- •Д.А. Арипова
- •Information Technologies: Development and Perspectives
- •Isbn © Иркутский государственный
- •Contents
- •Предисловие
- •Unit I Computer Essentials
- •1. In pairs, discuss these questions.
- •2. Read the text and then explain Figure 1 in your own words. What Is a Computer?
- •4. Listen to an extract and label the pictures (a-e) with words from the box.
- •5. Listen again and decide whether these sentences are true or false. Correct the false ones.
- •6. Look at the help box and then use suitable classifying expressions to complete these sentences.
- •Different types of computer
- •Central Processing Unit
- •9. In pairs describe this scheme, using words and expressions from the text.
- •10. Read the text more carefully and answer the following questions:
- •11. Give English equivalents for:
- •Vocabulary Practice
- •12. Revise the meaning of new words from the text above. Give Russian equivalents for the expressions with them. Use them in your own sentences.
- •13. Look at the help box and then complete the sentences below with suitable relative pronouns. Give alternative options if possible. Put brackets round the relative pronouns you can leave out.
- •14. Read the text. Point out the main components of the cpu: The cpu Main Components
- •15. Read the text and answer the following questions:
- •16. Give English equivalents for:
- •Vocabulary Practice
- •17. Revise the meaning of new words from the text above. Give Russian equivalents for the expressions with them. Use them in your own sentences.
- •18. Give synonyms to the following words:
- •Your Ideal Computer System
- •20. In pairs, describe your ideal computer system. Give reasons for your choices.
- •21. Render the following:
- •Unit II
- •Input / Output Devices
- •5. Listen again and complete the extract from the conversation:
- •6. Look at the language functions in the help box and then correct one mistake in each of these sentences. Decide which functions are being expressed in each sentence.
- •Buying a Computer
- •7. Work in pairs. One of you wants to buy a computer, the other is the shop assistant. Use the prompts and product descriptions below to role play the conversation.
- •Input-Output Environment
- •10. Read the text and answer the following questions:
- •11. Give English equivalents for:
- •Interacting with Your Computer
- •12. Listen to a computer technician describing three input devices. Write which devices he’s talking about.
- •13. Listen again and complete these extracts:
- •15. In pairs, choose one of these input devices and describe its functions and features. Try to guess which device your partner is describing.
- •Vocabulary Practice
- •16. Revise the meaning of new words. Give Russian equivalents for the expressions with them. Use them in your own sentences.
- •18. Revise Infinitive forms. Explain the use of Infinitive and translate sentences into Russian:
- •Input Devices
- •20. Read the text and answer the following questions:
- •21. Give English equivalents for:
- •Output Devices. Printers
- •24. Read the text and answer the following questions:
- •25. Give English equivalents for:
- •Vocabulary Practice
- •26. Revise the meaning of new words from the text above. Give Russian equivalents for the expressions with them. Use them in your own sentences.
- •27. Explain the use of Complex Subject construction and translate sentences into Russian:
- •28. Suggest the title of the text that follows. Summarize the key information:
- •30. Look at the help box and then use suitable suffixes to make adjectives or nouns from these words. In some cases, you can make more than one word. Use a dictionary to help you.
- •31. Complete these sentences with the word in brackets and one of these noun suffixes: -tion, -er, -ing, -logy, -ness. Use a dictionary to help you.
- •32. Look at the help box and then complete these health and safety guidelines with should/shouldn’t.
- •33. In pairs, practice giving advice about how to use a monitor safely using should/shouldn’t or It’s a good/bad idea to… Look at these guidelines for help.
- •35. Listen to Tony Clark, an expert in computer ergonomics, talking to some office workers about health and safety. What health problems associated with computer use do the office workers mention?
- •36. Listen again and complete these extracts:
- •37. Match the extracts above (1-6) with the correct parts of the diagram (a-f).
- •Unit III Storage Devices
- •Storage Devices
- •2. Read the text and answer the following questions:
- •3. Give English equivalents for:
- •4. Translate sentences with Participle I, Participle II, Perfect Participle Active and Perfect Participle Passive into Russian:
- •5. In pairs, discuss what you should or shouldn’t do to protect your data. Use the suggestions below.
- •Word Building
- •6. Look at the words in the boxes. Are they nouns, verbs, adjectives or adverbs? Write n, V, ad] or adv next to each word and then complete the sentences below.
- •12. Read the text and find the following:
- •Optical Discs and Drives
- •13. Read the text again and make notes about the features of cDs, dvDs and Blu-ray discs:
- •14. Look at these extracts from the text and put the words in italics into the correct column of the table:
- •15. Look at the help box and check your answers. How do you say these connectors in your language?
