Focus on language. Read the sentences below and explain how simple instructions are given.

Read the sentences below and explain how simple instructions are given.

§ Think carefully about which keywords could be used to define the concept you are interested in.

§ To search using a search engine, type words into a search box.

Simple and complex instructions § To make simple instructions we use imperative e.g.: If you're looking for the Moscow University homepage, just enter Moscow University and click "I'm Feeling Lucky". Don’t rely on a date given on the search engine’s View Page.   § To add explanation use to-infinitive or by + -ing e.g.: To search using a search engine, type words into a search box. e.g.: Use keywords to form search phrases by putting quotation mark around the key words.   § To link instructions and stress their order use until + Present Simple, having + Participle II, after+ Present Perfect, once+ Present Perfect e.g.: After you've entered your search terms, try the "I'm Feeling Lucky" button. Continue this process until you reach the first single slash (/).   § To put instruction in order use sequence words: first, then, …, finally.  

Practice

1. Complete the instructions with the correct form of the word in brackets.

a) ……………. (put) a quotation mark around the phrase if you are not sure in its exact wording.

b) ………….. (focus) on a particular meaning of a keyword, put a minus sign "-" in front of words related to the meaning you want to avoid, e.g.: intelligence –computing.

c) You can restrict your search to only one specific website by ………. (do) site: search. …………, type the word “site” and a colon. ……….., add the domain name and ………….., press the search button. (sequence words)

d) …………… (set, having + participle II) ranges for everything from dates (von Neumann 1933…1945) to weights (5000...10000 kg truck), you can easily search for specific information within the range of numbers.

e) Attach a “ + ” sign to a word or digit ……………. (narrow) your search, e.g.: World War +П.

f) After ……………….. (define) the search request as precisely as possible and ……………….. (choose) relevant keywords, start searching.

g) Keep truncating back the URL until ……………………… (find) the page’s publisher.

h) Once………………………… (link) to a retrieved site, check to see if

any information about the page’s creator is provided.

Speaking

1. Refer back to the definition of information literacy and in groups of 3-4

match the steps in solving an information problem with the stages:

stages

steps

1) before accessing information 2) when accessing information 3) after information is extracted

a) determine what is known and what is needed for problem solving b) identify and retrieve relevant information from sources c) use retrieved information to complete the task d) use technology to help searching e) organize information from multiple sources f) identify different sources of information, including text, video, audio and databases g) present information clearly and persuasively using various technology tools h) understand how the retrieved information does or does not address original problem i) evaluate and prioritize the sources of information to select the most relevant and reliable ones j) evaluate the process and products of these activities k) evaluate the reliability of the information you have found l) use technology to facilitate evaluation

2. Report on the algorithm for solving an information problem. Make use of the sequence words in the box. Make sure you use various instruction models.

Tool box: Listing 2 First, … Second, … Third, … Another/Next, … Then, … Last, …/Finally, … The next step is … As soon as you …, move on to ….

3. Choose one of the tasks below and describe how you apply the algorithm for solving an information to complete the task.

o Advise a secondary school student on the best computer program to create presentations

o Present the faculty courses at the University Open Days

o Speak about the latest IT technologies at a seminar

o Make a presentation on negative effects of computer technologies to environment at a conference

o Write an essay on “The Internet and Game Addiction” in sociology

Listening

Recording 3.1

1. You are going to hear a radio programme about some of the computer terms and their origin. Work with a partner and check you can give definitions to the following words:

hacker blogger spam software search engine

2. Listen to the talk and complete the sentences.

Computer technology has become …………………………………………….. It has its own special words. Example: 1. ………………… is a device that …………………………... it moves.………… ……………………… or the cursor on the computer ……….. The idea was developed in …………………………by Douglas Engelbart. First devices – a carved block of wood with …………………………………….. Its name is due to ……………………………………… which was …………… …………………..to the computer. 2.Experts are called ……………………. They write ……………………... in a special computer language. The other meaning of the word is a person who tries……………………………………………………………………………….. 3. ……………….. – a popular ……………………………….for the Internet. People use it to ……………………………………………………………………. The name is connected to extremely large number in math – 1+100 zeroes. When you google a – you get ………………… of information about it. 4. ……………….. (a Web log) is a personal Web page. It contains …………., comments, …………….., and ……………… to other Web sites. Their owners are ………………………………………………... 5. ……………………..is unwanted ………………………………… sent to your mailbox. The name is due to a ……………..on a British …………………..  

