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PatrickFitzgerald, M ar i eM c Cu l l a g ha n dC a r oTl a b or

En gl i shfor

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STUDIES in H igherE d u c a ti o nS tu d i e s

Course Book Series editor:TerryPhillips arnet

Publishedby Ltd. GarnetPublishing 8 SouthernCourt SouthStreet Reading RG14QS,UK Ltd. Copyright@ 2011GarnetPublishing MarieMcCullaghand CarolTaborto be identifiedasthe The right of PatrickFitzgerald, with the Copyright,Designand Patents authorsof this work hasbeenassertedin accordance Act 1988 All rightsreserved No part of this publicationmay be reproduced, storedin a retrievalsystem,or transmittedin photocopying,recordingor otherwise, any form or by any means,electronic,mechanical, Any personwho doesany unauthorized without the prior permission of the Publisher. act in relationto this publicationmay be liableto criminalprosecution and civilclaimsfor damages. Firstoublished 2011 lsBN978 1 85964519 2 Data BritishCataloguing-in-Publication A cataloguerecordfor this book is availablefrom the BritishLibrary Production Serieseditor:TerryPhillips Projectmanagement: ValeDominguez,ClaireForsyth Amandallic,KarenKinnair-Pugh Editorial team:KirstenCampbell, ClaireForsyth, review:JohnHawker Specialist Design:HenryDesignAssociates and Mike Hinks Photography: SallyHenryand TrevorCook,alamy.com, clipart.com,corbis,com, gettyimages.com, istockphoto.com dreamstime.com, Audio recordedat MotivationSoundStudiosoroducedbv EFSTelevision ProductionLtd Theauthorsand publisherwould liketo thank the followingfor permission to reproduce copyrightmaterial: lmageno. 7 on page7 reproduced with kind permission of SymantecCorporation;lmageC lmage2 on page 15 from www.apple.com;lmageno. on page 10 from www.euroncap.com; 4 on page23 reproduced with kind permission of Nokia;Screenshot on page24from SysTools; Resultsfistingson page35 with kind permission of Google;lmageno. 1 on page39 reproducedwith kind permission of StevenSengel,www.oldcomputers.net; lmageno. 3 on page39 reproduced with kind permission of TheInternetEncyclopaedia of Science; Graphson page39 reproduced with kind permission of RayKurzweil;lmageno. 1 on page40 reproduced with kind permission of The International SlideRuleMuseum;lmageno 3 on page40 reproduced with kind permission of the NationalArchives,lmageno. 4 on page40 from www.ibm com; lmageno 2 on page43 reproducedwith kind permission of BillDegnan, www.vintage-computer.net; lmageno. 3 on page43 from www.cisco.com; lmageno. 4 on page43 reproduced with kind permission of IntelCorporation;lmageno. 5 on page43 reproducedwith kind permission of BelkinLimited;lmageno 6 on page43 reproduced with kind permission of GeorgeMichael,www.computer-history.info; lmageno 7 on page43 from lmageno. 8 on page43 from www ibm.com;lmageson page COREMemory/MarkRichards; 49 from YouTube,Flickr@, Bloggerand Wikpedia;page58 (c)2010 Netscape page59 My SQLis a registered Corporation.Usedwith permission.; Communications trademarkof Oracleand/orits affiliates.Usedwith permission.; lmageson page59 from The ApacheSoftwareFoundation, www.apacheorg, Linux,www.linux.co.uk and The PHPGroup, wuruvphp net; Screenshots C on page63 reproduced with kind permission of Microsoftand with kindpermission Ubuntu;lmagesno 1 and 2 on page74reproduced of Nokia;lmageno 3 on page74 reproduced with kind permission of Hewlett-Packard Development Company, public L.P.;lmageno. 4 on page74 from Toshiba EuropeGmbH;Formon page79 contains sectorinformationlicensedunderthe OpenGovernmentLicencev1.0;Texton page83 O CengageLearning;lmageC on page87 from wannr.bodetech com; lmageson page91 reproduced with kind permission of GrahamTurner/Guardian News& MediaLtd 2006 Everyeffort hasbeenmadeto tracecopyrightholdersand we apologizein advancefor any unintentionalomission.We will be happyto insertthe appropriateacknowledgements in any subseouent editions. Printed and bound in Lebanonbv International Press:[email protected]