- •16. Choose the correct word in brackets to complete these sentences:
- •17. In pairs, look at the products in the computer catalogue and choose the most suitable device for the purposes (1 -6). Give reasons for your choices. Try to use some connectors from the help box:
- •18. Summarize the key information of the following text:
- •19. Read the text one more time and answer the following questions:
- •Unit IV Basic Software
- •Gui Operating Systems
- •2. Look at the help box and decide if these nouns are countable, uncountable or either, depending on the context. Write c, u, or с and u.
- •3. Complete this text with a, an, the or nothing:
- •4. Summarize the text gui Operating Systems in 90-100 words. Follow these steps:
- •Data Processing and Data Processing Systems
- •6. Read the text and answer the following questions:
- •7. Give English equivalents for:
- •8. Give Russian equivalents for:
- •9. Listen to two friends, Anna and Ben, talking about how to move text in Word. How many steps are involved in carrying out the Cut and Paste task?
- •10. Listen again and complete the dialogue.
- •11. Look at the help box and then correct six mistakes in this dialogue.
- •12. Complete these instructions for how to Copy and Paste in Word with verbs from the box.
- •Databases
- •14. Complete these statements about databases using information from the text.
- •15. In pairs, discuss what fields you would include in a database for your music collection.
- •17. Find non-finite verb forms and translate sentences into Russian.
- •18. Transform modal verbs into their modal equivalents a) in the past; b) in the future.
- •19. Read the text and match the headlines (a-d) with the paragraphs (1-4).
- •20. Complete the sentences in accordance with the information in the text above.
- •22. Look at the help box and then complete these sentences with the correct form of the verbs in brackets.
- •23. In pairs, discuss these questions. Use the second conditional.
- •Programming
- •Active Vocabulary
- •1. Read the text. Explain the meaning of the term «Computer programming». Computer Programming
- •2. Read the text and answer the following questions:
- •3. Give English equivalents for:
- •Active Vocabulary
- •4. Read the text. Explain the meaning of the term «Programming language». Programming Languages
- •5. Answer the following questions.
- •6. Give English equivalents for:
- •7. Find in the texts «Computer Programming» and «Programming Languages» synonyms to the given words:
- •8. These statements about Java are all false. Read the text and correct them.
- •The Java Language
- •9. Match the terms (1-5) with the definitions (a-e).
- •10. Read the text «Types of Errors» and answer the questions:
- •Types of Errors
- •11. Give a loose translation of the extracts:
- •1.The conversion of symbolic languages
- •2.Running the computer program
- •3.Testing the computer program
- •Unit VI The Internet and the Web
- •Internet faQs
- •1. Read Part 1 of the Internet faQs and choose the correct answers.
- •Internet faQs: Part 1
- •3. Find words and phrases in Part 2 with the following meanings.
- •Internet faQs: Part 2
- •4. Read the article and mark the sentences t (true) or f (false).
- •The Internet
- •5. Find in the text words and acronyms with the same meaning:
- •7. Complete the sentences with words from the text «The Internet».
- •8. Render the following text. A Typical Web Page
- •9. Explain given words and word expressions:
- •10. Read the text «Research on the Internet» and choose the correct variant.
- •Research on the Internet
- •11. What instructions are to be included in order to successfully find information in the Internet?
- •12. Find terms in the text with the following meanings:
- •13. Read the text «Web Page Design» and mark the sentences t (true) or f (false).
- •Web Page Design
- •14. Read the text again and find the following.
- •15. Fill in the gaps with the following words and expressions:
- •16. Match the sentence beginnings (1-6) with the correct endings (a-f).
- •17. In pairs, think about your favourite websites and discuss these questions.
- •18. Listen to an interview with a web designer describing how to design a website and put these steps into the correct order.
- •Unit VII
- •Internet Communications
- •1. Read the article and find websites for the following tasks.
- •Tour the Collectives of Cyberspace
- •2. Read the article again and match the sentence beginnings (1-5) with the correct endings (a-e).
- •9. Listen to two extracts from a monthly podcast called Money Matters. What is each speaker talking about?
- •11. Look at the help box and then complete these sentences.
- •Virtual Meetings
- •15. Read the text again and answer these questions.
- •16. Find terms in the text with the following meanings.
- •17. Define the term «netiquette».
- •18. Read the text and match the headlines (a-d) with the paragraphs (1-4).
- •19. Choose polite and impolite actions in writing Emails.
