7
7.2 Listening
5.3 Symbols and abbreviations for notes RESOURCES p.128
You could also refer students to the list of symbols and abbreviations for note-taking at the back of the Course Book.
Set for individual work with pairwork checking. 38
Play Part 2. Allow students to compare their answers. Elicit the answers from the class, and feed back verbally.
Answers
1. Deciding on a timescale, deciding on the amount of resources they can provide for the project and deciding what outcomes they want.
2. Stakeholders are people who are linked to the software development in some way. Possible stakeholders are: users of the software; domain specialists – who can explain what it needs to do; people who provide funds for the project.
38 Part 2
So, as I’ve said, the SDLC is a set of steps which is used to manage the development of software, breaking down the overall process into specific tasks which can be assigned to specific people and monitored until they are completed. Eight steps which can be included are: planning, requirements, design, build, document, test, deploy, maintain, but depending on the project, some of these can be included or excluded … Also some of them can be run together, for example, testing and deployment – which we will look at later … So, at the planning stage, the team need to decide
what it is they want to achieve. This involves deciding a timescale, deciding on the amount of resources they can provide for the project and deciding what outcomes they want. In some cases, the project and the software development process are very similar. In other situations, the software development may only be part of a much bigger project. When it is part of a much bigger project, then many of the planning decisions will already be taken. Another important part of the planning stage is identifying stakeholders. These are people who are linked to the software development in some way. They may be people who will use the software, experts who can contribute to explaining what it needs to do, the people who are funding the process … there are lots of people who can be stakeholders and this is something that is very much part of project management methodology. So, a key part of the planning process is to set boundaries for the software development. As you will
METHODOLOGY NOTE Two-column pairwork Exercise D is a good example of an activity that could be used for pairwork checking and practice. Once students have found the correct answers, they can test each other in pairs. One student says a phrase; the other student has to say (without looking at their notes) the information type which matches. The activity could be extended for work in groups of three in Exercise E, with a third student naming the actual information which follows each phrase in the lecture.
E
Tell students that in the next part of the lecture they will hear the phrases from Exercise D.
Exercise D should have given them an idea of the type of information that is likely to follow. They should now try to note down the actual information that the lecturer mentions after each phrase.
Tell students that the phrases are in the order that they are used in the lecture.
1. Remind students that they need to think about what type of note-taking is appropriate.
136
You could hand out blank tables for students to fill in, as supplied in the PDF.
VOCABULARY BANK 7.2 Fixed phrases from academic English (1)
Tell students that these phrases are included in Vocabulary Bank 7.2. You may want to briefly review this with them.
see when we discuss project planning and management, not defining – or not keeping to boundaries – has caused major disasters in software development.
D
Remind students that they have done a similar activity in the previous lesson. Elicit a possible answer for phrase 8 – As you can see, … – the word see suggests that the phrase will be followed by a comment about something the listener could look at (i.e., a picture or diagram).
Set for individual work and pairwork checking.
Feed back visually, completing the ‘Type of information’ column of the table on page 138 of this Teacher’s Book. 7.2_D
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