Computer Vocabulary

Computer VocabularyAnti-virus software - A program that finds and removes viruses from a computer.

Backup - A copy on floppy disk or tape of files on a PC's hard disk. A backup is used in case the hard disk file(s) are erased or damaged.

Bit, bytes - A bit is the smallest piece of information that computers use. For simplicity, a PC uses bits in groups of 8 called bytes (8 bits = 1 byte).

Boot, boot up, boot disk - You boot (or boot up) your computer when you switch it on and wait while it prepares itself. Instructions for startup are given to the computer from the boot disk, which is usually the hard disk.

Browser, to browse - A browser is a program like Netscape or Internet Explorer. You use it to view or browse the Internet.

Bug - A (small) defect or fault in a program.

Cache - A kind of memory used to make a computer work faster.

CD-ROM - A disk for storing computer information. It looks like an audio CD.

CPU - Central Processing Unit. This is a PC's heart or 'brains'.

DOS - Disk Operating System. The original system used for PCs. You type in commands instead of pointing and clicking.

Driver - A small program that tells a PC how a peripheral works.

Electronic mail (email, e-mail) - Messages sent from one computer to another. You can see email on the screen or print it out.

Floppy disk - A cheap, removable disk used for storing or transferring information. It is floppy (soft) because it is plastic. See hard disk.

Floppy drive - The device used to run a floppy disk (usually drive 'A'.)

Folder (directory) - A sub-division of a computer's hard disk into which you put files.

Font - A particular sort of lettering (on the screen or on paper). Arial is a font. Times New Roman is another.

Format - All hard disks and floppy disks have to be electronically prepared for use by a process called formatting. Hard disks are pre-formatted by the computer manufacturer. If you buy a floppy disk that is not pre-formatted, you format it yourself, using a program that comes with your PC.

Graphics card - The equipment inside a computer that creates the image on the screen.

Hard disk - The main disk inside a computer used for storing programs and information. It is hard because it is metal. See floppy disk.

Icon - A small image or picture on a computer screen that is a symbol for folders, disks, peripherals, programs etc.

Internet - International network of computers that you connect to by telephone line. Two popular services of the Internet are the World Wide Web and electronic mail.

Kb, Mb, Gb - Kilobytes, megabytes, gigabytes. Used to measure computer memory and storage.

Memory - Memory is for the temporary storing of information while a computer is being used. See RAM, ROM and Cache.

MHz - Megahertz. This describes the speed of computer equipment. The higher the MHz the better the performance.

Modem - Equipment connected to a computer for sending/receiving digital information by telephone line. You need a modem to connect to the Internet, to send electronic mail and to fax.

Operating System - The basic software that manages a computer.

OCR - Optical Character Recognition. OCR lets a PC read a fax or scanned image and convert it to actual lettering.

Parallel port - A socket at the back of a computer for connecting external equipment or peripherals, especially printers.

PC card - A device that is the same size as a thick credit card, for plugging into a slot on notebook computers. You can buy memory, modems and hard disks as PC cards.

Peripheral - Any equipment that is connected externally to a computer. For example, printers, scanners and modems are peripherals.

Pixel - The image that you see on the screen is made of thousands of tiny dots, points or pixels.

Program Software that operates a PC and does various things, such as writing text (word-processing program), keeping accounts (accounts program) and drawing pictures (graphics program).

QWERTY - The first 6 letters on English-language keyboards are Q-W-E-R-T-Y. The first 6 letters on French-language keyboards are A-Z-E-R-T-Y.

RAM, ROM - Two types of memory. RAM (Random Access Memory) is the main memory used while the PC is working. RAM is temporary. ROM (Read Only Memory) is for information needed by the PC and cannot be changed.

Resolution - The number of dots or pixels per inch (sometimes per centimetre) used to create the screen image.

Scanner - Equipment for converting paper documents to electronic documents that can be used by a computer.

Serial port - Socket at the back of a PC for connecting peripherals.

Taskbar, Start button - Two areas of the screen in Windows 95. The taskbar, at the bottom of the screen, shows the programs in use. The start button, in the bottom left corner, is for opening new programs.

TFT - Thin Film Transistor, a type of high quality screen for notebook computers.