Introduction Englishfor ICT Studresis designedfor studentswho plan to take an ICTcourseentirely or partly in English. The principalaim of Englishfor ICT Studiesis to teach studentsto cope with input texts, i.e., listeningand reading, in the discipline.However,studentswill be expectedto produce output texts in speechand writing throughout the course. The syllabusfocuseson key vocabularyfor the disciplineand on words and phrasescommonlyusedin academicEnglish.lt coverskey facts and conceptsfrom the discipline,thereby giving studentsa flying start for when they meet the samepointsagain in their facultywork. lt alsofocuseson the skillsthat will enable studentsto get the most out of lecturesand written texts. Finally,it presentsthe skillsrequiredto take part in seminarsand tutorials and to produceessayassignments. English for ICTStudiescomprises: o studentCourseBook includingaudio transcriptsand wordlist o the Teacher'sBook, which providesdetailed guidanceon each lesson,full answer keys,audio transcriptsand extra photocopiableresources . audio CDswith lectureand seminarexcerpts Englishfor ICT Studieshas 12 units, each of which is basedon a different aspectof lCT.Odd-numbered units are basedon listening(lecture/seminarextracts).Even-numberedunits are basedon reading. Eachunit is dividedinto four lessons: Lesson1: vocabularyfor the discipline;vocabularyskillssuchas word-building,useof affixes,useof synonymsfor paraphrasing Lesson2: readingoi listeningteit and skillsdevelopment Lesson3: readingor listeningskillsextension.ln addition,in later units,studentsare introducedto a writing assignmentwhich is further developedin Lesson4; in later listeningunits, studentsare introducedto a spokenlanguagepoint (e.9.,making an oral presentationat a seminar)which is further developedin Lesson4 Lesson4: a parallel listeningor readingtext to that presentedin Lesson2 which studentshave to usetheir new skills(Lesson3) to decode;in addition, written or spokenwork is further practised The fasttwo pagesof each unit, Vocabularybank and Skil/sbank, are a usefulsummaryof the unit content. Eachunit providesbetween 4 and 5 hours of classroomactivity with the possibilityof a further 2-4 hours on the suggestedextra activities.The coursewill be suitable,therefore, as the core component of a faculty-specificpre-sessional or foundation courseof between 50 and 80 hours. It is assumedthat prior to usingthis book studentswill alreadyhavecompleteda generalEAP(Englishfor AcademicPurposes)coursesuchas Skillsin English(GarnetPublishing,up to the end at leastof Level3), and will have achievedan IELTSlevel of at least5. For a list of other titles in this series,seewww.garneteducation.com/

Book map Unit 1 what is lcT? Lis t ening .Sp e a k i n g

2 ICTin the workplace Reading' W ri ti n g

3 lntroductionto ICTsystems Lis t ening . Sp e a k i n g

4 ICTin education Reading . Writing

5 The historyof ICT Lis t ening ' Sp e a k i n g

6 The lnternet Reading . W ri ti n g

Software development Lis t ening .Sp e a k i n g

8 Efficiencyin computersystems Reading . W ri ti n g

9 Human-computer interaction(HCl) Lis t ening .Sp e a k i n g

1 0 E-commerce and e-government Reading . Writing

11 Computingand ethics Lis t ening ' S p e a k i n g

12 lc'l in the future Reading . W ri ti n g

Topics o definingICT . introductionto differentaspectsof ICT

. impactof ICTon business,includingcommunication,information managementand productdesign . impactof ICTon the natureof work, includingtelwvorkingand outsourcing

. . . . .

embeddedand generalpurposesystems data storageand management control systems communicationsystems functionsof ICTsystems(datacapture,processingand output)

. useof computersand the Internetin research and learning . computer-assisted learning(CAL),virtuallearningenvironments (VLEs) and theirimpacton teaching

. keystagesIn the development of the computer(inventions and innovations) . developmentof computercomponents(input, output, processingand storage) . foundationsof the Internet . Internetprotocolsand data transfer o Web 2 0 and the future of the Internet . socialnetworkingservices(SNS) . . o .

developmentmethodsand processes waterfall,iterativeand prototypingmodels planningthe development process open sourcesoftware

. efficiencyin computersystems o reliability,security,speedand cost

. o . .

importanceand scopeof HCI aspectsof human sciencesand computersciences differenttypesof interface hardwareand software

. typesof e-commerce:B2B,S2C,CZC, B2G . barriersto adoption of e-commerce

. lawsand regulations, includingcopyright o principles and ethics,includingprrvacyand surveillance . the roleof hacking

o . . .

virtualand mirrorworlds augmentedreality(AR) lifelogging usingtechnologicalgrowth curvesto predictfuture development

Vocabularyfocus

Ski l l sfocus

o wordsfrom generalEnglishwith a speclalmeaningin ICT . prefixesand suffixes

Listening . . . . .

