook	Not quite as big as notebooks. Can fit into a
	jacket pocket.
Handheld or	Small enough to fit into the palm of one hand.
Palmtop	Not easy to type with because of their size.
	Specialized handheld computers known as PDAs are used as personal organizers.

Language work: Comparison

Study this comparison of three types of computer.

	Mainframes	Minicomputers	Microcomputers
Size	+++	++	+
Power	+++	++	+
Cost	+++	++	+

We compare things using adjectives in two ways.

1. We can compare one type of computer with another.

Minicomputers are bigger than microcomputers.

Mainframes are more expensive than microcomputers.

For negative comparisons, we can say:

Microcomputers are not as big as minicomputers.

Microcomputers are not as powerful as mainframes.

2. We can compare mainframes to all other types of computer.

Mainframes are the biggest computers.

Mainframes are the most powerful computers.

Mainframes are the most expensive computers.

With short adjectives (big, small, fast), we add -er and -est (faster, fastest).

With longer adjectives (powerful, expensive), we use more/less and the most/the least before the adjective (more powerful, the most powerful).

Task 7. Choose the correct adjective. Then fill in the gaps with the correct form of the

adjective.

1. light/heavy Laptops are _______than desktop computers, but ______ than notebooks.

2. large/small The mainframe is the _________type of computer.

A minicomputer is ________than a microcomputer.

3. common/good Personal computers are _________than mainframes but mainframes are ___________than personal computers at processing very large amounts of data.

4. powerful/expensive Minicomputers are ________than mainframes but they are also __________.

5. fast/cheap New computers are _______and sometimes _______than older machines.

6. powerful/expensive Laptops are often _________than PCs but they are not as ___________.

Task 8. In pairs, decide what sort of computer is best for each of these users.

• John Wilmott is a salesperson and he spends a lot of time visiting customers. He wants a computer to carry with him so he can access data about his customers and record his sales.

• Pat Nye is a personnel officer. She needs a computer to keep staff records and to keep a diary of appointments. She also needs a computer for writing letters.

• The University of the North needs a computer to look after its accounts, its network, the records of all students and staff, and to help with scientific research.

• The James family want a computer for entertainment, writing letters, the Internet, and for calculating tax.

Task 9. Put the words in brackets into the correct form to make an accurate description of sizes of computers.

There are different types of computer. The (large) _________and (powerful) _________are mainframe computers. Minicomputers are (small)___________than mainframes but are still very powerful.

Microcomputers are small enough to sit on a desk. They are the (common)

__________type of computer. They are usually (powerful)_________than minicomputers.

Portable computers are (small) than desktops. The (large)________portable is a laptop. (Small) _________portables, about the size of a piece of writing paper, are called notebook computers. Subnotebooks are (small) _________than notebooks.

You can hold the (small) ________computers in one hand. They are called handheld computers or palmtop computers.

Task 10. Speak about computer and its types. You may also use information from the text below.

Computers are available in different shapes, sizes and weights, due to these different shapes and sizes they perform different sorts of jobs from one another.

They can also be classified in different ways. All the computers are designed by the qualified computer architectures that design these machines as their requirements. A computer that is used in a home differs in size and shape from the computer being used in a hospital. Computers act as a server in large buildings, while the computer also differs in size and shape performing its job as a weather forecaster.

A student carrying a laptop with him to his college is different in shape and size from all the computers mentioned above.

Here we are going to introduce different classifications of computers one by one. We will discuss what are in classifications and what job they perform.

Super computer

The biggest in size, the most expensive in price than any other is classified and known as super computer. It can process trillions of instructions in seconds. This computer is not used as a PC in a home neither by a student in a college.

Governments specially use this type of computer for their different calculations and heavy jobs. Different industries also use this huge computer for designing their products.

In most of the Hollywood’s movies it is used for animation purposes. This kind of computer is also helpful for forecasting weather reports worldwide.

Mainframes

Another giant in computers after the super computer is Mainframe, which can also process millions of instruction per second and capable of accessing billions of data.

This computer is commonly used in big hospitals, air line reservations companies, and many other huge companies prefer mainframe because of its capability of retrieving data on a huge basis.

This is normally too expensive and out of reach from a salary-based person who wants a computer for his home.

This kind of computer can cost up to thousands of dollars.

Minicomputer

This computer is next in the line but less offers less than mainframe in work and performance. These are the computers, which are mostly preferred by the small type of business personals, colleges, etc.

Personal computers

Almost all the computer users are familiar with the personal computers. They normally know what the personal computer is and what are its functions.

This is the computer mostly preferred by the home users. These computers are lesser in cost than the computers given above and also, small in size; they are also called PCs in short for Personal computers.

This computer is small in size and you can easily arrange it to fit in your single bedroom with its all accommodation. Today this is thought to be the most popular computer in all.

Notebook computers

Having a small size and low weight the notebook is easy to carry to anywhere. A student can take it with him/her to his/her school in his/her bag with his/her book.

This is easy to carry around and preferred by students and business people to meet their assignments and other necessary tasks.

The approach of this computer is also the same as the Personal computer. It can store the same amount of data and having a memory of the same size as that of a personal computer. One can say that it is the replacement of personal desktop computer.

COMPUTER PROGRAMMING

PART 1

Before you start

1. Work in pairs and discuss the questions.

1.Have you ever seen a chart like the one in Exercise 2?

2.Where have you seen one?

3.What kind of information did it give you?

