Unit 5 THE HISTORY OF ICT

1. Unit 5 THE HISTORY OF ICT

2. Skills focus Listening • understanding ‘signpost language’ in lectures • using symbols and abbreviations in note-taking Speaking • making effective contributions to a seminar Vocabulary focus • word sets: synonyms, antonyms, etc. • the language of trends • common lecture language

4. Vocabulary sets Vocabulary Bank It is a good idea to learn words which go together. Why? • It is easier to remember the words. • You will have alternative words to use when paraphrasing research findings. • It is not good style to repeat the same word often, so writers, and sometimes speakers, make use of words from the same set to avoid repetition.

5. Vocabulary sets Vocabulary Bank You can create a vocabulary set with:

6. 5.1 Vocabulary A Look at the pictures on the opposite page.1 What do they have in common ? 2 Put them in the order of development. 1 They are all different types of computer, developed at different times, using different technologies and for various purposes. 2 The correct order chronologically is: 1 Hand (5) 2 Abacus (4) 3 Pascaline (3) 4 UNIVAC (2) 5 Apple II desktop (6) 6 Laptop (1)

7. 5.1 Vocabulary B Study the words in box a.1 Find pairs of words with similar meanings.2 What part of speech is each word? specification, plan design n (U) compute work out phrasal v sophisticated adj advanced set up phrasal v change v (T) translate create v (T) invent

8. 5.1 Vocabulary B Study the words in box a.1 Find pairs of words with similar meanings.2 What part of speech is each word? device machine n (C) step n (C) phase record v (T) retain precision n (U) specification, exactness awareness knowledge n (U)

9. 5.1 Vocabulary C Study the Hadford University handout on this page. Find pairs of blue words with similar meanings. know about present necessary examine type

10. 5.1 Vocabulary D Study the words in box b. 1 Find pairs of opposites. 2 Add more words to make sets. 3 Try to give a name to each word set. commercial portable subtraction limited digital civilian current encrypt multi-purpose multiplication decode

11. 1 Find pairs of opposites. 2 Add more words to make sets. 3 Try to give a name to each word set. 5.1 Vocabulary D Study the words in box b. academic division obsolete fixed analogue decrypt multiplication digital portable encrypt commercial current military addition encode decode civilian subtraction flexible limited specialized multi-purpose

12. 5.1 Vocabulary E Work with a partner.1 Choose an image on the opposite page. Use words from box b to describe it. 2 Your partner should guess which image you are talking about. flexible, multi-purpose, military & civilian current portable digital specialized, limited, commercial obsolete fixed digital specialized, limited, commercial obsolete portable analogue

13. E Work with a partner.1 Choose an image on the opposite page. Use words from box b to describe it. 2 Your partner should guess which image you are talking about. 5.1 Vocabulary specialized, limited current (in Middle Eastern countries) portable analogue flexible, multi-purpose analogue portable current flexible, multi-purpose digital current fixed

14. 5.1 Vocabulary F Look at Figure 1. 1 How would you describe the graph?2 What do each of the lines on the graph show ? See Vocabulary Bank

15. Describing trends Vocabulary Bank You can use a variety of phrases to discuss trends and statistics. Examples：

16. 5.1 Vocabulary F Look at Figure 1.1 How would you describe the graph? The graph shows the changing speed of processing for three different types of computer, from 1905 to 1970.

17. 5.1 Vocabulary F Look at Figure 1.2 What do each of the lines on the graph show? gradual rise The grey line shows a in the speed of mechanical computers between 1905 and 1950, rising from 0.001 calculations per second in 1905 to 0.01 calculations per second in 1950. The black line shows the speed of electromechanical computing between 1930 and 1945 and then a much more up to 1955. The blue line shows a steady rise in the speed of electronic computers from 1940 to 1960 and then a very up to 1970. rising steadily gradual increase dramatic increase

18. 5.1 Vocabulary G Study the description of Figure 2 on this page. Write one or two words in each space. in Figure 2 shows changes _____ ____number and cost of transistors ______ 19711985. Up to 1979, there was a _______ _______ in the number of transistors. During the same period, prices________ _______. From 1979 to 1985, the cost of the transistors showed a _______ ___________ . At the same time, the number of transistors ________ _____________. the between and gradual increase sharply fell decrease slow rose dramatically

19. 5.2 Listening A You are going to hear a lecture about the development of computers. Look at the lecture slides. What will the lecturer talk about? Make a list of points. See Skills bank.

20. Skills bank Signpost language in a lecture • At the beginning of a lecture, a speaker will usually outline the talk. To help listeners understand the order of topics, the speaker will use phrases such as: • To start with I’ll talk about … • Then I’ll discuss … • After that, we’ll look at … • I’ll finish by giving a summary of …

21. Skills bank Signpost language in a lecture • During the lecture, the speaker may:

22. 5.2 Listening A You are going to hear a lecture about the development of computers. 1 Look at the lecture slides. 2 What will the lecturer talk about? Make a list of points. Answer: To start with, the lecturer will look at how people did calculations before computers were invented. After that, he/she will talk about computers which used wheels and gears. Then he/she will talk about early computing systems. He/she will finish by looking at early PCs.