Unit

preparingfOra lecture predictinglecturecontentfrom the tntroductton

1

understanding lectureorganization choosingan appropriate form of notes makinglecturenotes

Speaking . Speaking from notes . English-English dictionaries: headwords definjtions parts of speech phonemes stressmarKers countable/uncountable transitive/intransitive

. stresspatternsin multi-syllable words . prefixes

Reading . usingresearch questions to focuson relevantinformatjonin a text . usingtopicsentences to get an overviewof the text Writing

o writingtopicsentences . summanztng a text

Li s teni ng

. o . .

Speaking

. . o o

computerJargon abbreviations and acronyms discourse and stancemarkers verband noun suffixes

. word sets:synonyms, antonyms,etc . the languageof trends . commonlecturelanguage . synonyms, replacement subjects, etc, for sentence-level paraphrasing

preparingfor a lecture predictinglecturecontent makinglecturenotes usingdifferentinformationsources

. reportingresearch findings . formulatingquestions

Reading . identifyingtopicdevelopment within a paragraph . usingthe Interneteffectively o evaluatingInternetsearchresults writing

. reportingresearch findings

Listening . understanding 'signpostlanguage'in lectures . usingsymbolsand abbreviations in note-taking speaking . makingeffectivecontributions to a seminar Reading . locatingkeyinformationin complexsentences writing.

. reportingfindingsfrom othersources: paraphrasing . writingcomplexsentences . understanding speakeremphasis

o . . .

compoundnouns fixedphrases from ICT fixedphrases from academicEnglish commonlecturelanguage

Listening

. o . .

synonyms nounsfrom verbs definitions common'direction'verbs in essaytitles(discuss, analyze,

Readipg

. understanding dependentclauses with passives

Writing

o paraphrasi ng . expandingnotesinto complexsentences o recognizing differentessaytypeystructures: descriptiveanalytical comparison/evaluation argument o writingessayplans . wnttngessays

S peak i ng . askingfor clarification

. responding to queriesand requests for clarification

evaluate,etc )

. fixedphrases from ICT . fixedphrases from academicEnglish

A Z

Listening . usingthe Cornellnote-takingsystem . recognrzing digressions in lectures

9

speaking . makingeffectivecontributions to a seminar . referringto otherpeoplesideasin a seminar o'n e u t r a l 'a n d ' m a r k e dwo ' rds . fixedphrases from ICT . fixedphrases from academicEnglish

. . . o

wordVphrasesusedto link ideas(moreovecas a result,etc stresspatternsin noun phrasesand compounds fixedphrases from academicEnglish wordVphrases relatedto ethicsin computing

. verbsusedto introduceideasfrom other sources (X contendslsuggestslasseftsthat,l o linkingwordVphrasesconveyingcontrast(whereas),result (consequently), reasons(due to), etc . words for quantities(a significantminority)

Reading . recognizing the writerSstanceand levelof confidence or tentativeness . inferringimplicitioeas writing

10

o writingsituation-problem-solution-evaluation essays -. usingdirectquotations . compilinga bibliography/reference list

Listening . recognizing the speaker's stance . w fl trngup notesi n ful l Speak i ng o bui l di ng an argumenti n a semi nar . agreeing/disagreeing Reading

. understanding how ideasin a text are linked

Writing

o . r o

decidingwhetherto usedirectquotationor paraphrase incorporating quotations writing researchreports writingeffectiveintroductionVconclusions

11

guessingwords in context . prefixesand suffixes

A

n""l the text. The red words are probablyfamiliarto you in generalEnglish.But can you think of a different meaning for each word used in an ICTcontext?Changethe form if necessary(e.9.,change a noun into a verb). Anna phonedthe languageschoolto sayshehad a virus and was too ill to work. Shefound a little bit of chocolatein the fridge, pluggedin her CD player,and sat down to browsethrough her TV magazineand play with her pet mouse.On the table there was a menu for a local Chineserestaurant.Anna was choosinglunch when the postmanarrived with a packageaddressedto her. Shesteppedout to get it and the door closedbehind her.Anna realizedher kevswere insidethe houseand shewas locked out.

B nead these sentencesfrom ICTtexts. Completeeach sentencewith one of the red words from ExerciseA. Changethe form if necessary. 1 Selectan option from the drop-down

, short for binarydigit. from infection. softwareprotectscomputers

2 The smallestunit of data in a computeris a 3 Anti

4 High-levelprogramming numbersand symbols.

, suchas C and C++,are made up of letters,

5 To view information on the Internet you need a web 6 Clickon the

-

7 Thissoftware-.-, -.

twice to open the program. includesa number of programsthat businesses will find useful.