Reading

2. Look at the algorithmic flow chart below. Answer the questions.

1.Which computer commands does it show? _______ and_______

2.How many decisions does the computer make? _______

3.After the user clicks Save, how many times does the user input data? _______

3. Read the text about computer programming. Write the number of the paragraph that gives you the information.

a) a description of machine language	
b) the greatest problem for computer programmers	
c) the names of three high-level computer languages	
d) a description of an algorithm	
e) different uses of computers in our	

1. The diagram on the right shows part of a simple algorithmic flow chart for the Save command in a computer program. An algorithm is a set of logical rules that we use to solve a problem. Computer programmers often use algorithms to plan their programs, but the only language a computer understands without translation is machine language. This uses the binary system of 1 and 0, which matches the electrical positions 'on' and 'off'. We can also show these numbers in English by Yes/No or True/False.

2. Machine language is a low-level language and is very difficult to write. Over the years, computer scientists have developed many high-level languages, such as BASIC, C++ and Java. These languages use a computer code that is similar to English, which makes them easier to learn. A computer program is just a set of coded instructions. A computer translates the code into machine language to complete a specific task. A computer receives input, processes data and produces results, or output, according to the program code.

3. We use computers in many parts of our lives, and not just in schools or for the Internet. There are computers in all kinds of electrical devices, from mobile phones to washing machines. We can find them in banks, supermarkets and cars. When programmers write programs, they have to plan carefully for every possible kind of error a computer user can input into the computer. It is planning for the random behaviour of humans that makes programming so much fun.

4. Circle the answers yes or no.

1. Programmers use algorithms when writing programs.	yes/no
2. Programmers write programs using the numbers 1 and 0.	yes/no
3. Machine language is a high-level language.	yes/no
4. We only find computer programs in computers.	yes/no

5. Answer the questions.

1. What is an algorithm?

2. What does a binary system consist of?

3. Why are high-level languages easy to learn?

4. What do computers do with code?

5. Why must programmers plan carefully?

Vocabulary

6. Complete the sentences (1-6) with the words in the box.

according to ■ behaves ■ devices ■ errors ■ input ■ output

1 ______the bank machine, I have no money in my bank account.

2. Video and digital cameras are other______that use computers.

3 ______is any result a computer displays on a screen or prints from a printer.

4. A computer receives _______ from users when they click on a command.

5. I made too many______in my test so I got a bad grade.

6. Not everyone______logically when things go wrong with a computer.

7.Choose the correct word.

1. Most people can easily learn a ___language and become programmers.

a low-level

b high-level

c binary

2. You can use a mouse or keyboard to ___data into the computer.

a output

b input

c process

3. Some children ___very badly when they can't have something they want.

a process

b solve

c behave

4. You can draw___for many simple procedures.

a an algorithm

b a code

c data

5. Computers___programming language into machine language.

a use

b develop

c translate

6. A computer can___large amounts of data at very high speeds.

a process

b result

c complete

Speaking

8. Work in groups and discuss the questions.

1. What kind of errors do you make with computers?

2. How do you behave when things go wrong with a computer (or any machine)?

3. How do different people you know behave when things go wrong?

Writing

9. Draw a flow chart like the one in Exercise 2. Follow these steps:

•Choose a simple procedure from the ones in the box below (or a similar one of your own).

•Break the procedure down into all the steps that you have to follow. Think about where the process starts and ends, and the input from you and from the outside. When you make a decision, think of when you say 'yes' and when you say 'no', and what happens next.

•Write exactly what happens at each stage.

•Draw the flow chart, putting your text into the different shapes in Exercise 2.

•Show your flow chart to another student. Does he/she agree with your steps?

making a cup of tea or coffee ■ making a telephone call ■ sending a text message ■ answering the door ■ playing a cassette or CD ■ putting on the washing machine

Get real

Make a list of all the devices that use computers in your home, in your school, shops, libraries, banks and offices. During a day, use your list to make a note of every time you use something that contains a computer program. Report back to the class with your list.

PART 2

Task 1. Work in pairs. The stages in programming (1-7) are listed below. Fill in the gaps with the missing stages (a-d).

1. Analysing and defining the problem to be solved

2. _____________________________

3. Coding

4. _________________________________

5. ________________________________

6. ________________________________

7. Obtaining feedback from users

a Training the users

b Testing

с Designing the program

d Documenting

Task 2. Look at stage 1 of the list in Task 1. Discuss how you would analyse and define the problem. Compare your ideas with other students in the class.

Task 3. Programmers sometimes use flowcharts when planning a program. Listen to Part 1 of the recording to identify these symbols used in flowcharts.

Task 5. Listen to Part 2 of the recording which describes this flowchart for calculating sales tax.

Task 6. Work in groups of three. Read one of the texts below and complete this table. When you have finished, exchange information with the others in your group to complete two similar tables.

Type of error

Definition

Example

Ways to avoid or deal

with this kind of error ____________

Text A

System errors affect the computer or its peripherals. For example, you might have written a program which needs access to a printer. If there is no printer present when you run the program the computer will produce a system error message. Sometimes a system error makes the computer stop working altogether and you will have to restart the computer. A sensible way of avoiding system errors is to write code to check that peripherals are present before any data is sent to it.Then the computer would warn you by a simple message on the screen, like 'printer is not ready or available'.

Text В

Syntax errors are mistakes in the programming language (like typing PRNIT instead of PRINT). Syntax errors cause the program to fail. Some translator programs won't accept any line that has syntax errors. Some only report a syntax error when they run the program. Some languages also contain special commands such as debug, which will report structural errors in a program. The programming manual for the particular language you're using will give details of what each error message means.

Text С

Logic errors are much more difficult to detect than syntax errors.

