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Unit 2 ICT in the Workplace

Unit 2 ICT in the Workplace. Skills focus Reading using research questions to focus on relevant information in a text using topic sentences to get an overview of the text Writing writing topic sentences summarizing a text. Vocabulary focus English–English dictionaries: headwords

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Unit 2 ICT in the Workplace

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  1. Unit 2 ICT in the Workplace

  2. Skills focus Reading • using research questions to focus on relevant • information in a text • using topic sentences to get an overview of the text Writing • writing topic sentences • summarizing a text Vocabulary focus • English–English dictionaries: headwords definitions parts of speech phonemes stress markers countable/uncountable transitive/intransitive

  3. Vocabulary bank Using your English–English dictionary This kind of dictionary helps you actually learn English. Using headwords and parts of speech 1 Find the correct headword. These bold words in a dictionary are in alphabetical order. Look at the words on the top left and top right of the double page. Find words which come just before and after your word. 2 Find the correct meaning. If there are different meanings of the word, they appear in a numbered list. Look at all the meanings before you choose the correct one in context.

  4. Vocabulary bank Using your English–English dictionary Using headwords and parts of speech 3 Find the correct part of speech. Sometimes the same headword appears more than once, followed by a small number. This means the word has more than one part of speech, e.g., n and v. Work out the part of speech before you look up a word. Clues: • Nouns come after articles (a/an/the) or adjectives. • Verbs come after nouns or pronouns.

  5. A How can an English–English dictionary help you understand and produce spoken and written English? 2.1 Vocabulary The following information is useful forspoken English: • stress • pronunciation of individual phonemes – particularly when a phoneme has multiple pronunciations The following information is useful for written English: • information about the type of word – C/U; T/I

  6. A How can an English–English dictionary help you understand and produce spoken and written English? 2.1 Vocabulary The following information is useful for written English: • the spelling – although students might make the point that if you don’t know the spelling, you can’t find the word in the first place; point out that you can often guess the possible spelling – for example, technology could be tek but if you don’t find it there, you can try tec … • examples of the word in use to memorize • some synonyms for lexical cohesion – this is a very important point, although you may not want to elaborate on this now

  7. B Study the dictionary extract on the opposite page. 2.1 Vocabulary 1 Why are the two words (top left and top right) important? They tell you the first and last words on the pages to help you locate the word you want. 2 How many meanings does information have? Two 3 Why does the word input appear twice in bold? Because the same word can be a noun or a verb.

  8. B Study the dictionary extract on the opposite page. 2.1 Vocabulary 4 What do we call someone who provides information? An informant. 5 What do the letters ICT stand for? Information and communications technology. 6 Where is the main stress on inform? What about information? Inform – on the second syllable; information – on the third syllable. 7 What part of speech is internal? Adjective.

  9. B Study the dictionary extract on the opposite page. 2.1 Vocabulary 8 What is the pronunciation of o in each bold word in this extract? Three pronunciations – /ɔ /, / ɔ: / or /ə /. 9 Which is correct? Bad informationis/are responsible for many business failures. Is – because information is uncountable. 10 Can we write: The manager spoke to his staff and informed. Why (not)? No – because informed is transitive, so it must have an object.

  10. C Look at the bold words in the dictionary extract on the opposite page. 2.1 Vocabulary 1 What order are they in? Alphabetical order. 2 Write the words in the box in the same order. Check in the dictionaries. D Look at the top of this double page from an English–English dictionary. 1 Which word from box a will appear on these pages? “Support” will appear on the double page spread. 2 Think of words before and after some of the other words in box a.