- •20. Complete the sentences with one of the words in bold.
- •21. In pairs, do this netiquette quiz.
- •22. Have you ever experienced bad netiquette? Tell your partner what happened.
- •23. Rewrite this im chat using abbreviations.
- •25. In pairs, discuss these questions. Give reasons for your answers.
- •Unit VIII
- •Internet Security
- •2. Read the text and answer these questions.
- •Security and Privacy on the Internet
- •3. Read the text and answer these questions.
- •The History of Hacking
- •4. In pairs, discuss which of the cases you had heard of. Which do you think is the most important?
- •5. In small groups, look at the list of cybercrimes and discuss these questions.
- •6. Write a summary of your discussion on PowerPoint and present it to the rest of the group.
- •7. Render the text.
- •8. Answer the following questions.
- •9. Answer in writing:
- •10. Look at the help box. How do you make the passive in your language? How different is it to English?
- •11. Read the article and underline all the examples of the passive. What tenses are they?
- •12. Complete these sentences with the passive form of the verbs in brackets.
- •Unit IX New Technologies – Computers Today and Tomorrow
- •1. Match it jobs (a-g) with their definitions (1-7).
- •2. Complete these definitions with jobs from the box.
- •4. Discuss if you would like to apply for one of the jobs. Give reasons for your answers.
- •5. Look at the help box. Do you have the equivalent of phrasal verbs in your language? How do you say the phrasal verbs in the help box?
- •6. Complete these sentences with the correct form of a phrasal verb from the help box.
- •7. Match the questions (1-6) with the answers (a-f).
- •8. In pairs, discuss these questions.
- •9. Read the texts and answer these questions.
- •10. Find words in the texts with the following meanings.
- •11. Look at the help box and then choose the correct words in brackets to complete these sentences.
- •12. Complete these sentences with the correct future form of the verb in brackets. Use the future continuous or future perfect.
- •13. In pairs, discuss these predictions. Do you agree or disagree? Give reasons for your answers.
- •14. Write your own predictions about these topics.
- •16. Look at this web extract about e-publishing. What examples of e-publishing can you find in the text?
- •18. Debate your ideas. Which team has the most convincing position? Acronyms and Abbreviations
- •Audioscripts
- •Sources of information
3. Read the text and answer these questions.
1. Which hacking case inspired the film War Games?
2. When did Captain Zap hack into the Pentagon?
3. Why was Nicholas Whitely arrested in 1988?
4. How old was the hacker that broke into the US defense computer in 1989?
The History of Hacking
1971 - John Draper discovered that a whistle offered in boxes of Cap’n Crunch breakfast cereal perfectly generated the 2,600Hz signal used by the AT&T phone company. He started to make free calls. He was arrested in I972 but wasn’t sent to prison.
1974 - Kevin Mitnick, a legend among hackers, began hacking into banking networks and altering the credit reports of his enemies. He didn’t expect that his most famous exploit – hacking into the North American Defense Command in Colorado Springs – would inspire the film War Games in 1983.
1981 - Ian Murphy, a 23-year-old known as Captain Zap on the networks, hacked into the White House and the Pentagon.
1987 - The IBM international network was paralyzed by a hacker’s Christmas message.
1988 - The Union Bank of Switzerland almost lost £32 million to hackers. Nicholas Whitely was arrested in connection with virus spreading.
1989 - A fifteen-year-old hacker cracked the US defense computer.
1991 - Kevin Poulsen, known as Dark Dante on the networks, was accused of stealing military files.
Speaking
4. In pairs, discuss which of the cases you had heard of. Which do you think is the most important?
5. In small groups, look at the list of cybercrimes and discuss these questions.
1. Which crimes are the most dangerous?
2. Is it fair or unfair to pay for the songs, videos, books or articles that you download? Should copyright infringement be allowed online?
3. What measures can be taken by governments to stop cybercrime?
4. Do you think governments have the right to censor material on the Internet?
5. Personal information such as our address, salary, and civil and criminal records is held in databases by marketing companies. Is our privacy in danger?
Cybercrimes
• Piracy – the illegal copy and distribution of copyrighted software, games or music;
• Plagiarism and theft of intellectual property – pretending that someone else’s work is your own;
• Spreading of malicious software;
• Phishing (password harvesting fishing) – getting passwords for online bank accounts or credit card numbers by using emails that look like they are from real organizations, but are in fact fake; people believe the message is from their bank and send their security details;
• IP spoofing – making one computer look like another in order to gain unauthorized access;
• Cyberstalking – online harassment or abuse, mainly in chat rooms or newsgroups;
• Distribution of indecent or offensive material.