8 One way to protect data is to encrypt it so that only someonewith the correct , or password,can open it, 9 Most Internet

begin www.

10 Youmayneedto installa

c

to playmusicor watchfilmson your computer.

Studythe words in box a. 1 What is the connectionbetween all the words? 2 What is the baseword in each case? 3 What do we call the extra letters? 4 What is the meaningof each prefix? 5 Can you think of another word with each prefix?

D

Studythe words in box b. 1 What is the connectionbetween all the words? 2 What is the baseword in each case? 3 What do we call the extra letters? 4 What effect do the extra letters have on the baseword? 5 Can you think of another word with each suffix?

E

antivirus centimetre gigabyte hyperlink Internet kilobit microchip millisecond miscalculateoutput restart subnetwork superhighway telecommunicationsundetected

Usewords from this page to label the pictureson the opposite page. Add labelsfor other items in the pictures.

classify computerize connector developer digital downloading electronic instruction management mobility paperless performance software technology variable

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You are a student in the ICTFacultyof HadfordUniversity. The title of your first lectureis What is ICT? 1 Write a definitionof lCT. 2 How can you preparefor this lecture? Make some notes. G titt"n to Part 1 of the talk. What doesthe lecturer sayabout ICT?Tickthe bestchoice. a lt is about computers. b lt is about information. c lt is about playingcomputergames. d lt is more than just usinga computer. ln Part2 of the talk, the lecturermentionsvirus and driver. 1 What do thesewords mean in the contextof ICT? 2

G Listenand checkyour ideas.

In Part3 of the talk, the lecturerdescribes different placeswhere ICThasan impact. 1 How many different placescan you think of? 2 What are someof the technologiesusedin eachplace? 3

G Listenand checkyour ideas.

4 What will the lecturertalk about next? 6d tn tf'" f inal part of the talk, the lecturertalks about informationsystemsand communicationsystems. Listen and mark eachword in the box E if it is an examoleand D if it is part of the definition. communicate data e-mail process mobile phones store usingtechnology web page

Draw a flowchartto illustratelCT.Usesomeof the words from Exercise E in your flowchart. DescribelCT,usingyour flowchart. Look backat your notesfrom Exercise A. Did you predict: o the main ideas? . most of the specialvocabulary?

lectureorganizationo choosingthe best form of notes

A Wtratcanyou ... 1 develop? 2 process? 3 connect?

B

4 assemble? 5 install? 5 launch?

7 program? 8 computerize? 9 monitor?

Howcanyou organizeinformationin a lecture?Match the beginningsand endings. 1 questionand E a contrast 2 problemand I b definition 3 classification and c disadvantages 4 advantag"r.nOI d effect 5 comparison and I e events 5 causeand I f supportinginformation 7 sequence of I g process 8 stagesof a I h solution 9 theoriesor opinionsthen I i answer

C Howcanyou recordinformationduringa lecture? Matchthe illustrations with the wordsand phrases in the box. tree diagram flowchart headingsand not'es spidergramtable timeline two columns

T^

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^\

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D

Match each organization of information in ExerciseB with a method of note-taking from ExerciseC. You can use one method for different types of organization.

E

6) titt"n to five lecture introductions.Choosea possibleway to take notes from ExerciseC in each case. Example: You hear: ln today's session,we're going to look at tCTin business.We wilt be looking at a car manufacturingcompanyand discussing four areasof business:administration,finance, researchand development, and operations,to see what happensin each areaand how tCT supportsworkers in these areas. You choose: tree diagram

9

I m ak ing n o t e s o s p e a k i n gf r o m n o t e s

@

Studythe pictures. 1 What do pictures1-5 show?Usewords from the box. 2 What doeseachpictureA-C show?

engine rocket bug waterfall

e-mail

the oppositepage.Listento the lectureintroductionsfrom Lesson1.3again. 6d Couur. Make an outline on a separatesheetof paperfor eachintroduction. Look at your outline for eachlecture.What do you expectthe lecturerto talk about in the lecture? ln what order? 6d Llrt"n to the next part of each lecture.Completeyour notes. Uncoverthe oppositepage.Checkyour noteswith the model notes.Are yoursthe sameor different? Work in pairs. 1 Usethe noteson the oppositepage.Reconstruct one lecture. 2 Givethe lectureto another oarr.

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