7 E
Tell students that they are going to listen for the phrases from Exercise D to check their answers. Ask them to say stop when they hear each phrase, and check with them which kind of phrase it is.
45
Get students to repeat each phrase to copy the intonation. If you wish, ask students to suggest other phrases that could be used in the same way.
Elicit answers from students to feed back visually.
Answers Phrase
1. Can you expand on that? 2. The point is …
3. What’s your second point? 4. We need to be clear here.
5. When you say …, do you mean …?
7. Sorry, but I don’t quite follow you.
8. Look at it this way. 9. To put it another way, … F
With the whole class, revise asking for and reporting information.
3.1 Reporting information SKILLS BANK
3.2 Asking for information SKILLS BANK
Refer students back to Skills Bank 3.1 and 3.2. They can also refer to the phrases in Exercise D throughout this activity.
RESOURCES pp.129–130 7.4 Software development
Used for …
asking for clarification giving clarification
asking for clarification giving clarification
asking for clarification 6. What I’m trying to say is, … giving clarification asking for clarification
giving clarification giving clarification
7.4 Extending skills
You could refer students to Skills Bank 7.3 at this point. Feed back after Exercise E.
Set the students to work in groups of four. Each student should choose one example of one of the methods of improving software quality and use the relevant resource to make notes.
7.4_F The resources are also provided in the PDF.
When everyone is ready, they should feed back to their group, giving an oral report on the information. It’s important that they do not simply read aloud the information, but use it to inform their speaking.
Alternatively, the research activity can be done as a ‘wall dictation’ as follows. Make A4 or A3 versions of each sheet from the PDF and pin the sheets on the classroom walls. Each student should leave their seat and go to the wall to find the information they need.
Students should not write anything down; instead, they should read and try to remember the information. They then return to their group and share what they have learnt with the group members. If they forget something, they can go back to the wall to have another look.
Circulate, encouraging students to ask for clarification and to use the appropriate phrases when giving clarification. Note where students are having difficulty with language and where things are going well.
When everyone has finished, feed back to the class on points you have noticed while listening in to the discussions.
G
Move on from Exercise F to this activity. Set students to work in groups. Remind them of the activity in Exercise A. Explain that the images can represent different ways in which software quality and effectiveness can be improved. State that some are linked to the four topics they have researched. Elicit or feed back to the groups what the images represent.
Answers
(Exercise A) 1. logos for python and JavaScript to show different programming languages/tools
2. the symbol for Git: a version control software
3. icons linked to improving testing for functionality and security
4. a kanban board (which is often used in agile teams to visualize the workflow): using agile programming techniques
5. a DevOps approach (software updated continually)
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