Writing
6. Write a summary of your discussion on PowerPoint and present it to the rest of the group.
7. Render the text.
Data is by definition easy to copy. And the Internet makes copies easy to distribute. So it is no wonder companies are afraid. But, as so often happens, fear has clouded their judgement. The government has responded with draconian laws to protect intellectual property. They probably mean well. But they may not realize that such laws will do more harm than good.
Why are programmers so violently opposed to these laws? If I were a legislator, I’d be interested in this mystery—for the same reason that, if I were a farmer and suddenly heard a lot of squawking coming from my hen house one night, I’d want to go out and investigate. Hackers are not stupid, and unanimity is very rare in this world. So if they’re all squawking, perhaps there is something amiss.
Could it be that such laws, though intended to protect America, will actually harm it? Think about it. There is something very American about Feynman breaking into safes during the Manhattan Project. It’s hard to imagine the authorities having a sense of humor about such things over in Germany at that time. Maybe it’s not a coincidence.
Hackers are unruly. That is the essence of hacking. And it is also the essence of Americanness. It is no accident that Silicon Valley is in America, and not France, or Germany, or England, or Japan.
I lived for a while in Florence. But after I’d been there a few months I realized that what I’d been unconsciously hoping to find there was back in the place I’d just left. The reason Florence is famous is that in 1450, it was New York. In 1450 it was filled with the kind of turbulent and ambitious people you find now in America. (So I went back to America.)
It is greatly to America’s advantage that it is a congenial atmosphere for the right sort of unruliness—that it is a home not just for the smart, but for smart-alecks. And hackers are invariably smart-alecks. If we had a national holiday, it would be April 1st. It says a great deal about our work that we use the same word for a brilliant or a horribly cheesy solution. When we cook one up we’re not always 100% sure which kind it is. But as long as it has the right sort of wrongness, that’s a promising sign. It’s odd that people think of programming as precise and methodical. Computers are precise and methodical. Hacking is something you do with a gleeful laugh.
In our world some of the most characteristic solutions are not far removed from practical jokes.
Smart-alecks have to develop a keen sense of how much they can get away with. And lately hackers have sensed a change in the atmosphere. Lately hackerliness seems rather frowned upon.
To hackers the recent contraction in civil liberties seems especially ominous. That must also mystify outsiders. Why should we care especially about civil liberties? Why programmers, more than dentists or salesmen or landscapers?
Let me put the case in terms a government official would appreciate. Civil liberties are not just an ornament, or a quaint American tradition. Civil liberties make countries rich. If you made a graph of GNP per capita vs. civil liberties, you’d notice a definite trend. Could civil liberties really be a cause, rather than just an effect? I think so. I think a society in which people can do and say what they want will also tend to be one in which the most efficient solutions win, rather than those sponsored by the most influential people. Authoritarian countries become corrupt; corrupt countries become poor; and poor countries are weak. It seems to me there is a Laffer curve for government power, just as for tax revenues. At least, it seems likely enough that it would be stupid to try the experiment and find out. Unlike high tax rates, you can’t repeal totalitarianism if it turns out to be a mistake.
This is why hackers worry. The government spying on people doesn’t literally make programmers write worse code. It just leads eventually to a world in which bad ideas win. And because this is so important to hackers, they’re especially sensitive to it. They can sense totalitarianism approaching from a distance, as animals can sense an approaching thunderstorm.
It would be ironic if, as hackers fear, recent measures intended to protect national security and intellectual property turned out to be a missile aimed right at what makes America successful. But it would not be the first time that measures taken in an atmosphere of panic had the opposite of the intended effect.
There is such a thing as Americanness. There’s nothing like living abroad to teach you that. And if you want to know whether something will nurture or squash this quality, it would be hard to find a better focus group than hackers, because they come closest of any group I know to embodying it. Closer, probably, than the men running our government, who for all their talk of patriotism remind me more of Richelieu or Mazarin than Thomas Jefferson or George Washington.
When you read what the founding fathers had to say for themselves, they sound more like hackers. "The spirit of resistance to government," Jefferson wrote, "is so valuable on certain occasions, that I wish it always to be kept alive."
Imagine an American president saying that today. Like the remarks of an outspoken old grandmother, the sayings of the founding fathers have embarrassed generations of their less confident successors. They remind us where we come from. They remind us that it is the people who break rules that are the source of America’s wealth and power.
Those in a position to impose rules naturally want them to be obeyed. But be careful what you ask for. You might get it.