  11. 2.1 Vocabulary E Look up the words in bold in box a. 1 How many meanings can you find for each word? 2 Which words are both a noun and a verb? What kind of verbs are they? 3 What kind of noun is each one? 4 How are the words used in ICT? a set of instructions used by a computer to perform an operation n C programme (UK)/program (US)-TV broadcast enter a set of instructions into a computer to make it perform an operation v T

  12. 2.1 Vocabulary E Look up the words in bold in box a. 1 How many meanings can you find for each word? 2 Which words are both a noun and a verb? What kind of verbs are they? 3 What kind of noun is each one? 4 How are the words used in ICT? 1. a record of information (e.g., ship’s log); 2. a thick piece of wood n C v T record information on a computer the sharing of information through talking, writing, using body language the sharing of information using a computer or other electronic device n C

  13. 2.1 Vocabulary E Look up the words in bold in box a. 1 How many meanings can you find for each word? 2 Which words are both a noun and a verb? What kind of verbs are they? 3 What kind of noun is each one? 4 How are the words used in ICT? a combination of hardware used for a particular purpose n C a way of doing things 1. a short written message sentfrom one mobile phone to another; 2. written words in an electronic document written words in a magazine, book, etc. n C v T send a short written message from one mobile phone to another

  14. 2.1 Vocabulary E Look up the words in bold in box a. 1 How many meanings can you find for each word? 2 Which words are both a noun and a verb? What kind of verbs are they? 3 What kind of noun is each one? 4 How are the words used in ICT? n an image which is reproduced electronically C use a device to copy images or text into a computer read something quickly to find information v T

  15. 2.1 Vocabulary F Look up the words from box a. 1 Where is the stress in each word? 2 What is the sound of the underlined letter(s) in each word? 3 How are the words used in ICT? technical help for computer users /ə/ n U T provide technical help for computer users v /u/ n C a small portable computer

  16. 2.1 Vocabulary F Look up the words from box a. 1 Where is the stress in each word? 2 What is the sound of the underlined letter(s) in each word? 3 How are the words used in ICT? n C /ə/or/ɪ/* a machine /ɔ/ n C a machine controlled by a computer

  17. 2.1 Vocabulary F Look up the words from box a. 1 Where is the stress in each word? 2 What is the sound of the underlined letter(s) in each word? 3 How are the words used in ICT? n C a series of actions or stages to achieve something /əu/ v T operate on data with a computer program n C a set of software programs /I/ a system that provides a way to do something, e.g., e-mail, intranet, Internet; service(s) provided by an external ICT supplier, e.g., web hosting services n /I/ C

  18. G Test each other on the words from Exercise C. Give the dictionary definition of one of the words. Can your partner guess which word you are defining? 2.1 Vocabulary

  19. H Discuss the pictures on the opposite page using words from this lesson. 2.1 Vocabulary a scanner (for text and illustrations) a notebook computer an IT helpdesk sign

  20. H Discuss the pictures on the opposite page using words from this lesson. 2.1 Vocabulary computers communicating via the Internet a text message on a mobile phone an e-mail (communication via the Internet/via an Internet service provider); can be used for internal and external communications

  21. 2.2 Reading A How do you use ICT in your work or studies? What are the advantages? Can you think of any disadvantages? (pair work, open-ended)

  22. 2.2 Reading B Look at the pictures on this page. 1 How is ICT being used in the pictures? 2 Which picture shows people using ICT to communicate with other people? 3 Which pictures show ICT systems doing work that people once did? 4 How was this work done before ICT was introduced?

  23. 2.2 Reading B Look at the pictures on this page. manufacturing is controlled by ICT systems (probably unskilled) manual workers in a manufacturing production process yes people would have to physically travel to the meeting’s location, whether local or overseas ICT used for communication no yes, to some extent (as fewer people needed) previously, the warehouse operative would have had to check stock levels manually ICT used to monitor stock ICT has taken over some of the work-for example, the cashier has to hold the scanner over each object but he doesn’t have to manually record the information or calculate figures scanning bar codes to calculate the customer’s bill, and provide the store with information about what has been sold yes, where ‘quick scan’ is used at checkouts, i.e., no cashier is required

  24. C You are going to read a text. What should you do before you read a text in detail? 2.2 Reading See Skills bank.

  25. Skills bank Doing reading research Before you start reading … • Think of research questions. In other words, ask yourself: What must I find out from my research? • Look at headings, sub-headings, illustrations, etc. Look for patterns or variations in presentation, e.g., a series of dates; words in bold or italic script. Think: Whatinformation do they give me? • Decide how to record information from your reading. Choose one or more methods of note-taking. See Unit 1 Skills bank.

  26. 2.2 Reading D This text is about ICT in the workplace. 1 Think of some research questions before you read. 2 Compare your questions with those in the Hadford University assignment on this page.

  27. E Study these topic sentences from the text and answer the questions below. 2.2 Reading Paragraph 1 Paragraph 2 Paragraph 3

  28. E Study these topic sentences from the text and answer the questions below. 2.2 Reading 1 What types of businesses are discussed? 2 Where might you find the answer to each question in the Hadford University assignment? Where possible, write 1, 2 or 3 next to the topic sentence. 3 What do you expect to find in the other paragraphs? 1/2 1 1 1 2 3

  29. F Read the text on the opposite page and check your ideas. 2.2 Reading See Skills bank.

  30. Skills bank Doing reading research While you are reading … • Highlight the topic sentences. • Think: Which paragraph(s) will probably give me the answer to my research questions? • Read these paragraphs first. • Make notes. After reading … • Think: Did the text answer all my research questions? • If the answer is no, look at other paragraphs to see if the information is there.

  31. A Study the words in box a. They are all from the text in Lesson 2.2. 1 Look back at the text on page 17. Find the words which go together with the words in the box. 2 Do they make noun or verb phrases? 2.3 Extending skills 3 What is the meaning of each phrase? Look at the context and check with your dictionary if necessary. machine for sending and receiving copies of documents electronically n important purpose n way of producing high quality documents on a computer keep information about customers n v where documents are kept n v records the item as sold

  32. A Study the words in box a. They are all from the text in Lesson 2.2. 1 Look back at the text on page 17. Find the words which go together with the words in the box. 2 Do they make noun or verb phrases? 2.3 Extending skills 3 What is the meaning of each phrase? Look at the context and check with your dictionary if necessary. put two important aids to retailing together normal everyday tasks which are difficult or dangerous v n cut the number of people employed v

  33. B Study the words in box b. They are all from the text in Lesson 2.2. 2.3 Extending skills 1 What is the base word in each case? What part of speech is the base word? 2 Does the prefix/suffix change the part of speech? 3 How does the prefix/suffix change the meaning of the base word?

  34. B Study the words in box b. They are all from the text in Lesson 2.2. 2.3 Extending skills inter = between net (n) (video-) conference (n) ing = gerund = the noun made from a verb manage (v) er = the person who= verb➔ noun order (v) re = again communicate (v) (t)ion = the act of= verb ➔ noun grade (v) up = move to a higher level possible (adj) im = not

  35. C Look back at the text on page 17. After each topic sentence, how does the writer continue the paragraph? Choose one or more from the following list. • defining and describing • restating the topic sentence • giving more information • giving (an) example(s) • giving a list of points • concluding 2.3 Extending skills

  36. C Look back at the text on page 17. After each topic sentence, how does the writer continue the paragraph? Choose one or more from the following list. none in this paragraph – but see next sentence; note services) the way the author widens the topic after In fact, … a list of points (products and services) 2.3 Extending skills giving more information none one (common use); for example; in the past giving examples giving more information/ giving examples none

  37. C Look back at the text on page 17. After each topic sentence, how does the writer continue the paragraph? Choose one or more from the following list. giving examples/ defining and describing at the (design stage); in the (production stage); as a result 2.3 Extending skills firstly; secondly; thirdly; consequently; finally a list of points (benefits) firstly; another (issue); lastly a list of points (costs) giving more information/ concluding however

  38. D Write a summary of the text on page 17. Paraphrase the topic sentences. Add extra information and examples. See Skills bank. 2.3 Extending skills

  39. Skills bank Using topic sentences to summarise The topic sentences of a text normally make a good basis for a summary. Follow this procedure: • Locate the topic sentences. • Paraphrase them – in other words, rewrite them in your own words so that the meaning is the same. Do not simply copy them. (This is a form of plagiarism.) • Add supporting information – once again, in your own words. • Check your summary. Check that the ideas flow logically. Check spelling and grammar. If your summary is short, it may be just one paragraph. Divide a longer summary into paragraphs.

  40. Skills bank Using topic sentences to summarise Example: Possibly some of the greatest achievements in medical science have been those made in cardiac surgery. Cardiac surgery is one of the most important achievements in medical science. In 1896, Dr Ludwig Rehn carried out heart surgery for the first time, followed by open-heart surgery in the 1950s and bypass operations ten years later.

  41. A Discuss these questions. 1 Can you remember how ICT is used in different types of business? 2. What are the benefit of using ICT? 3. What are the costs? 2.4 Extending skills

  42. B The lecturer has asked you to some research into the changing nature of work. What effect has ICT had on the work that people do? Accept and write up suitable suggestions, even those not included in the text. Think of good research questions before you read the text on the opposite page. Questions such as: In what ways has ICT changed the work that people do? How have people had to respond to change in the workplace? How has ICT influenced where people work? What are the implications for training and education? etc. Look quickly at the text. What is the best way to record information while you are reading? See Unit 1 Skills bank. 2.4 Extending skills

  43. C Study the text on the opposite page. 1 Highlight the topic sentences. 2 Read each topic sentence. What will you find in the rest of the paragraph? 2.4 Extending skills how the situation has changed; new jobs created by ICT. In the past, many people stayed in the same job for their whole life. The introduction of modern technology has not caused high unemployment, but it has meant that workers need new skills. what kind of new skills people need (e.g., computer skills) ICT is not only changing the nature of work, it is also starting to change where that work is done. teleworking some advantages of teleworking for employers and employees Telework has advantages for both employers and employees.

  44. C Study the text on the opposite page. 1 Highlight the topic sentences. 2 Read each topic sentence. What will you find in the rest of the paragraph? 2.4 Extending skills The same systems that allow people to work from home also allow employers to outsource work to cheaper areas. outsourcing both within a country and to other countries The increasing demand for good ICT skills in the workplace has also had an impact on the world of education. use of ICT in schools and universities; ICT courses How, when and where we work is changing and will continue to change. predictions for the future

  45. C Study the text on the opposite page. 3 Which paragraph(s) will probably answer each research question? Read those paragraphs and make notes. The appropriate paragraphs to read depend on the research questions from Exercise B. 4 Have you got all the information you need? If not, read other paragraphs. 2.4 Extending skills

  46. D Use the Internet to find out more about how work is changing because of ICT. Explain how this seems to fit an organization or a person that you know. 1 Make notes. 2 Write a series of topic sentences which summarize your findings. 3 Report back to the other students. Read out each topic sentence then add extra details. 2.4 Extending skills

  47. Tips for Reference 2.1 Vocabulary部分，教师讲解Vocabulary bank内容，并以小组课堂讨论形式，讨论练习A、B、E、F、H；课后学生完成练习C、D、G。 2.2 Reading部分，让学生课后查阅资料，完成练习A、B；教师课堂讲解Skills bank中的“Doing reading research”技能，深度阅读文章“I(nformation) C(ommunication) T(echnologe) at work”，并按次序完成练习C、D、E、F。 2.3 Extending skills部分，让学生课前完成练习A、B；课堂教师讲解练习C，并再次深度阅读文章“I(nformation) C(ommunication) T(echnologe) at work”，完成该练习；教师讲解Skills bank中的“Using topic sentences to summarise”技能，并完成练习D。 2.4 Extending skills部分，让学生根据课堂讲解和讨论内容，课后完成练习A、B、C、D。 各分册老师可根据自己的实际教学经验撰写此页内容：现阶段可先写出各部分的教学方法、教学技巧等内容。

  48. 谢谢欣赏！

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