This document provides instructions for a computing support officer to summarize in an interview. It begins with explaining how to use Windows Explorer to navigate folder structures similarly to the desktop. It then provides a scenario where the support officer, Barbara, helps the sales director, Clive, with organizing files into subfolders. The recording is divided into three parts where Barbara explains how to 1) view folders in Windows Explorer, 2) put the steps of her explanation in the correct order, and 3) move files into new subfolders called "London", "Manchester", and "Birmingham".
This document provides instructions for a computing support officer to summarize in an interview. It begins with explaining how to use Windows Explorer to navigate folder structures similarly to the desktop. It then provides a scenario where the support officer, Barbara, helps the sales director, Clive, with organizing files into subfolders. The recording is divided into three parts where Barbara explains how to 1) view folders in Windows Explorer, 2) put the steps of her explanation in the correct order, and 3) move files into new subfolders called "London", "Manchester", and "Birmingham".
Original Description:
Oxford English for Information Technology Intermediate (unit10)
This document provides instructions for a computing support officer to summarize in an interview. It begins with explaining how to use Windows Explorer to navigate folder structures similarly to the desktop. It then provides a scenario where the support officer, Barbara, helps the sales director, Clive, with organizing files into subfolders. The recording is divided into three parts where Barbara explains how to 1) view folders in Windows Explorer, 2) put the steps of her explanation in the correct order, and 3) move files into new subfolders called "London", "Manchester", and "Birmingham".
This document provides instructions for a computing support officer to summarize in an interview. It begins with explaining how to use Windows Explorer to navigate folder structures similarly to the desktop. It then provides a scenario where the support officer, Barbara, helps the sales director, Clive, with organizing files into subfolders. The recording is divided into three parts where Barbara explains how to 1) view folders in Windows Explorer, 2) put the steps of her explanation in the correct order, and 3) move files into new subfolders called "London", "Manchester", and "Birmingham".
STARTER Study this screen display of Windows Explorer. Add these titles to the texts: Toggle-box Explorer pane Selected icon Divider Guidelines Navigation pane
Desktop View menu
Windows Explorer is Just like desktop just a different view windows, your view of the structure, of the files and with the desktop at folders can be the top and filtering changed here. The down through My default (standard) Computer to your view is List, but use hard drive. the one you find comfortable.
Indicates that the d
drive or folder The carries sub-folders. works in the same Use these way as the desktop to open or close windows you've 'branches'in the been using. Double- folder hierarchy. clicking on a folder opens the branches leading to it in the navigation pane. These handy help you to see which folders live at the same You can adjust the level. It also makes space allocated to it easier to each pane by appreciate the tree- clicking on and like structure you dragging the are dealing with. - handy when the folder You can tell which folder is currently This shows only drives and folders - tree starts to sprawl. being displayed by the icon. Drives in other words, items that contain will have their text highlighted, something else. To view the full whereas folders are 'open' - click on contents of a folder, click on its icon one and try it. in the
Fig 1 Windows Explorer
LISTENING Barbara is a Computing Support Officer in a large
company. She's advising Clive, the Sales Director. Listen to Part 1 of the recording to find the answers to these questions:
1 What is dive's problem?
2 What does he want to do? These screen displays show some of the steps in Barbara's explanation. Listen to Part 2 of the recording and put them in the correct sequence.
Fig 2 4 screen displays
Listen to Part 3 to answer these questions:
1 What additional task does Clive need help with? 2 What indication is there that Contract now contains subfolders? 3 What are the subfolders called? 4 What operation is used to move files into the new subfolders? 5 What does Barbara refer to as a 'handy tool'? 70 UNIT 10 Computing Support Officer
LANGUAGE WORK Revision: if-sentences
Study these uses of if-sentences. Imagined action and effect
We can use an if-sentence to describe the Action and effect possible effect of an imagined action. For We can use an if-sentence to link an action example: and its effect. For example: 5 If you spilled coffee on your keyboard 1 If you click on that [action], that'll just [imagined action], you could damage it compact your C drive [effect]. [possible effect]. 2 If you click on that [action], that opens it up 6 If there were no other folders there and shows you all your folders [effect]. [imagined action], you wouldn't have a The action is in the Present simple and the little box in there [possible effect]. effect is in the Present simple or described To show this describes imagined, not real, using will, can, or may depending how events, the action is in the Past simple and certain it is to follow. the effect is described using would, could, and might depending how certain it is to Polite instructions follow. We use the action part of if-sentences, especially in spoken English, to give instructions in a polite way. The effect part is assumed. 3 If you bring your cursor down to the very bottom [you'// find the Start button]. 4 If you just hit Enter [that will activate the program].
Match the actions in Column A with appropriate effects from
Column B. Then join each action and effect using an if-sentence.
Column A Column B
1 you press Print Screen a you can drag it across the screen
2 you press Ctrl + Alt + Del in Windows b it would speed up the computer 98 c you may lose data 3 you added more memory d you would have more space at your 4 you installed a modem desk
5 you used a better search engine e you would be able to connect to a
telephone line 6 you forget to save regularly f you can make a copy of the screen 7 you hold down the mouse button over an icon g you would find more relevant results
8 you used an LCD display h it displays a list of active programs
UNIT 10 Computing Support Officer 71
Describe the effects of these actions using an if-sentence.
1 you don't virus-check floppies 2 there was a power cut while you were using your computer 3 you install a faster processor 4 you forgot your password 5 you press the delete key 6 you use a search engine 7 you double-click on an icon 8 you use power-saving options
WORD STUDY Noun + Noun compounds Match each word from Column A with its partner from Column B to make a computing term. All these terms are from previous units. Column A Column B barcode tray mainframe program laser bus expansion pane floppy computer control reader supervisor bar task card system drive explorer printer
SPEAKING Work in pairs, A and B. Instruct each other how to perform
these computer operations in Windows or Mac OS. Take notes from your partner's instructions. Student A Copying a file. Student B Saving a file.