This is because a program containing logic errors will run, but it won't work properly. For example, you might write a program to clear the screen and then print 'hello'. Here is a code for this:

10// Message 30 CLS

20 PRINT 'Hello' 40 END.

The code has a logic error in it, but the syntax is right so it will run. You can get rid of logic errors from simple programs by 'hand-testing' them or doing a 'dry run' which means working through each line of the program on paper to make sure it does what you want it to do. You should do this long before you type in the code.

Language work: Problem and solution

Study these ways of linking a problem and a solution.

Problem: get rid of logic errors

Solution: hand-test the program

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

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

Task 7. Match these problems and solutions. Link them following the examples above.

	Problems		Solutions
1	connect a computer to a	a	write code to check a peripheral
	telephone line		is present before any data is sent
2	identify items for pricing	b	use the debug command
3	add extra facilities to a computer	с	add more memory
4	get more file storage space	d	format the disk
5	find syntax errors	e	use a removable disk
6	avoid marking the surface of a CD-ROM	f	install an expansion card
7	improve the speed of your computer	g	install a modem
8	avoid system errors	h	fit a bigger hard disk
9	prepare a new disk for use	i	use barcode labels
10	transfer information between	i	hold it by the edges
	computers

Task 8. Suggest solutions to these problems. Then link the problem and your solution.

17. Make sure there are no viruses on a floppy disk.

18. Prevent unauthorized access to a network.

19. Avoid the risk of losing data.

20. Avoid eye-strain when using computers.

21. Avoid back problems when using computers.

Task 9. Draw a flowchart for one of these activities. Then compare your completed flowchart with other students in your group.

2. using a payphone

3. planning a holiday

4. choosing a new computer

5. preparing for an important exam

Task 10. Write your own description of the flowchart below.

A 'Start' symbol indicates where the program begins. When the program has started, the initial cost of the item is input. A decision is then taken on which rate of tax to use. This depends on the initial cost. If the cost is greater than 100, the program follows the 'Yes' route and sets the tax rate at 15%. Otherwise the program follows the 'No' route and sets the tax rate at 10%.The two different paths then come back together at the 'connector' symbol and follow the same route. The actual sales tax is now calculated by multiplying the cost by the tax rate. Finally the amount of tax is printed out and the program stops.

PART 3

1. Look through the following words. Match them to the corresponding translation.

equation	потреблять, расходовать
list of instructions	блок-схема, составлять блок-схему
guard	издержки, затраты
appropriate sequence	перечень команд
program logic	выделять, подчеркивать
flowchart	защищать, предохранять, завершать, заканчивать
flowcharting	специальные черты, характерные особенности
pictorial representation	псевдокод, псевдопрограмма
predefined symbols	принцип нисходящей разработки
specifics	правила программирования
template	наглядное представление
pseudocode	логическая последовательность выполнения программы
burden	логическая схема выполнения (операций) в цикле
programming rules	уравнение, приравнивание
consume	построение блок-схемы
emphasize	заранее заданные символы
top-down approach	шаблон, маска, образец, эталон
looping logic	необходимая (требуемая) последовательность

2. Read the text and say how you understand the term “computer programming”.

Text 1. COMPUTER PROGRAMMING

Programming is the process of preparing a set of coded instructions which enables the computer to solve specific problems or to perform specific functions. The essence of computer programming is the encoding of the program for the computer by means of algorithms. The thing is that any problem is expressed in mathematical terms, it contains formulae, equations and calculations. But the computer cannot manipulate formulae, equations and calculations. Any problem must be specially processed for the computer to understand it, that is — coded or programmed.

The phase in which the system's computer programs are written is called the development phase. The programs are lists of instructions that will be followed by the control unit of the central processing unit (CPU). The instructions of the program must be complete and in the appropriate sequence, or else the wrong answers will result. To guard against these errors in logic and to document the program's logical approach, logic plans should be developed.

There are two common techniques for planning the logic of a program. The first technique is flowcharting. A flowchart is a plan in the form of a graphic or pictorial representation that uses predefined symbols to illustrate the program logic. It is, therefore, a "picture" of the logical steps to be performed by the computer. Each of the predefined symbol shapes stands for a general operation. The symbol shape communicates the nature of the general operation, and the specifics are written within the symbol. A plastic or metal guide called a template is used to make drawing the symbols easier.

The second technique for planning program logic is called pseudocode. Pseudocode is an imitation of actual program instructions. It allows a program-like structure without the burden of programming rules to follow. Pseudocode is less time-consuming for the professional programmer than is flowcharting. It also emphasizes a top-down approach to program structure.

Pseudocode has three basic structures: sequence, decision, and looping logic. With these three structures, any required logic can be expressed.

3. Find English equivalents to the following words and word combinations in the text 1:

Совокупность закодированных команд; суть компьютерного программирования; кодирование посредством алгоритма; формулы, уравнения, вычисления; обработать особым образом; перечень команд; необходимая последовательность; защищать от ошибок; составлять план логической последовательности; общепринятая методика; логическая последовательность выполнения программы; построение блок-схемы; наглядное представление; заранее заданные символы; шаблон; псевдопрограмма; без издержек; выделять принцип нисходящей обработки; расходовать меньше времени; логическая схема выполнения операций в цикле; необходимая последовательность операций.

4. Answer the following questions using the information from the text:

1. What is programming? 2. What is the essence of programming? 3. What should be done with the problem before processing by the computer? 4. What is a program? 5. What are instructions? 6. What are the main techniques for planning the program logic? 7. What is a flowchart? 8. What is a template and what is it used for? 9. What do you understand by "pseudocode"? 10. What are the basic structures of pseudocode?