Virus - A small, unauthorized program that can damage a PC.

Windows - An operating system used by the majority of PCs.

World Wide Web, WWW, the Web - WWW are initials that stand for World Wide Web. The Web is one of the services available on the Internet. It lets you access millions of pages through a system of links. Because it is 'world-wide', it was originally called the World Wide Web or WWW.

WYSIWIG - 'What You See Is What You Get.' With a WYSIWIG program, if you print a document it looks the same on paper as it looks on the screen.

Basic English for Computing

Eric H. Glendinning and John McEwan (2003)Oxford: OUPPp. 136ISBN 0-19-457470-9Student's Book £10.25Teacher's Book (ISBN 0194574717)£10.40Cassette (ISBN 0194574725) £10.50

Description

Basic English for Computing, an English for Specific Purposes (ESP) text by Glendinning and McEwan for lower-level (beginner, elementary) adult learners, offers input and practice of language from the lexical domain of computers. The targeted readers, according to the Teacher's Book, are 16+ year-old secondary school and technical college students with three or more years of general English. 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.g. keyboard and mouse), networks, the Internet, word processing, programming, languages, future trends (e.g. virtual reality, smart cards, electronic pets) and careers in computing (e.g. systems analyst, network support person). 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. [-1-]

As an additional feature of the course book, authentic interviews are provided every five units. 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.' The Teacher's Book suggests using these sections as vocabulary tests.

The Teacher's Book is a comprehensive resource for the non-techie. In addition to providing key background information on the content of the unit, clearly stated learning objectives provide a compass for methodology and goal setting. Indeed, teachers could share these objectives with students initially, and eventually have students set their own objectives after scanning new units. Also helpful are the answer keys following each task description. Additional input is provided on language and skills work, with suggestions and clear examples for different learners (e.g. weak). Hints for further exploitation of the material are included.

Overall, the strengths of this revised and updated edition (first published, 1999) lie in the comprehensive, but not overwhelming, support in the Teacher's Book, and the careful grading of content and development of skills and language in the course book. Students begin with basic concepts (e.g. everyday uses of computers) and language (e.g. articles) and build up their knowledge and skills through varied input (text/audio), authentic material (using screen captures and real-life visuals) and diverse practice tasks targeting all four skills (including individual and pair work, problem solving, controlled and free practice). For extension activities, the teacher is well supported with ideas, suggestions and caveats in the Teacher's Book.

Although the sequence is predictable in each unit, learners will benefit from this structure as the content and language grows more challenging as they progress. Again, the review materials found every five units provide both a moment to breathe and an opportunity to reinforce key material. Further, support is given at various points without changing the focus of the lesson or task. For example, two small but key 'Aids to communication' boxes offer the learner useful phrases to effectively complete tasks (e.g. agreeing/disagreeing phrases just before a problem-solving pair-work activity).

The relevance of the content, as well, is particularly valuable (and often sadly lacking in many course books). Students learn current concepts and terms, and also read, listen, speak and write about promising future trends that may impact their fields of study or work. Moreover, the unit on careers not only looks at potential employment, but perhaps more importantly, required qualifications (referred to as 'job requirements') for specific careers. This relevance will appeal even to the least motivated among learners.

As noted earlier, this textbook covers a wide range of functional grammar as well as terms and notions related to the ever-expanding world of computers. However, the title 'Basic English for Computing' suggests an elementary language focus. While many of the grammar points can be found in an elementary or beginner course book, there are many more that are beyond the abilities of pre-intermediate students. For example, the 'Language work' on problem and solution provides only a cursory introduction to the use of gerunds and infinitives to express these two concepts. Similarly, grammar such as present passive, present perfect passive, relative pronouns (in definitions), reported speech and expressions of advice (e.g. Why don't you . . . ) are considerably beyond an elementary or pre-intermediate learner's interlanguage. [-2-]

Of course, the book is not designed for use independent of a language teacher and the Teacher's Book, in some cases, cautions the teacher to keep things simple and not go into great detail. Problems can arise, however, when the function/use of the grammar point is the key presentation focus (as is often the case in discovery and inductive learning materials). In this case, the material could be enhanced with additional input on form, as well as suggestions for further practice.

