5.4 Extending skills
5.4 Extending skills CB
Audio pages
52–53 Seminar Types of processors and increasing speed
B C
35 Extracts 1–5 – Poor contributions 36 Extracts 6–14 – Good contributions
Functional language practice D
36 Extracts 6–14 (repeat) – Interacting in a seminar
In this lesson, students by listen to a seminar in which students discuss how they have used data to show the increases in power of different types of processor and the implications of these increases. The audio recordings provide examples of poor practice in contributing to a seminar and examples of good practice, with appropriate language exemplified. Students are then given an opportunity to use this language themselves in a seminar, discussing and matching processor specifications with their most likely type of use.
Lesson aims
At the end of this lesson, students should: • have practised describing different aspects of data related to processors
• be able to use appropriate language to contribute effectively to seminar discussions
Introduction
Revise stance adverbs and restatement/deviation phrases from Lesson 5.3. Say a word or phrase and ask students to give another one with a similar meaning.
Alternatively, give a sentence or phrase from the lecture in Lessons 5.2 and 5.3 and ask students to tell you the accompanying stance word or restatement phrase:
Teacher: Miniaturization is ... the most important challenge for designers.
Student: Arguably. A
1.–2. Set for pairwork discussion. Tell students to look at the graph. Elicit responses from the students, and feed back verbally as a class.
VOCABULARY BANK 5.2 Describing trends
3. Remind students that they have worked on a similar activity in Lesson 5.1, Exercise G. Refer them to Vocabulary Bank 5.2 for useful vocabulary.
Elicit from students that two of the trends are rising, one is not changing and no trend is falling. Remind them that they can use the adverbs to describe the type of change (e.g., sharp, gradual).
Elicit suggestions from students and share some of their example sentences visually with the class. Set for pairwork, with students sharing their answers in small groups. Feed back some good examples visually as a class.
Answers
1. The graph compares the changes in the processing power of three different types of processor over time: CPUs, GPUs and NPUs.
2. The graph comes from research done by students into the power of different types of processor. It is likely that students would need to use two types of information sources; one type of source which is academic and which discusses the different types of processor. The other types of source are likely to be specialist websites and magazines which provide up-to-date data and statistics on the performance of the different processors.
3. Model sentences
CPU speeds remained the same between 2015 and 2020. NPU speeds rose very sharply in 2019.
GPU speeds increased slightly between 2015 and 2019.
99
143–144 144–145
Transcripts (CB) Vocabulary Bank Skills Bank
VOCABULARY BANK 5.2 Describing trends
SKILLS BANK 5.2 Interacting in a seminar
Online resources
https://www. cpubenchmark. net/
https://www. techpowerup.
com/ 5.4_E
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