5. Find Russian equivalents to the following English terms:

Program: access program; application program; archived program; binary program; common program; compatible / in-compatible program; control / management program; database program; debugging program; educational / teaching / training program; free program; general-purpose program; high-performance program; off-line program; on-line program; operating (-system) program; processing program; protected-mode program; remote program; running program; self-loading program; simulation program; support program; utility program; virus-detection program; watch-dog program.

Программа в двоичном коде; прикладная программа; (не) совместимая программа; бесплатная программа; про-грамма отладки; сторожевая программа; дистанционная программа; программа моделирования; сервисная про-грамма; вспомогательная программа; программа для дос-тупа (к данным); заархивированная программа; программа, работающая с базой данных; обучающая программа; программа, выполняемая с большой скоростью; универсальная программа; программа, выполняемая в защищен-ном режиме; программа обработки данных; программа операционной системы (системная программа); выполняемая программа; сетевая /несетевая программа; самозагружающаяся программа; часто используемая (распространенная) программа; программа управления; программа обнаружения вирусов.

6. Speak about programming.

7. Look through the terms from the text 2.

programming language — язык программирования

coded form — кодированный вид; кодированное представление

to convey — передавать; сообщать

to improve — улучшать, совершенствовать

machine-oriented language — машинно-ориентированный язык

business-oriented language — язык для (программирования) экономических задач

problem-oriented language — проблемно-ориентированный язык

string of binary — строка двоичного представления

data handling — обработка данных; работа с данными

field-name length — длина имени поля

incorporate features — включать свойства, особенности

versatile — многофункциональный; разносторонний;

универсальный generous — большой, значительный (о количестве)

mathematical relationship — математическая связь (соотношение)

8. Read the text 2 and find English equivalents to the following words and word combinations:

Языки программирования; блок-схема; кодированная форма; вид, удобочитаемый для компьютера; в соответ-ствии с набором правил; представить логические шаги программы; таким образом; совершенствовать языки про¬граммирования; машинно-ориентированные языки; про¬блемно-ориентированные языки; обычный термин; язык для программирования экономических задач; обработка информации; операции по вводу-выводу данных; гиб¬кость; идентифицировать поле и его цели; решение проблем математического характера; сферы научного применения; универсальный язык; включать свойства; уникальные воз¬можности; многофункциональный и самый мощный из языков программирования.

Text 2. PROGRAMMING LANGUAGES

Let's assume that we have studied the problem, designed a logical plan (flowchart or pseudocode), and are now ready to write the program instructions. The process of writing program instructions is called coding. The instructions will be written on a form called a coding form. The instructions we write will be recorded in a machine-readable form using a keypunch, key-to-tape, or key-to-disk, or entered directly into computer memory through a terminal keyboard.

The computer cannot understand instructions written in just any old way. The instructions must be written according to a set of rules. These rules are the foundation of a programming language. A programming language must convey the logical steps of the program plan in such a way that the control unit of the CPU can interpret and follow the instructions. Programming languages have improved throughout the years, just as computer hardware has improved. They have progressed from machine-oriented languages that use strings of binary 1s and 0s to problem-oriented languages that use common mathematical and/or English terms.

There are over 200 problem-oriented languages. The most common of them are COBOL, FORTRAN, PL/I, RPG, BASIC, PASCAL.

COBOL

COBOL was the most widely used business-oriented programming language. Its name is an acronym for Common-Oriented Language. COBOL was designed to solve problems that are oriented toward data handling and input-output operations. Of course, COBOL can perform arithmetic operations as well, but its greatest flexibility is in data handling. COBOL also was designed as a self-documenting language. Self-documenting languages are those that do not require a great deal of explanation in order to be understood by someone reading the program instructions. The self-documenting aspect of COBOL is made possible by its sentence-like structure and the very generous maximum symbolic field-name length of 30 characters. With a field-name length of up to 30 characters, the name can clearly identify the field and its purpose.

FORTRAN IV

The FORTRAN IV language is oriented toward solving problems of a mathematical nature. The name FORTRAN comes from the combination of the words formula translation. The version of FORTRAN IV has been designed as algebra-based programming language. Any formula or those mathematical relationships that can be expressed algebraically can easily be expressed as a FORTRAN instruction. FORTRAN is the most commonly used language for scientific applications.

PL/I

PL/I stands for programming language I. It was designed as a general-purpose language incorporating features similar to COBOL for data handling instructions and features similar to FORTRAN for mathematical instructions. PL/I is much more than a combination of the good features of both COBOL and FORTRAN, as it has many capabilities that are unique. Yet, although PL/I is one of the most versatile and the most powerful of the programming languages, it is not the most commonly used. COBOL and FORTRAN have been available for a longer period of time than PL/I, and many more users work with those languages.

9. Answer the following questions:

1. What is the process of writing instructions called? 2. What is a code? 3. How must instructions be written? 4. What is the foundation of any programming language? 5. How was the development of programming languages progressing throughout the years? 6. What are the most common problem-oriented languages? 7. What is COBOL? 8. What functions was COBOL designed for? 9. What does FORTRAN serve for? 10. What capabilities has PL/I?

10. Find in the texts 1 and 2 words in the meaning close to the following ones:

Nouns: command; line; characteristic; form; evolution; enumeration; mistake; method; character; manual (instruction); consumption; storage; basics; abbreviation; interpretation; correlation; possibility.

Verbs: include; inform; process; protect; apply; permit; stress; suppose; learn; make up; write; key; explain; define; perfect; advance; decide; execute; demand.

Adjectives: full; incorrect; usual; necessary; accessible; required; considerable; floppy; possible.

