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Summary This book is very helpful for bachelor level student of computer science background.
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This book is all about computer science and technology.
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Oxford University Press,Contents
Page Page
Unit 1 1 Unit9 34
Personal computing 1 Computers in education 34
The processor 3 CALL 35
Language focus A 4 Language focus I 37
Contextual reference Giving examples
Unit2 5 Unit 10 39
Portable computers 5 Computers in medicine 39
Operating systems 8 Data storage and management 40
Language focus B 9 Language focus J 42
Word formation prefixes Explanations and definitions
Unit3 10 Unit 11 43
Online services 10 Robotics 43
Data transmission 12 Robot characteristics 45
Language focus C 13 Language focus K 46
Word formation suffixes Compound nouns
Unit4 14 Unit 12 47
Programming and languages 14 Virtual reality 47
C language 15 VR input devices 49
Language focus 0 17 Language focus L 50
Organizing information Classifying
Unit5 18 Unit 13 51
Computer software 18 Machine translation 51
Comparing software packages 20 AI and expert systems 52
Language focus E 21 Language focus M 54
Making comparisons Cause and effect
Unit6 22 Unit 14 55
Computer networks 22 Multimedia 55
Network configurations 24 Computer-to-video conversion 57
Language focus F 25 Language focusN 58
Time sequence Making predictions
Unit 7 26 Unit 15 59
Computer viruses 26 Computer graphics 59
Computer security 27 24-bit colour 60
Language focus G 29 Appendix 1 61
Listing Letter writing
UnitS 30
Computers in the office 30
Information systems 32
Language focus H 33
The passive
, Introduction
1 Readership recognize that very few English teachers have a
specialist knowledge of computing. They also
Oxford English for Computing is intended for:
recognize that the students who use this book want
III students of Computer Science in technical colleges
some exposure to the kind oftexts used by their
and universities
fellows in English-speaking countries. The
III people working with computers
materials used in this book therefore consist of a
who want to improve their knowledge of English mixture of non-technical and technical texts. Tasks
l1li for study that accompany the more technical passages are
l1li because they need to use English-language designed in such a way that they can be used for
manuals, textbooks, and reference works self-study or homework if the teacher so desires.
III because they plan to work in an English-speaking
country
5 Organization
2 Objectives This textbook contains 15 units and 14 language
focus sections designed to provide a minimum of
Oxford English for Computing aims at aV-round skills 100 hours of work. Typically, each unit starts by
improvement: examining some general area of computing or
II!I listening - to understand native and non-native computer technology before focusing on a specific
professionals and students, taiking aspect or example of that general area.
about their work and study
- to understand experts talking The language focus sections have been adapted
informally about aspects of computing from Englishfor Computer Science, New Edition,
III speaking - to communicate about computing OUP, 1987. However, much ofthe original
material has been updated, rewritten, or replaced.
topics
111 reading - to understand a wide variety of text Oxford Englishfor Computing includes two
including diagrams, tables, and appendices. Appendix 1. Letter writing, contains a
advertisements complete guide to writing simple work-related
- to compare different sources of letters. Appendix 2, Glossary of technical terms and
information, written and spoken abbreviations, consists of brief definitions of all
III writing - to write descriptions and explanations important technical terms in this book together
of processes with abbreviations commonly used in computing.
- to write summaries oflonger texts
- to write work-related letters
6 Sections
Start up
3 Authors
This section contains starter activities. It is
This book has two authors, both experienced intended to start students thinking about the topic
teachers of English for computing. Care has been of the unit and to encourage them to share both
taken to ensure that the book is methodologically relevant language and knowledge of the topic.
sound and at the same time that the technical
content is correct and up-to-date. Recent Reading
important developments in computing are All units contain at least two reading passages. The
included. P Charles Brown is co-author of English first reading passage is always general in nature.
for Computer Science, OUP. The second reading passage is usually more specific
and/or technical and can be used for individual
study. The activities which accompany passages
are designed to improve both extensive reading
4 Textbook design skills (more speed, less attention to detail) and
This textbook is designed to meet the requirements intensives reading skills (less speed, more attention
of both teachers and students. The authors to detail). Because the texts are authentic, some
, difficult but non-essential words are glossed at the 7 Spelling
end of specific passages, but weaker classes may
need further help from the teacher. As the texts in Oxford English for Computing are
authentic and come from a variety of sources, some
The following reading passages are recprdedon the
inconsistencies in spelling and punctuation will be
cassette:
found. The publishers have not attempted to
Unit 1, page 6 standardize these, since students will be exposed to
Unit 5, page 52 such inconsistencies in their professional lives.
Unit 6, page 67 Certain words deserve special mention. In British
Unit 8, page 95 texts on computing the American spelling analog is
Unit 11 , page 125 fast becoming standard, whereas the British texts
Unit 12, page l34 on electronics analogue is almost always used. The
Unit l3, page 146 spelling of disk/disc varies widely. The usual forms
Unit 14, page 157 are: compact disc; hard/floppy disk, disk drive, etc.
Unit 15, page 170
Listening
Each unit has a listening section. Many ofthe
dialogues are based on actual transcripts, though
some have been simplified. The teacher should be
prepared to play the tape as often as is necessary
for the students to complete a particular task. In
the case of weaker classes, it may be appropriate to
photocopy and distribute the transcripts in the
Answer Book*.
'Note: You may make photocopies oftapescripts for distribution
to students, but copyright law does not normally allow multiple
copying of published material.
Speaking
These activities are for fluency, practice, not
accuracy. The real importance of these activities
lies in the communicative process. Often students
will not understand each other at first. It is
important that they develop strategies for coping
with not understanding and not being understood.
For example, they should be encouraged to ask for
clarification when they do not understand and to
try rephrasing when they are not understood.
Writing
There are two kinds of writing section. One
concentrates on reinforcing language. Writing
tasks of this kind include descriptions, guided
summaries, and reports. The other kind of writing
section focuses on the translation into the mother
tongue of selected paragraphs from the reading
passages. Such paragraphs are chosen for
grammatical or lexical content. Letter-writing skills
are covered in Appendix 1 of the Student's Book.
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