7.2 Listening
7.2_D
In this case, they can simply note down the phrases in the ‘Actual information’ column of the table they used in Exercise D (or continue whatever form of notes they started there).
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Do phrase 1 as an example. Play Part 3 until you get to the sentence which begins In computing terms, … and stop at the end of the sentence (after the words user interface). Ask students: What is the speaker referring to …? (Answer: the user interface).
Set the remainder for individual work and pairwork checking. Play the rest of Part 3, pausing briefly at the points indicated by a // in the transcript opposite to allow students to make notes.
At this stage, you may want to refer students to the transcript for Part 3 (on page 146 of the Course Book) so that they can see the phrases in context. It may be useful for them to highlight/mark the phrases in the text.
7.2_E
The transcript of this section is also provided in the PDF, if you would like to hand it out for students to refer to or mark up while they are doing the exercise.
Prompt the students by asking questions based on the words in the ‘Type of information’ column. For example:
• After phrase 3, what is the word or phrase that is explained?
• After phrase 8, what is being commented on?
Feed back visually, eliciting the answers from the class and filling in the ‘Actual information’ column with the answers in the table on the next page.
2. Elicit some general feedback from the class. Visually display the questions elicited from the class in Exercise A.
Ask students to decide if any of their other questions have been answered in pairs or small groups. If students are unsure if a question has been answered or not, clarify where possible or refer students to the transcripts. There may not be time to cover all possible questions, so these can be set for homework.
Answers See table on the next page.
39 Part 3
Now we get to the design stage. There are a number of different decisions a team will need to make before they can actually begin work on this stage. A key decision is what programming language or languages will be used. For example, one question might be whether to use an interpreted language such as Python or JavaScript or a compiled language such as C. There are other decisions, such as what type of version control they will use; Git is very popular, but there are others which are also good … To some extent, these choices will depend on what skill set the team already have. So, deciding how the software will meet the
stakeholders’ requirements is a key challenge. A major part of this is how the users interact with the software. In computing terms, this is known as the user interface. User Experience (UX) is a separate area of development and we will look at this in more detail in another lecture. Now, an important concept to help meet stakeholder requirements is prototyping. // So, what do I mean by prototyping? Well, prototyping is creating an early version of something. The point is it should give stakeholders a clear idea whether the design will meet their requirements. // This is really important because, for the stakeholders, the prototype is the first time they see a piece of software they can use. They can decide what they like about it and what they don’t like. However, looking at it another way, it gives the
developers an opportunity to decide if they need to make major or minor changes to the design. Say the software is very slow, but the stakeholders like the way it looks. // In this case, the developers can focus on improving performance, rather than changing the user interface. Getting stakeholder feedback is a key part of iterative/agile approaches to software development. As you can see, all of these decisions can have a major impact on the speed of development, the quality of the software and also in financial terms … increasing or reducing the cost of the software.
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