11. Translate the following texts in writing using a dictionary.

1. RPG II Programming language

RPG II is a business-oriented language. The name stands for report program generator. RPG is considerably different from other programming languages. RPG is, in effect, a large prewritten program. The programmer simply indicates the options within the master program that are to be used and, through a set of indicators, when they are to be used.

RPG was originally referred to as a "quick-and-dirty" programming language. That is, it is quick for the programmer to write and relatively inefficient in its use of main storage and processing speed. The latest version of RPG, called RPG II, greatly improved the language and gave it additional capabilities. RPG has an advantage over COBOL in that it requires less training for a programmer to become proficient in it. For this reason, RPG is commonly used on many smaller computers and in small business.

2. BASIC

BASIC is the acronym for beginner's all-purpose symbolic instruction code. It was developed in Dartmouth College as an easy-to-learn programming language for students and inexperienced programmers. Its key design goal is simplicity. BASIC has become a very popular language in systems where many users share the use of a computer through terminals and it has become a universal language for personal computers.

The language BASIC is mathematically oriented, that is, its typical use is to solve problems of a mathematical nature. Because BASIC programs are usually executed from a terminal or microcomputer where input is entered through a keyboard and printed output is relatively slow, problems of a business nature requiring large volumes of input-output data are usually not practical.

3. PASCAL

PASCAL was invented in 1970 by Professor Niklaus Wirth of Zurich, Switzerland. It was named after the mathematician Blaise Pascal, who invented one of the earliest practical calculators. PASCAL is a mathematically oriented programming language and, as such, is most commonly used in mathematics, engineering, and computer science departments of colleges and universities. This language is somewhat unusual in that it was designed to be a structured language. This means that the program must be written in logical modules which are in turn called by a main controlling module. Much of PASCAL'S popularity is due to work done at the University of California at San Diego, where PASCAL has been implemented on several different computers including microcomputers.

12. Study these sample sections of programs. Rank them from 1 (easiest to understand) to 5 (most difficult to understand).

a) TABLE FILE SALES

SUM UNITS BY MONTH BY CUSTOMER

ON CUSTOMER SUBTOTAL PAGE BREAK END

b) 10101001

01000010

00010100

11101110

11111111

c) REPORT THE BASE SALARIES

BROKEN DOWN BY REGION FOR MANAGERS IN ENGLAND

d) e) A=0 X=1 INPUT Y FOR X=1 TO 3 A=Y**X PRINT A

mov	ah, 3Dh
mov	al, 0
push	cs
pop	ds

13. Here is a list of language types used by programmers ranked from natural human language at the top to machine code at the bottom. Can you match any of the samples in previous task to this list?

1 Natural language 4 Assembly language

2 Very high-level language 5 Machine code

3 High-level language

14. Study this fragment of a Basic program. What do you think this program is for?

10	REM AVERAGES
20
30	PRINT TYPE 999TO INDICATE END OF DATA-
40
50	SUM = 0
60
70	PRINT 'PLEASE ENTER A NUMBER'
80
90	DO WHILE NUMBER <>999
100
110	COUNTER = COUNTER + 1
120
130	INPUT NUMBER
140
150
160	PRINT 'THE AVERAGE OFTHE NUMBERS IS:'; AVERAGE
170

15. Now listen to the recording to complete the missing lines in the program.

16. Study the completed program. It contains three faults. Can you find them?

17. Work in groups of three. Read two of the texts about computing languages and make notes in the table below. Then exchange information about the other texts with other students in your group.

С++ was developed from the С language. It was designed as a systems programming language with features that make it easy to control the computer hardware efficiently. It was used to produce the Microsoft Windows operating system. It is portable, i.e. programs written in С++ can be easily adapted for use on many different types of computer systems.

HTML stands for HyperText Markup Language. It is a page description language used for creating webpages. HTML uses a system of tags to mark page links and formatting. For example, the tag <u> tells the program to start underlining a text. Although programs cannot be created using HTML, small programs can be embedded in HTML code using a scripting language like JavaScript.

Java is a programming language originally designed for programming small electronic devices such as mobile phones. It can run unchanged on any operating system that has a Java Interpreter program. Java is used for writing programs for the World Wide Web.

JavaScript is a scripting language. It is powerful and easy to use. Scripts are small programs that can be used to perform simple tasks or tie other programs together. JavaScript is designed for use inside webpages. It can enable a webpage to respond to a mouse click or input on a form. It can also provide a way of moving through webpages and produce simple animation.

Visual Basic is a programming environment, not simply a language. It uses the language BASIC, a simple language developed to make it easy for people to learn how to program. Visual Basic has predefined objects such as dialog boxes, buttons, and text boxes which can be chosen from a toolbox and dragged across the screen using the mouse and dropped into the required position. BASIC programming code is attached to form a complete program. Visual Basic is used to write general purpose applications for the Windows operating system.

Delphi is similar to Visual Basic. It is also a programming environment for developing programs for the Windows operating system. It has predefined objects that can be chosen from a toolbox. In Delphi, however, the code attached to the objects is written in a form of Pascal. You can think of Delphi as a kind of 'Visual Pascal'. Like Visual Basic, it is often used for general purpose programs.

Language	Associated language	Type of language	Use
C++
HTML
Java
Java Script
Visual Basic
Delphi

18. Now read the texts again and answer these questions about special features of the languages.

1. Which language uses a system of tags?

2. Which languages are designed to be used inside webpages?

3. Which language was used to write the Windows operating system?

4. What is a 'portable' language?

5. Which language can have small programs embedded in it using JavaScript?

6. What does HTML stand for?

7. Which languages can only be used in the Windows operating system?

8. Which language cannot be used for writing programs?

19. Using the information in the reading texts and the table in Task 6, decide which languages would be best for these users and tasks.

