BASIC ENGLISH FOR COMPUTING TEACHERS BOOK PDF

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Items 1 - 10 Basic English for Computing Teacher's Book - p - Free download as PDF File .pdf), Text File .txt) or read online for free. Download Basic English for Computing Teacher's Book - p DOWNLOAD PDF - MB. Share Embed Donate. Report this link. Basic English for Computing: Teacher's Book This topic-centered course covers key computing functions while developing Our discounted price list ( PDF).


Basic English For Computing Teachers Book Pdf

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Basic English for Computing: Teacher's Book by Eric Glendinning, , available at Book Depository with free delivery worldwide. download Basic English for Computing: Teacher's Book by Eric Glendinning, John McEwan from Waterstones today! Click and Collect from your local Waterstones or. fepipvawoobig.tk: Basic English for Computing: Teacher's Book () by Eric Glendinning; John McEwan and a great selection of similar New, Used.

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Computer Vocabulary

Forgotten password? Forgotten password Use the form below to recover your username and password. New details will be emailed to you. ReadJng Most units contain a pre-reading task which has the same function as the pre-listening tasks described above.

Oxford English for Computing: Teacher's Book

Many of the tasks focus on developing the skill of scanning a text quickly for specific detail. To do this well, students must learn to ignore information which is not relevant to their task, and scan the text for clues which relate to the information they seek.

Applying a little time pressure can help. If students are not given quite sufficient time to read word by word, they will develop more efficient ways of reading. Reading for main points is a more difficult skill to develop. Students must learn to ignore examples and fine detail. Defending their answers in groups or in whole class round-ups can help students identify what is important in a text. Many of the reading tasks involve other skills, for example reading and note-taking, and reading and reporting.

A common task of this kind - one which combines reading, note-taking, and speaking - is a 'jigsaw' read-and-report activity. In this kind of activity, students are asked to work in groups of three, to read one text each, and to note its maln points. Then theyare asked to exchange information with other students in their group, and to complete a table with information from all three texts. At this report stage, students may attempt to report in the mother tongue, or simply exchange notes with the other students in their group, Encourage them to do the reporting stage orally and in English so that all three skills are equally practised.

An alternative to a 'jigsaw' read and report for more advanced students is a 'triad' activity. Students work in groups of three, A, B, and C. Each has a separate role.

Oxford English for Computing: Teacher's Book

A is the first speaker, B the reporter, and, C the judge. A's task is to report from their notes the main points of their text. B must listen 5 carefully and provide a brief oral summary.

C must listen to both inputs and judge the accuracy of B's report, pointing out any changes, errors, or omissions. Students change roles three times so that each has a chance to play each part. Most of the texts in group reading tasks are roughly equal in difficulty level.

Where a text is easier or more difficult than the others, this is mentioned in the guide to the unit.

You can direct these texts to the less and more able students in the group. Reading aloud is rarely of value in the classroom but you may find the tapescripts of some of the easier listening texts, which involve more than one speaker, could be used for role plays or scripted interviews. The difference between them and the reading texts is that they are examples of authentic or semi-authentic spoken English.

Language work Ways for presenting each language item are included in the guide to the units. Most of these rely on a straightforward presentation, involving writing on the board, and using key examples from the reading or listening texts. As far as possible, examples in the context of computing are used. You may have your own favourite way of presenting some of these items which you can substitute.

The presentation is usually followed by two practice tasks. The first task is usually more controlled, and the second a freer and therefore more demanding activity. Depending on the level of your class, you may want to do these tasks orally in class, before the students write, or you may prefer to approach them as individual written exercises.

Problem-solving These tasks provide students with the opportunity to use and acquire language in a much less controlled way.

The problems have been chosen to interest the students, and to allow them to use their knowledge of computing. The reading and listening texts in each unit, and from earlier units, should provide most of the English terms they need, and the Language work sections should provide the means of expression.

You may wish to revise language you anticipate will be useful. In striving to communicate their solution to the problem to their partner or the other students in the group, students will make this language their own. Do not interfere too much unless communication has broken down completely.

