7
7.3 Extending skills
to users and letting them decide if they want to use it. In other cases, such as where a product has been upgraded for security reasons, the product may be rolled out across a large user base over a short period of time. Rolling out a product over a longer time gives developers an opportunity to provide patches for any major bugs that have not been identified in the testing stage. So, as this lecture has shown, the SDLC is a very
linear model for development. It is also an old model. Earlier versions of the SDLC were introduced by large US corporations in the 1960s. Nevertheless, I think it is a very useful model and it will help you to understand different parts of the process of software development. However, in practice, the process is often a very incremental and iterative one. One fairly recent development which has changed things in software development has been the emergence of what is called DevOps. In the past, there was a very clear division of work between the developers – who developed the software – and the operations people – who would put the software to use, possibly by uploading it onto a web platform. However, the complexity of the technology has been constantly increasing; with new developments happening at great speed, new languages emerging and new forms of delivery to users. DevOps combines these two roles – they need to understand what the developers are doing and they also need to understand the web platforms which enable people to use these technologies. This is a large and growing sector in software development and there are many opportunities for good careers in this area. I think it will be very useful for you to research some of the different aspects of this. In particular, I would like you to look at the impact these developments in software development are having on software maintenance and upgrading. We can discuss this in the seminar.
D Set for pairwork. Feed back with the whole class.
5.1 Identifying signpost language in a lecture SKILLS BANK
7.2 Fixed phrases from academic English (1) VOCABULARY BANK
Ask for other phrases which have similar meanings, particularly from students’ work in Lesson 7.2. You could refer students back to the phrases in Skills Bank 5.1 and Vocabulary Bank 7.2. Build a table on the board. Accept any suitable suggestions for the third column.
LANGUAGE NOTE Spoken vs written academic English The phrases in the table are appropriate in spoken language in academic settings. Many are unsuitable for academic writing, for which different phrases should be used.
142 E
Review the main points covered in Lesson 7.2, Exercise F: when a speaker uses a Wh~ cleft sentence structure to draw attention to something which is important instead of using the more common ‘given’–‘new’ information pattern. Check students’ understanding of the concepts by asking questions such as:
• Why would a speaker change from the usual pattern of ‘given’ information then ‘new’ information?
• How did the lecturer do this in Exercise F in the last lesson?
You should be able to elicit that the Wh~ structure was used to focus attention on a particular point. Explain that this activity looks at some more ways in which a speaker can draw attention to an important point.
Answers Purpose
a. introduce a new topic
b. emphasize a major point
c. add points
Phrase
8. You’ve probably heard of …
7. The fact of the matter is, …
5. Not to mention the fact that …
6. Plus there’s the fact that …
d. finish a list
e. give an example
f. restate
Other phrases
An important concept is …
So, let’s now look at …
The point is … Actually, … In fact, …
In addition, … In addition to … As well as … Also, … … and …
1. … et cetera. … and so on.
3. Let’s take … For example, … For instance, … Say …
2. In other words, …
4. To put it another way, …
What I mean is, …
That is to say, …
Looking at it another way, … By that I mean …
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