1. A language for school pupils learning to program for the first time.

2. A language for professional programmers who want their software to run on any type of computer system.

3. A language for a student who wants to create her own webpage.

4. A language for a website designer who wants to include simple animation in a site.

5. A language for computing students who want to write a general purpose program as a college project.

20. Look back at the notes you made in the table in Task 6. Write a brief summary of the reading texts based on your notes.

	Associated	Type of
Language	Language	Language	Use
С++	С	Programming	General and systems programming

.

Example: С++ is a programming language. It is used for general and systems

programming.

21. Speak about programming languages.

Interview: Analyst/Programmer

Task 1. Colin is an analyst/programmer. Study this screen display from one of his projects, Dante, and answer these questions.

1 What does Dante teach?

2 What kind of students is it for?

3 What do you think the calculator is for?

4 What happens if you get the answer wrong?

5 What happens if you get the answer right?

Task 2. In Part 1 of the interview Colin shows the fire engine page and subsequent pages to the interviewer. Listen and check your answers to Task 1.

Task 3. Listen to Part 2 of the interview and answer these questions.

1 What was the problem the programmers tried to solve with Dante?

2 What does the administrative package provide for the teacher?

3 What information does the program provide on use of the modules?

4 What does 'You can't debug your own code' mean?

5 Who tests the programs?

6 What do they try to do?

7 What problem did they have with graphics?

8 Colin discusses three types of error. What are they?

Task 4 Listen to Part 3 of the interview and answer these questions.

1. Is programming stressful?

2. What does Colin do as a break from programming?

3. Where do the team do much of the design work?

4. How many people work with him?

5. What do they do?

6. How long did Dante take to write?

7. Why was it easy to split?

8. Tick the languages he mentions.

С Visual Basic HTML

С++ JavaScript Delphi

Basic Pascal Algol

9. How does he keep up with developments in his field?

10. Why does he hate to go home sometimes?

Task 5. Listen to the whole interview again. Tick the stages in the production of a program that Colin mentions.

Analysing and defining the problem Coding

Designing the program Testing

Training the users

Obtaining feedback from users Documenting

Task 6. Sort these words about General Purpose Packages into these sets.

bold	cell column	draw	field fill	font
formula	justify paint	record	rotate row	scale
search	selection rules	sort	spelling checker
tab	tool palette	underline

The Internet

Before you start

1. Have you ever surfed the Internet? Which websites did you visit?

Reading

2. Read the article. Decide if the sentences are true (T) or false (F).

1. The Internet first started in the USA.	T/F
2. The Internet and the WWW are different.	T/F
3. Berners-Lee invented the Internet.	T/F
4. One file on the WWW can have two or more addresses.	T/F
5. There are 40 million Internet users today.	T/F

THE INTERNET originated in the early 1970s when the United States wanted to make sure that people could communicate after a nuclear war. This needed a free and independent communication network without a centre and it led to a network of computers that could send each other e-mail through cyberspace.

Tim Berners-Lee invented the World Wide Web (WWW) when he discovered a way to jump to different files on his computer using the random, or unplanned, links between them. He then wrote a simple coding system, called HTML (Hyper Text Markup Language), to create links to files on any computer connected to the network. This was possible because each file had an individual address, or URL (Uniform Resource Locator). He then used a set of transfer rules called HTTP (Hyper Text Transfer Protocol), to link Web files together across the Internet. Berners-Lee also invented the world's first browser. This lets you locate and view Web pages and also navigate from one link to another.

The WWW became available to everyone in 1991 and the number of Internet users grew from 600,000 to 40 million in five years. Today, that number is much larger and there are now many browsers that provide Web pages, information and other services. You can also do research, download music files, play interactive games, shop, talk in chat rooms and send and receive e-mail on the WWW

3. Find the correct word or abbreviation in the text.

1. an address for Web pages

2. a coding system that creates links

3. this finds and shows Web pages

4. rules for transferring files

5. a group of computers joined together

Vocabulary

4. Match the groups of verbs below with their general meaning from the box.

move ■ make, start ■ join ■ look at ■ find

1. browse, surf, view

2. download, navigate, transfer

3. connect, link

4discover, locate

5. originate, create, invent

5. Complete the sentences (1-7) with the highlighted words from the text.

1. Some people spend too much time playing______games on the Internet.

2. You can sometimes have a computer_____that is not connected to the Internet.

3. It is easy to____around a screen with a mouse.

4. Berners-Lee discovered how to____between computers in new ways.

5. Some people surf the Internet at____just to see what they can find.

6. People use the Internet to____links information from one place to another. When you surf the Internet, you are traveling in______.

Grammar

6. Look through the text. You are expected to give a short outline of the text after you have read it. Find sentences with Participle I. State forms and functions of Participles.

_{Network Address Translation}

In computer networking, Network Address Translation (NAT, also known as Network Masquerading, Native Address Translation or IP Masquerading) is a technique of transceiving network traffic through a router involving re-writing the source and/or destination IP addresses and usually also the TCP/UDP port numbers of IP packets as they pass through. Checksums (both IP and TCP/UDP) must also be rewritten to take account of the changes. Most systems using NAT do so in order to enable multiple hosts on a private network to access the Internet using a single public IP address. Many network administrators finding NAT a convenient technique use it widely. Nonetheless, NAT can introduce complications in communication between hosts and may have a performance impact.

7. Find sentences with Participle I and translate them.

1. When entering the Internet, I always find a lot of interesting information.

2. Though never built Babbage's analytical engine was the basis for designing today's computers. 3. When written in a symbolic language programs require the translation into the machine language.

4. While operating on the basis of analogy analog computers simulate physical systems.

5. When used voltage represents other physical quantities in analog computers.

6. Being discrete events commercial transactions are in a natural form for a digital computer.

7. As contrasted with the analyst, the computer system architect designs computers for many different applications.

8. While dealing with discrete quantities digital computers count rather than measure.

9. When using a microcomputer you are constantly making choice — to open a file, to close a file, and so on.

10. As known all computer systems perform the functions of inputting, storing, processing, controlling, and outputting.

8. Ask questions to which the sentences below could be answers. Translate the sentences.

1. Computers are applying for automatic piloting and automatic navigation.

2. You were recordering data on magnetic discs when we came.

3. Microcomputers making their way into classrooms to an ever – increasing extent.

4. They were discussing applications of personal computers?

5. She will be trying to use the Internet all day long tomorrow.

9. Write the following sentences in the negative form. Change passive constructions into active.

1. Base five numeration system is being used in such electronic computers.

2. The answer was being easily obtained by using internet.

3. Researches were being done in this field.

4. Legacy BIOS are now being replaced by Extensible Firmware Interface, which is being adopted as 32 bit CPLS are replaced with 64 bit processors

5. Numbers were being added with the help of calculator.

Speaking

10. Work in groups. Say which of the following ideas about the Internet are good or bad.

independent ■ world wide ■ cheap to use ■ expensive to buy computers ■ the information may not be true or correct ■ spend too much time playing games ■ talking in chat rooms ■ make new friends ■ visit many interesting websites ■ wait for a long time to download Web pages

11. Read and translate the dialogue.

Act it or make up your own one.

A: Computers, computers! They are applied in weather forecasting, medicine, manufacturing and research.

B: The production lines will soon hardly need people. They’ll become completely automatic.

A: Artificial intelligence! An electronic brain! Who could have believed it a century ago!

B: Nevertheless, the computer is a data storage system created by man.

A: You’re quite right. A man tells the machine what to do, when to do it and how it should be done.

B: There’s no magic involved. The machine is programmed to process data fast and accurately.

A: I wish I had more of them in my lab.

B: How could they help you?

A: They would do a lot of useful operations: they’d do calculations, they’d keep records of our financials affairs, they’d create diagrams and drawings, they’d process the results of our experiments.

B: As a matter of fact computers do save a lot of energy and time.

12. Fill in blanks using the prompts below.

1. You access the information through one interface or tool called... .

2. People connected to the WWW through the local ... have access to a variety of information.

3. The user doesn’t need to know where the site is, the ... follows the ... .

4. Each ... provides a graphical interface.

Prompts: web browser, providers, link, WWW.

Get real

Use a browser to surf the Internet at random. Find five interesting websites to tell the class about. Write down the URL of each website and bring the list to your group. Build a class file of interesting sites so that other students can visit them.

The Internet: email and newsgroups

Task 1. Study this diagram of the Internet. With its help, match these definitions to the correct item on the diagram.

1. a device which selects the best route to send data from one network to another

2. a specialist computer which provides a service to a network

3. a company which provides Internet access

4. a large multi-user computer for processing very large amounts of data

5. computers connected together to share hardware and software

Task 2. Study this email. Answer these questions.

1. Who is the sender? 4 What is it about?

2. What is his email address? 5 What time was the message sent?

3. Who is it sent to? 6 In what form is the main part of the message?

From: j.eastleigh@gltech.ac.uk

Date: 9/10/02, 15.35

To: gpark@ed.ac.uk, pricel@aol.com, aperez@kmc.ed.uk

Subject: Party

Dear all,

Too lazy to type. I've recorded this message as an attachment.

John

Task 3. Now listen to the attachment and find the answers to these questions.

1. When did he start his course?

2. Why is Friday different from other days?

3. Which class does he most enjoy?

4. What is he thinking of for a project?

5. Why does he not like the maths lecturer?

6. What sport does he play at lunchtime?

7. What's happening on the 17th?

8. Where will it be?

9. Who will be there?

Task 4. You can exchange views on almost any subject by joining an Internet newsgroup. Which of these groups would interest the following people (1-6)?

a	alt.algebra.help	f	alt.sport.soccer.european
b	alt.asian-movies	g	alt.tasteless-jokes
с	alt.comics.batman	h	rec. antiques, bottles
d	alt.education.disabled	i	alt.food.wine
e	alt.fashion	j	alt.music. world
1	a football fan	4	a comic book collector
2	a student with maths problems	5	a fan of Indian cinema
3	a bottle collector	6	someone interested in clothes

Task 5. Study this exchange between subscribers to a newsgroup and find the answers to these questions.

1. What newsgroup is this?

2. Who sent the first message?

3. When did he send it?

4. Where was flight KN162 going?

5. What did the pilot see?

6. Who sent the second message?

7. What was the object?

8. Why do they think so?

9. What did the coastguard see?

10. What was he doing?

From: rsony@hotmail.com Date: 06 March 1998 05.39

Newsgroup: alt.alien.visitors

The pilot of flight KN162 from Dallas to Fargo on February 17th 1998 reported a UFO heading north-east at an altitude of 10,000 metres and a speed of more than 2,000 km/h. He described the vessel as silver in colour, cigar-shaped and with short wings. Did anyone else see this? Ron

From: Ben &Thelma Subject: Re: UFO Report

This could be an experimental military plane. There are no reports of alien ships with wings. Most UFOs are saucer-shaped like the one which crashed at Roswell.

From: Steve Subject: Re: UFO Report

Nonsense. Winged alien craft are quite common. US coastguard Harry Pitman saw 3 winged craft over Cape Cod on 4th March 1995 while searching for a missing fishing boat.

Task 6. Study these examples of types of organizations and countries.

Organizations		Countries
com or	co commercial organization	at	Austria
edu/ac	education	au	Australia
gov	government	ca	Canada
int	international organizations	ch	Switzerland
mil	military	de	Germany
net	network provider	es	Spain
org	not-for-profit	fr	France
	and other organizations	it	Italy

Whose email addresses are these? Match the addresses (1-8) to the list of users (a-h).

1. redcrossyouth@algonet.se

2. webmaster@fao.org.it

3. today@bbc.co.uk

4. jsmith@smith.senate.gov

5. rossi@cantsoc.com.it

6. sales@demon.net

7. lunchx@swtol.usace.army.mil

8. s.larrieu@ly.ac.fr

a a UN organization based in Italy

b a US politician

с a Swedish charity

d a student at a French university

e a news programme on a public broadcasting service in the UK

f an Italian wine co-operative

g a military organization based in the US

h an ISP

The Internet: the World Wide Web

Task 1. Work in groups. Study this extract from the Yahoo search engine home page (http://www.yahoo.com). Which category is the best one to search in for this information?

1 a new treatment for cancer

2 new Hollywood movies

3 the Italian word for computer

4 the main news stories in the US

5 the phone number of the White House

6 a video of a black hole developing

7 Tibetan Buddhism

8 unemployment statistics for Germany

Task 2. Study these sample webpages. Classify them as:

1 news 2 sport 3 entertainment 4 education

Task 3. Now match each webpage to the correct text.

A Offering unparalleled access to world news and current affairs, the Internet lets you keep up with the latest stories as they happen. Newspapers from around the world are available online, andTV news services, such as CNN (Cable News Network) and Sky TV, offer excellent coverage.There are even special interest news sites, including some designed for children.

В Whatever your favourite sport, it is likely to have at least one devoted fan who has prepared a website dedicated to it. By visiting the site, you can pick up the latest news and gossip, and even chat to other fans around the world. As you might expect, football fans are well catered for on the Web with a mass of information on famous teams, league positions, fixtures, and player profiles.

С Keeping up with your favourite band, finding out about exhibitions, or simply organizing yourTV viewing is easy on the Web. MajorTV companies have their own sites where you can find a wealth of information onTV shows and the activities of your favourite celebrities. If you want to find a restaurant, see a movie, or just visit a new bar, you will find the Internet a great resource.

D You can study for school or college and even obtain a degree using the Internet. Universities from around the world have sites and some offer online courses. Most schools now have an Internet connection, and many schoolchildren use it for research and for keeping in touch with schools abroad. Children can also visit special online exhibitions created by world-famous museums.

Task 4. Look at this page from the CNN website. It contains a number of links labelled (a-h). Find the links which enable you to:

1. get the story behind the headline in full

2. post your own message about current events

3. search previous news stories for any reference you want

4. interact with other readers live using your keyboard

5. see the advertisement

6. change to Spanish

7. see the news in brief

8. watch videos of news stories.

Task 5. To download and read documents from the World Wide Web you need a software program called a browser. Study this section of a web browser screen. Identify these features.

1 title bar 2 menu bar 3 toolbar 4 address box 5 links

Language work: -ing forms

Study these examples.

Keeping up with your favourite team is easy on the Web.

By visiting the site you can pick up the latest news.

We can often use the -ing form of verbs like nouns.

Browsing the Web is popular.

Some people like shopping online.

We use the -ing form after prepositions.

Without leaving home you can visit any country on the Web.

By clicking on the link you can move to another page.

Task 7. Complete each gap in these sentences with the -ing form of an appropriate verb from this list.

back up	become	enter	find	keep up	learn
link	receive	select	send	use

1. ____________with the latest news on your favourite team is easy on the Web.

2. One of the most useful features of the Internet is_________ and mail.

3. The grandfather, father, son method is one way of ___________ your documents.

4. Fibre-optic cable can be used for__________computers in a network.

5. Search engines are ways of information on the Web.

6. ______________a keyboard is the commonest way of___________data into a computer.

7. ______________audio and video attachments is possible with email.

8. ______________a programmer means a number of programming languages.

9. The White Pages are for email addresses.

10. an option in a menu is easy with a mouse.

Task 8. Try to answer these questions using an -ing form.

Example: How do you draw pictures on a computer?

By using a graphics package.

How do you:

1. find a website?

2. select an option on a menu?

3. move rapidly through a document?

4. return to your starting page on the Web?

5. store favourite sites?

6. share ideas with other Internet users on a subject you're interested in?

7. increase the speed of your computer?

8. send voice and text messages to other Internet users?

9. end a search on the Web?

10 move the cursor round the screen?

1	the latest scientific developments	a	www.admarket.com
2	caring for your cat	b	www.bubble.com/webstars/
3	calculating your tax	с	www.buildacard.com
4	new cars	d	www.carlounge.com
5	advertising on the Web	e	www.encenter.com/ski/
6	books on sport	f	www.petcat.co.uk
7	sending a virtual greetings card	g	www.moneyworld.co.uk
8	economic data on Bulgaria	h	www.newscientist.com/
9	your horoscope	i	www.thebookplace.com
10	ski conditions in Europe	j	www.worldbank.org

Task 9. Work in pairs. Decide which of the sites (a-j) to visit in order to find information on the following topics (1-10).

Task 10. Work in groups. Design a Web home page for your college or company. Write a headline with an explanatory paragraph about your college or company, and a menu which readers can choose from to find out more about different aspects of it.

Each member of your group should write a brief paragraph which readers can access when they click on one of the menu links.