It is in making an effort to understand and be understood that language is best acquired.

Where you think your students need more help, do the task orally in class and set the writing as homework. There are many approaches to correcting written work.

If you wish to experiment with peer correction where students mark each other's work, ask students to mark lightly with a pencil dot any item in their partner's work which they do not understand or think may be incorrect. Each student should then return the work to his or her partner.

If the partner does not agree that there is a problem, you can then intervene. Speaking The Speaking tasks are straightforward exchange activities. In the early units, they are mainly information exchange. Like the Problem-sotvtna tasks, these activities provide opportunities for students to develop strategies for coping with not understanding and not being understood.

In addition to the Aids to communication phrases presented in the earlier units. Computing words and abbreviations Train your students in good practice as regards vocabulary right from the beginning of the course. Get them to keep their own vocabulary notebooks in which they record not only the meaning of key terms in computing.

Encourage students to spend a few minutes every day learning new words.

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Regular vocabulary tests are a stimulus for students to make the effort to do this. You can use these tasks in the textbook as vocabulary tests. They are spaced at five unit intervals and summarize the key terms presented in preceding units. Present ways in which students can record and store their growing computing vocabulary.

Simple crosswords and word games like 'hangman' are useful short activities to revise key vocabulary at the start of a lesson. Computers are different: they are general purpose machines. By changing the program instructions, computers can be used to process information in very different ways.

For example, a word processor program allows the computer to process text, a spreadsheet program enables the computer to perform calculations. Computers are therefore used in almost every type of work and are found almost everywhere. Computer equipment is known as hardware and programs and data are called software. A variety of devices can be attached to a computer. Input devices are used to enter data into the computer for processing.

Basic English lessons in categories

An input device called a magnetic ink character reader MICR is used to read characters printed using magnetic ink. Magnetic ink characters are commonly found on bank cheques. An optical input device called a barcode reader uses the reflection of a light beam to read a sequence of printed parallel bars called a barcode. The bars are of different thickness.

Alternatively, professionals who may not have studied English recently but want to refresh their language knowledge through the context of their area of speciality would also benefit.

For the ESP teacher, the course book offers a graded introduction to the field of computers rather than a technical, in-depth analysis. The content, then, is drawn from introductory syllabuses from senior high schools and technical colleges, and care has been taken to include promising future trends. Using a content-based approach to language teaching, the book combines skills, vocabulary and grammar instruction and practice to teach computer concepts from basic operations and terms to more complex areas.

There are 28 wide-ranging content-based units, including everyday computer uses, hardware e. Pair work information gap activities complement skills and language work in nine units, and there is a comprehensive glossary of computing terms and abbreviations, and a listening tapescript.

Progression within the book and within each unit is linear, with knowledge of concepts and language from earlier work being applied later. Each unit begins with short introductory activities called 'Tuning in'.

The focus is primarily on activating schemata of the content and introducing or reinforcing key lexis. The main or target content follows, using authentic diagrams, visuals or texts, and practicing reading or listening. Tasks for these sections include matching, short answer comprehension, scanning and labelling.

Occasionally, pair-work opportunities are provided information gap for students to work cooperatively and reinforce the content. This is supported by additional data in the Pair Work section at the back of the text. After this, students are presented with a 'Language focus' box, outlining functional grammar, often following a discovery task where students inductively distinguish patterns of form and use.

This is followed by controlled practice of the grammar, incorporating content and language relevant to the content of the unit. A problem-solving task is next, with more involved and open-ended practice of the language and content applied from the current or previous units.

Finally, there is extended practice of the language point through speaking or writing activities. The purpose is primarily review of content and language, although language review sections present 'new' grammar functions.

In addition, terms and abbreviations learned to that point are reviewed in a section called 'Computing words and abbreviations.When the user connects to their mailbox they can listen to the stored messages.

As usual, let the students listen to the recording more than once. A mesh topology, where every computer is connected to every other computer, is not commonly used. This is in addition to the speaking opportunities provided by the other sections. Each webpage has its own unique address.

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