5 pages 48–49 –
5.1 Vocabulary
5.1 Vocabulary CB
Audio
Transcripts (CB) Vocabulary Bank Skills Bank
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VOCABULARY BANK 5.1 Vocabulary sets
5.2 Describing trends
Online resources
5.1_B 5.1_C1 5.1_C2 5.1_D 5.1_G
In this lesson, students are introduced to vocabulary for describing processors, their role in computing and how this has changed over time. Students use language for describing trends to describe data from graphs.
Lesson aims
At the end of this lesson, students should: • have been introduced to language for describing processors, their role in computing and how this has changed over time
• have used word sets, synonyms and antonyms to group vocabulary
• be able to use some appropriate language for describing statistical trends
Introduction
Do some vocabulary revision from the previous units. For example:
• Choose some words with different meanings in general English and computing (see Units 1 and 2). Ask students to say or write two sentences using each word with a different meaning. Some examples are chip and root. If necessary, students can work with their dictionaries.
• Choose some prefixes and suffixes (see Units 1 and 4). Write them on the board. Ask students to give the meaning of an affix and an example of a word containing it.
• Dictate some of the key vocabulary from Unit 3. Ask students to check their spellings (with a dictionary) and group the words according to their stress patterns.
A
Set all three questions for pairwork discussion and whole-class feedback.
1. Students should be able to identify what is in the photographs relatively easily. Encourage students to make comments, and provide suitable vocabulary to help them express their ideas if necessary.
84 B
Set both questions for pairwork, and when students have completed the tasks, feed back visually with the whole class, building up the table in the answers opposite.
3.
Feed back visually, creating the first column of a table using the list below.
Answers
Image 1.
laptop computer
2. computer game handheld controller 3. server units in a data centre 4. gaming computer 5. calculator
2.–3. Encourage students to discuss the tasks that each computer is likely to perform and whether they need to be high-performance computers or not.
If possible, elicit from the students examples of computers that they use and the different levels of performance they get from each. Ask if the performance is likely to correlate with the power of the processors (generally this is the case, though large amounts of fast memory can also increase performance significantly).
You could also elicit from students ideas about the different types of processor each device is likely to use. Explain that the lecture will describe different types of processor and what they are used for.
Answers 2.
It is likely that the gaming computer will have the most powerful processors. This is because the number of calculations required for modern games is extremely high. Laptop and server processors tend to be less powerful. Gaming controllers can be quite powerful but less powerful than gaming computers.
The calculator will have the smallest processor because it has limited functions and little requirement for speed.
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