23. 5.2 Listening B Listen to Part 1 of the lecture. How will the lecture be organized? Number these topics. 3 • computing in the Second World War______ • mechanical computing ______ • rise of the Internet______ • pre-mechanical computing ______ • electronic computing______ 2 5 1 4 请将本单元的音频和此PPT放在一个单独的文件夹内，点击小喇叭即可播放音频。（下同）

24. 5.2 Listening C Study the topics in Exercise B.1 Write some key words for each topic. manual, abacus, hand, decimal system, Napier’s Bones, multiply, divide, addition gears, cogs, calculations, Pascaline, Difference Engine, principles, punched cards, census, IBM Turing, machine, codes, military, messages, valves, relays transistors, performance, revolutionary, speed, cost components, communication, speed, Cold War

25. C Study the topics in Exercise B.2 Can you match the topics with Slides 1–4? 5.2 Listening electronic computing mechanical computing computing in the Second World War pre-mechanical computing

26. 5.2 Listening C Study the topics in Exercise B.3 What is the best way to make notes?4 Make an outline for your notes. mechanical computing pre-mechanical and early computing Key stages in the development of the modern computer rise of the Internet computers in WW2 electronic computing

27. 5.2 Listening D Listen to Part 2 of the lecture.1 Add information to your outline notes. Jacquard Loom punch card controlled pattern programmability = principle of computers punch card used for 150 yrs Pascaline Blaise Pascal – 1645 adding machine – tax hand-powered up to 8 no’s pre-mechanical and early computing Babbage early 19th C difference engine to calculate logarithms part built – government funding & engineering issues analytical engine – not built – steam-powered Napier’s Bones speed up multiplication no’s on narrow strips of material academic not comm. Abacus Babylonians 5000 yrs ago input-move beads store & output-beads in position 5 beads similar to hand Key stages in the development of the modern computer

28. 5.2 Listening D Listen to Part 2 of the lecture. 2 Which of the topics in Exercise B are discussed? In what order? Pre-mechanical computing, mechanical computing. 3 Why was the Jacquard Loom important? Because it was the first device to use the principle of programmability.

29. 5.2 Listening E Listen to Part 3 of the lecture. Make notes. 1 Which topics in Exercise B are discussed? Continuation of mechanical computing; Second World War. 2 Which topic has not been mentioned? The rise of the Internet. 3 What challenge helped computers develop in the late 19th century? The need to speed up data processing for the US Census in 1890. 4 How did computer development during the Second World War move technology forward? Through the use of circuits with relays or valves to create the first electronic computers.

30. 5.2 Listening F The lecturer used these words and phrases. Match synonyms. a calculating b do c machine d important point e key figures f move forward g created

31. A Look at the student notes on the right. They are from the lecture in Lesson 5.2.1 What do the symbols and abbreviations mean? 5.3 Extending skills 19th century United States falls, decreases, declines (or, in the example, reduced) commercial electrical and World War Two, Second World War equals, the same as, is first

32. A Look at the student notes on the right. They are from the lecture in Lesson 2.2 The notes contain some mistakes. Find and correct them. 5.3 Extending skills Mechanical computing Hollerith – late C19th, tabulating machines using.Used US Census and ↓ time by 7 yrs. Company became IBM. (ii) 1932 – Bush (MIT) – Differential Analyzer use = elec. motors & gears, . WW2 (iii) WW2 – UK, Turing broke German code using Colossus = 1st electronic computer, analogue, used valves & relays. Innovative, e.g., input, enormous impact on war. punched cards 1890 academic analogue tape paper

33. 5.3 Extending skills A Look at the student notes on the right. They are from the lecture in Lesson 2.3 Make the corrected notes into a spidergram. Hollerith – late C19th, tabulating machines using punched cards. Used US Census 1890 and ↓ time by 7 yrs. Company became IBM. computers in WW2 Key stages in the development of the modern computer WW2 – UK, Turing broke German code using Colossus = 1st electronic computer, analogue, used valves & relays. Innovative, e.g., paper tape input, enormous impact on war. pre-mechanical and early computing 1932 – Bush (MIT) – Differential Analyzer academic use = elec. motors & gears, analogue.

34. 5.3 Extending skills B Listen to the final part of the lecture.1 Complete your notes. Key stages in the development of the modern computer electronic computing UNIVAC 5,200 tubes 2,000 operations per sec. Transistor silicon little power small

35. B Listen to the final part of the lecture.2 Why does the lecture have to stop?3 What is the research task? 5.3 Extending skills 2 Why does the lecture have to stop? Because there is no more time. 3 What is the research task? The research task is to look at the speed of development of the different components which make up computers and the Internet.