Reading

1. Before you read the text answer the following questions:

· What does WWW stand for?

· What do abbreviations http, www, html, URL,.ru mean?

· Is WWW a good source of information?

· Who owns WWW?

· Is the information posted in the Web regulated or monitored?

· Have you ever used WWW as a research tool?

2. Comment on the cartoon by Peter Steiner.

(The New Yorker, July 5, 1993)

3. Discuss with a partner if it is necessary to evaluate the information you have

found? Give your reasons.

4. Read the text to check your guesses.

Thinking about what we have found!

By now everyone has heard the terms “Internet”, “World Wide Web”. It seems you can’t pick up a magazine or watch news without them being mentioned somewhere. There is so much information across the Internet and the Web can link together info from anywhere in the world and make it available to anyone. A high school student can jump from The Times’ financial report to a pictorial tour of Russia’s capital, Moscow, to wild scenery of central Africa – without even leaving his desk.

The Internet has brought so much to society. It helps a great number of people to express themselves, find one another, exchange ideas, discover possible peers worldwide they never would have otherwise met, and, through hypertext links in web pages, suggest so many other people's ideas and personalities to anyone who comes and clicks. And that's great treasure.

Having access to huge amounts of information is part of the Internet’s

charm, but perhaps only a small part; more significant is the ability to find, view

and make use of the information. You can move around the world as easily as to

the local library just with a click of a mouse.

The World Wide Web is a great place to accomplish research on many topics, you can find research documents, encyclopedia entry or any other information almost on any subject. For many students traveling to a library to find this information has become a near obsolete venture. Instead, they prefer using the Web.

But there is one thing – you have to evaluate carefully whatever you find on the Web. Documents can easily be copied and falsified or copied with omissions and errors - intentional or accidental. In the general World Wide Web there are no editors (unlike most print publications) to proofread and "send it back" or "reject it" until it meets the standards of a publishing house's reputation. Quality of Web resources varies tremendously. Anyone can put articles on the Web. How do you know whether the information is reliable and free of error?

Moreover most pages are designed with some purpose in mind. Businesses, small or large, advertise and sell products and services; mass media’s primary purpose is to provide extremely current information. Their URL addresses frequently end in .com (commercial). Political parties, interest groups and other non-profit organizations put forward and advocate their ideas attempting to influence public opinion. Their URL extensions will frequently be .org. Education and government institutions design web pages with the motive to present factual information such as statistical data, directories, transport schedules, annual reports. Their addresses often end in .edu, .gov or even country codes. The two letters at the end of any internet address indicate the country of origin (except for the United States), e.g., .ru stands for Russia, .ua – for Ukraine, .sz stands for Switzerland.

A great number of web pages are published by individuals who may or may not be affiliated with a large institution. This doesn’t mean they are necessarily ‘bad’ but it takes time to double-check, in other words, to gather the evidence on the quality of the information in the web site. Though the URL addresses may have a variety of endings, a personal name (sbaker or baker) following a tilde (~), a percent sign (%) or the words “users”, “members” or “peoples” is frequently embedded somewhere in the URL. It is the reader who establishes the validity, authority, accuracy, timeliness, integrity and objectivity of what you find and is intended to use. Using the Web as a Research Tool has become nowadays a real challenge. Remember that you are looking for quality not quantity!

(Adapted from the Internet sites)

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Дата добавления: 2015-10-30