This leads to a paradox of the book. Although the course book focuses entirely on issues, concepts and components of computers, there is no online support or activities to exploit the myriad resources available as extension activities. That is, why not encourage students to use computers to learn about computers? One would assume that an introduction to computers would have a companion website. The authors do effectively illustrate key information about the Internet, however, using authentic screen captures and providing real web sites in matching activities.

The cassette which accompanies the course book provides over an hour of mini-lectures and interviews. Of great use, too, is the collection of tapescripts at the back of both the Teacher and course books. The pacing of the listenings is rather fast for elementary learners, but with the tapescript as support, this is not necessarily a negative. Also, better signposting would aid users of the cassette (e.g. no page numbers are included). The Teacher's Book provides substantial support in ways to help the students (e.g. pausing, playing the recording more than once). For more international appeal, the recordings would be enhanced by providing a wider variety of accents--from native and non-native speakers (currently, primarily UK accents are represented, with only one excerpt of a North American accent).

For the experienced English language teacher, the course book, Teacher's Book and cassette ultimately provide solid, comprehensive and engaging coverage of what could potentially become dull content. Proponents of the communicative approach will appreciate the functional focus on grammar, as it is consistently context-embedded and practiced in both controlled and freer extension activities. For those who follow a more eclectic approach, there is more than enough material to exploit for analysis and skills work (especially skimming and tolerating ambiguity in reading and listening). Overall, Basic English for Computing offers a core of content and language support as the basis of any introductory ESP computer course.

Karen E. CaldwellUnited Arab Emirates University

<k.caldwell uaeu.ac.ae>

Let's start by building a computer. Look at the outline of a computer which you can see in the picture. What are the parts called? Choose one from each group underneath the picture, and when you have made all your choices, click the 'check your answers' button to see which parts you have found correctly.

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1. stamper

      sprinter

      printer

2. case

      carton

      container

3. mowse

      mouse

      moues

4. writer

      letterboard

      keyboard

5. Mowse pad

      mouse mat

      mice base

6. minotaur

      scream

      monitor

7. hard disk

      floppy disk

      fixed disk

8. modem

      modern

      internetter

Look at these descriptions of computer software, and match them with the names of the software listed opposite. When you have matched all of them, click the button at the bottom of the page to check your score.

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1. This software sits between your programs and your hardware and makes your computer work. This is the one bit of software that every computer must have.

A. word processor

B. drawing program

C. database

D. operating system

E. log files

F. web browser

G. desktop publisher

H. mail client

2. You use this to write letters, essays, or even books. This program is used more than any other program on most people's computer, and almost every desktop computer has this program. They can be small and smiple, or big and complicated, but they all really do the same thing.

3. You use this when you want to send a message to someone over the internet. you have to be careful who you give your address to, or this poor program might have to deal with hundreds and hundreds of messages you don't want!

4. This is what you are using to look at the English for Everybody website right now. It is used for surfing the world wide web and for seeing pictures and text on the internet.

5. This is the program you use when you want to make your own pictures, or make changes to your digital photographs. some of these programs are hard to learn how to use, but they are very useful.

6. Do you do a magazine for your club or your college? Then you need this program - even if you don't use it a lot, it is very useful for making birthday cards, or announcements about parties and other events.

7. You can use this to organize your music collection, or your books. These programs are very important to businesses, and you can be certain your name is on many government and business computers in one of these programs right now!

8. These files are how you can tell what is happening on a computer or a website. If your computer is not working properly, these are the files that the repairman will want to see.

Read the text below, and look at the pictures around it. When you find a blank space write the name of the correct picture in the space. (Hint for American English users. The British don't use the expression 'cell phones'!) Check your answers once you have filled all ten spaces.

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Imput Devices

    When personal computers came out in the 1980s. there was really only one way to get information into

them - with a 1 . Then graphical interfaces came along, and it became important to be able to interact with objects on the screen. The commonest

way of doing this is with a 2 , but some computers - for example tablet computers, have

screens you can write on directly, using a 3 . People who use their computers mainly for games will tell you that the most important way of communicating with their computers is with a 4

.    It took almost a decade before computers became powerful enough to accept voice commands, but today we can communicate with out computer with a

5 . We can also talk to other computer users,

and also see them through a 6 . The

computer has started to replace the 7 machine, but if you do receive a printed page, you can

still put it into your computer with a 8 .

    Today, a 9 network or bluetooth will let you communicate with your computer with almost

any electronic device, such as a 10 phone.

When personal computers came out in the 1980s. there was really only one way to get information into them - with a 1. keyboard. Then graphical interfaces came along, and it

became important to be able to interact with objects on the screen. The commonest way of doing this is with a 2. mouse, but some computers - for example tablet computers, have

screens you can write on directly, using a 3. stylus. People who use their computers mainly for games will tell you that the most important way of communicating with their computers is

with a 4. joystick. It took almost a decade before computers became powerful enough to accept voice

commands, but today we can communicate with out computer with a 5. microphone. We can also talk to other computer users, and also see them through a 6. webcam. The computer has started to replace the 7. fax machine, but if you do receive a printed page, you can still put it

into your computer with a 8. scanner. Today, a 9. wireless/wi-fi network or bluetooth will let you communicate with your

computer with almost any electronic device, such as a 10. mobile phone.

Look at the table below. On the table on the left left is an example of a particular kind of text formatting. Put the number in front of each example next to the type of text formatting it shows. The right-hand table has types of punctuation. Put the letter in front of each type of punctuation next to the name of the punctuation type.Click the button on the bottom whan you have finished .

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Text types   Punctuation1. I want some subscript A.   !     quotation mark

2. red roses for Underline B.   ?     full stop

3. a blue lady plain C.  &     question mark

4. Send them to superscript D.  \     back slash

5. THE SWEETEST strike through E.   :     colon

6. girl in town Italic F.   ;     exclamation mark

7. If that does the trick Sans serif G.   "     percentage

8. I'll be back to pick capitalize H.   *     asterisk

9. A snow-white orchid hyphenation I.   .     ampersand

10. for her wedding gown bold J.   %     semi-colon

THE storage quiz! So are you now a data storage guru? Take this quiz and test your data storage IQ.

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1. Which is larger?

terabyte

brontabyte

petabyte2. NAS stands for:

NTFS Analogue System

Network Attached Storage

New Advanced Storage3. How many bits in a byte?

four

six

eight4. War and Peace the novel can be stored on

150 kilobytes

0.25 megabytes

1-5 megabytes5. War and Peace the movie needs at least

4 gigabytes

40 gigabytes

400 gigabytes6. A 3.5 floppy disk is designed to fit into

A 3.5 inch floppy disk drive

A shirt pocket

A large wallet

7. A hard disk is attached to the computer by

IDE or SCUSI

USB or firewire

all of the above8. A server is a type of

Workstation

Computer

Network9. CD, DVD and CD-RW are types of

Flash memory

Magentic memory

Optical storage10. It is easiest to destroy data on ...

Magnetic storage

Optical Storage

Flash memory11. A CD-ROM can hold about

640mb of data

640gb of data

640kb of data12. Which type of storage is best for portable devices

NAS

Flash

Floppy

Question and Answer Your Score1. Which is larger?

brontabyte02. NAS stands for:

Network Attached Storage03. How many bits in a byte?

eight04. War and Peace the novel can be stored on

1-5 megabytes05. War and Peace the movie needs at least

4 gigabytes06. A 3.5 floppy disk is designed to fit into

A shirt pocket07. A hard disk is attached to the computer by

all of the above08. A server is a type of

Computer 09. CD, DVD and CD-RW are types of

Optical storage010. It is easiest to destroy data on ...

Magnetic storage011. A CD-ROM can hold about

640mb of data012. Which type of storage is best for portable devices

Flash

TAREFA: http://www.english-online.org.uk/comp/comp25.php

Look at these two pictures showing the different parts of a computer's motherboard. When you click on one of the numbers on the board, you will see a description of what the numbered part does

9. Cooling fan Your computer is noisy because it needs many fans to blow heat away so that high temperatures do not damage delicate parts such as your computer chip and graphics system. Some slower systems can use a passive heat sink which ismuch quieter, but other systems are designed to run as fast as possible by people who speed them up

for a hobby. The very fastest systems have water cooling, or even little refrigerators built into them.

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