36. C Listen to some stressed syllables. Identify the word below in each case. Number each word. 5.3 Extending skills Example: You hear: 1 crypt /krIpt/ You write: arithmetic______ addition ______ calculation______ chip ______ computation ______ cryptography ______ digital ______ magnetic ______ mechanical ______ programmability ______ subtraction ______ transistor ______ 7 6 5 3 1 12 8 10 2 4 9 11

37. D Study the extract from the lecture on the right.1 Think of one word for each space.2 Listen and check your ideas. 5.3 Extending skills arguably The computer is___________ the most important piece of technology in modern society, but it ____________has a very long history,infactgoingback almost 5,000 years. It starts with the early Babylonians, who used simple arithmetic to count and keep a record of their goods. As their wealth grew and they had more and more goods to record, it_________ that they would try to develop tools to make this work easier. A good ________of one of these tools is the abacus, used as a basic calculator-in _________words, a computer. What I _________is that, as in a computer, data is input by moving the beads. It is stored by the position of the beads and the output or answers can then be read off. Five beadsperlineareoftenused,justastherearefivefingers on a hand.________, moving_________ to the early 17th century, we find a different type of computer. actually follows example mean other Anyway ahead

38. D Study the extract from the lecture on the right. 3 Match words or phrases from the box below with each word or phrase from the lecture.4 Think of other words or phrases with similar meanings. 5.3 Extending skills perhaps probably, possibly, some people say In reality in fact we can see that logically for example, for instance let’s look at an example that is to say, by that I mean, to put it another way what I mean is, that is to say, by that I mean, to put it another way in other words we won’t spend too much time on this moving on

39. Stance Vocabulary Bank Speakers often use certain words and phrases to show how they feel about what they are saying. Common stance words are:

40. Stance Vocabulary Bank In many cases, different stance words and phrases are used in spoken and written language.

41. E Discuss the research task set by the lecturer. 1 What kind of information should you find? Information about the different components needed to provide access to the Internet; information about changes in the speed of the different components and how important these were to the overall speed of computers and networks; information on what factors affected the rate of change. 2 What do you already know? 3 Where can you find more information? Internet, library, subject textbooks, encyclopedias, etc. 5.3 Extending skills

42. A Study the graph on the opposite page. 1 What does it show? What is the connection between the graph and the development of the Internet? 2 What is the connection between the graph and the development of the Internet? The Internet is made up of many different computers, all connected to each other. The speed with which they can operate and communicate with each other is important to the overall speed of the Internet. 5.4 Extending skills

43. B Listen to some extracts from a seminar about the creation of the Internet. 1 What is wrong with the contribution of the last speaker in each case? Choose from the following: • it is irrelevant • the student interrupts • the student doesn’t contribute anything to the discussion • it is not polite •it is relevant but the student doesn’t explain the relevance 2 What exactly does the student say, in each case? 3 What should the student say or do, in each case? 5.4 Extending skills

44. B Listen to some extracts from a seminar about the creation of the Internet. Majed: It’s really cold in the library. say something relevant: for example, something about the books they found it is irrelevant Majed: That’s rubbish. She was obviously really bored and didn’t want to talk to us. 5.4 Extending skills use polite (tentative) language when disagreeing, e.g., Actually, that’s not quite right. I don’t think she really wanted to talk to us. it is not polite the student doesn’t contribute anything be ready to contribute something when brought into the discussion by the lecturer or other students Evie: Well, erm … I’m not sure really. It is relevant but the student doesn’t explain the relevance the comment is relevant to the topic but he doesn’t explain why. He should say, for example, what he said later after the lecturer asked him to explain. (i.e., it’s an example of secondary research). Jack: So it’s secondary. the student interrupts Evie: (interrupting) Actually, that’s primary. she should wait until the speaker has finished.

45. C Listen to some more extracts from the same seminar. • 1 How does the second speaker make an effective contribution in • each case? Choose from the following: • He /she… • • asks for clarification • paraphrases to check understanding • brings the discussion back to the main point • • disagrees politely with a previous speaker • brings in another speaker • gives specific examples to help explain a point • 2 What exactly does the student say, in each case? • 3 What other ways do you know of saying the same things? 5.4 Extending skills

46. C Listen to some more extracts from the same seminar. brings in another speaker Leila: Isn’t that correct , Majed? Isn’t that true, Majed? 5.4 Extending skills Jack: I don’t follow. Could you possibly explain …? Sorry, I don’t quite understand. Could you say a bit more about …? asking for clarification giving specific examples to help explain a point Leila: Those drives were used for the IBM 3340 ... For example, …

47. C Listen to some more extracts from the same seminar. Jack: If I understand you correctly, you’re saying that to begin with, the new desktop computers were much less powerful … So what you’re saying is … paraphrases to check understanding 5.4 Extending skills Evie: Yes, but if we just go back to the graph, we can see… brings the discussion back to the main point Thinking about … If we can go back to … for a moment, … disagrees politely with a previous speaker Leila: I don’t agree with that. In my opinion … I’m not sure that’s true. I think …

48. D Make a table of Do’s (helpful ways) and Don’ts (unhelpful ways) of contributing to seminar discussions. Example 5.4 Extending skills See Skills bank.

49. Skills bank Seminar language • The discussion leader may:

50. Skills bank Seminar language • Participants should: